Sentences with phrase «american achievement scores»

Although we might wish for faster progress, American achievement scores are rising.

Not exact matches

Furthermore, scores rose faster for African American and Hispanic students, narrowing achievement gaps.

Although African American and Hispanic students had fairly similar scores on the baseline achievement test, students in these groups differed in a number of respects.

Now Americans want achievement for all, defined as higher test scores.

While the math achievement of American students has risen steadily in recent decades, especially in the early grades, reading scores have barely budged.

African American students advanced from the bottom quarter of Chicago's test score distribution for white students to the 46th percentile in reading and math, essentially closing the racial achievement gap.

And yet because achievement - gap mania has distilled «education reform» to measures that raise the test scores of poor and minority students, the solutions to what ails American education more broadly simply aren't being developed — in part because the question is hardly ever asked.

Schools that report low achievement for English - language learners also report low test scores for white and African - American students, and share characteristics associated with poor performance on standardized tests, according to a study released by the Pew Hispanic Center.

In other findings, it says that charter schools» students score significantly below those in regular public schools on achievement tests, and it faults American students»...

Looking at only American students» PISA scores, we see that reading engagement had a higher correlation with reading literacy achievement than time spent on homework, relationships with teachers, a sense of belonging, classroom environment, or even pressure to achieve (which had a negative correlation).

Despite gains in achievement, African American and Latino students still score significantly lower in the aggregate than white students.

By and large, L.A. Unified charters also outperform the district average in API scores and graduation rates for Latino and African American students, and students from low - income families; in other words, they are succeeding at closing the socioeconomic achievement gap that plagues U.S. education.

The American Statistical Association concluded recently that teachers account for about 1 per cent to 14 per cent of the variability in test scores, and that the majority of opportunities for quality improvement are found in system - level conditions.4 In other words, most of what explains student achievement is beyond the control of teachers or even schools, and therefore arguing that teachers are the most important factor in improving the quality of education is simply wrong.

Your report about the growing achievement gap between white and African - American students over 20 years of «reform» in the Chicago Public Schools reaffirms our organization's strong opposition to one of the most harmful of these initiatives, the practice of flunking students based on their scores on the annual state tests.

According to a study conducted by the American School Food Service Association, children with insufficient protein intake scored the lowest on achievement tests.

Related, I should note that in a few places the authors exaggerate how, for example, teachers» effects on their students» achievement are so tangible, without any mention of contrary reports, namely as published by the American Statistical Association (ASA), in which the ASA evidenced that these (oft - exaggerated) teacher effects account for no more than 1 % -14 % of the variance in students» growth scores (see more information here).

Noting a steady decline in student achievement scores in science, the commission warned, «We are raising a new generation of Americans that is scientifically and technologically illiterate.»

Those same National Assessment of Educational Progress scores that give us national bragging rights show achievement gaps between white and both African - American and Latino students, and between lower - and higher - income students in reading and mathematics.

Attempting to show that even a well - managed school district can't close achievement gaps in student learning, McRae showed Fraisse data from the state Department of Education showing significant differences in test scores between African - American and Latino students and white students in some of the administrator's former school districts.

Using publicly available data from the California Department of Education (CDE), the results show that charter schools are making significant gains in narrowing the achievement gap, with African American students consistently earning higher Academic Performance Index (API) scores and proficiency rates statewide in many urban districts and across subjects.

California's K — 12 students have made gains in reading scores, but achievement gaps remain for English Learner, low - income, and African American and Latino students.

As the interviews with national policy actors revealed, Representative Goodling was instrumental in keeping the focus on American students» improved reading achievement: «I think Mr. Goodling especially wants his legacy to be that he really did do something to help improve reading scores.»

Advocates contend that the disparity in test scores, often referred to as the «achievement gap,» provides political leverage and forces politicians and other stakeholders to respond to the needs of historically underserved subgroups such as African - American, Hispanic, and low - income students.

Examining test scores in all 50 states, David Madland and Nick Bunker find that a stronger American middle class is associated with higher levels of academic achievement.

The E. M. Kauffman funded Philliber Research Associates evaluation of the CDF Freedom Schools program in Kansas City conducted between 2005 - 2007 indicates children who attend CDF Freedom Schools programs score significantly higher on standardized reading achievement tests than children who attend other summer enrichment programs; African American middle schools boys made the greatest gains of all.

According to the school's website, 54 percent of African - American students who had attended at least one year at New City scored above the 75th percentile for Total Achievement, which tests students in reading and math.

These results are highlighted in CCSA's Chartering and Choice as an Achievement Gap - Closing Reform: The Success of California Charter Schools in Promoting African American Achievement, which shows that, overall, charter schools in California are effectively accelerating the performance of African American public school students, and are earning higher Academic Performance Index (API) scores and proficiency rates statewide, in many urban districts and across all subjects when compared with traditional public schools.