Table 1, presents the research vari

Table 1, presents the research variables.
The findings in Table 1 show that 34.4% of schools are defined as high
SES schools, 29.8% mid SES and 35.9% low SES schools. Schools were
also found to have a large ratio of students per teacher (28.67). For comparison
the average ratio in OECD (2014) is around 21 students per teacher.
The data indicated that 31% of schools are located in the center of Israel,
24% are Israeli-Arabs and 25% are Jewish religious schools. As for the
teaching force, on average about 18.8% of the teachers in each school have
a MA degree and 51% have more than 15 years of teaching experience.
The average of achievements at the school level is 57% with a large variance
(SD = 11.17), indicating a large difference between schools in their
average achievements. However, the findings show that schools are similar
in the disparity of achievements within school. As a whole, the variance
between schools seems to be greater than within schools.
Differences between high and low SES schools were found in the
education sectors, locations, schools’ average achievements and teachers’
education. In comparison to high SES schools, those defined as low SES
schools are mainly Israeli-Arabs, with low achievements and located in the

Hasil (Bahasa Indonesia) 2:

Tabel 1, menyajikan variabel penelitian.
Temuan pada Tabel 1 menunjukkan bahwa 34,4% dari sekolah didefinisikan sebagai tinggi
sekolah SES, 29,8% pertengahan SES dan 35,9% sekolah SES rendah. Sekolah
juga ditemukan memiliki rasio besar siswa per guru (28,67). Sebagai perbandingan
rasio rata-rata di OECD (2014) adalah sekitar 21 siswa per guru.
Data menunjukkan bahwa 31% sekolah yang terletak di pusat Israel,
24% adalah Israel-Arab dan 25% adalah sekolah-sekolah agama Yahudi. Adapun
tenaga pengajar, rata-rata sekitar 18,8% dari guru di masing-masing sekolah memiliki
gelar MA dan 51% memiliki lebih dari 15 tahun pengalaman mengajar.
Rata-rata prestasi di tingkat sekolah adalah 57% dengan varians besar
(SD = 11.17), menunjukkan perbedaan yang besar antara sekolah di mereka
prestasi rata-rata. Namun, temuan menunjukkan bahwa sekolah serupa
di disparitas prestasi di sekolah. Secara keseluruhan, varians
antar sekolah tampaknya lebih besar dari dalam sekolah.
Perbedaan antara sekolah SES tinggi dan rendah ditemukan di
sektor pendidikan, lokasi, 'prestasi rata-rata dan guru sekolah
pendidikan. Dibandingkan dengan sekolah SES tinggi, yang didefinisikan sebagai SES rendah
sekolah terutama Israel-Arab, dengan prestasi rendah dan berada di