Sentences with phrase «hispanic students at both grades»

The gap also narrowed between White and non-ELL Hispanic students at both grades in mathematics and reading.

Not exact matches

Even though almost every student at the KIPP Academy... is from a low - income family, and all but a few are either black or Hispanic, and most enter below grade level, they are still a step above other kids in the neighborhood; on their math tests in the fourth grade (the year before they arrived at KIPP), KIPP students in the Bronx scored well above the average for the district, and on their fourth - grade reading tests they often scored above the average for the entire city.

Currently, only one in five Black or Hispanic students can read or write at grade level, and more than 200,000 Black and Hispanic students could not meet academic standards on this year's state exams.

The 2011 8th - grade National Assessment of Educational Progress (NAEP) shows that only 18 percent of Hispanic students and 14 percent of black students read at or above proficiency levels.

As grades improve beyond this level, Hispanic students lose popularity at an alarming rate.

The 2011 National Assessment of Educational Progress (NAEP) shows, for example, that only 18 percent of Hispanic students in grades 4 and 8 scored at or above proficient in reading.

Cambridge, MA — A Harvard University study released today provides the first evidence from a nationally representative sample of Americans that the public, and especially parents, grade their local schools on the basis of student achievement and not on the percentage of students at the school who are African American or Hispanic.

The corresponding changes among eighth - grade math scores are small only in comparison: 6 points nationwide, 11 points for black students, 10 points for Hispanic students, and 8 points for those students at the 10th percentile.

We also confirm that we obtain similar results when we control for student characteristics measured at or before the PSAT / NMSQT, including sex, parental education, family income level, whether a student took the PSAT / NMSQT in 10th grade and his or her previous score, indicators for ethnic background (for example, Mexican, Cuban), and controls for the type of high school attended, including affiliation (public or private), urbanicity (that is, city, suburban, rural), size, and concentration of Hispanic students.

For several days in early January, Michaelis and support staff members met with classroom teachers in grades three to six charged with identifying students in different subgroups (Hispanic, African American, English language learners, special education) at levels 1 and 2 with the best chance of scoring at a higher level on the math, reading, or writing section of the CMTs, if they received intensive, targeted remediation.

To get specific: In Chicago Public Schools ~ white and Asian students made minor gains on NAEP in reading between 2003 and 2009 ~ but Hispanic students gained little and blacks gained nothing ~ so the achievement gap widened between whites and minorities at the fourth and eighth grade levels.

These results can be compared to those for New York City, where 24 percent of male Black students and 25 percent of male Hispanic students scored proficient in grade 8 reading, or they can be compared to the statewide averages: 21 percent of male Black students and 24 percent of male Hispanic students reading at the proficient level in eighth grade.

One could speculate that if Rochester's male Black students moved to New York City (preferably to eastern Queens, but whatever) eight times as many would learn to read at grade level, as would four times as many of the male Hispanics and twice as many of the male White.

Take reading, for example: According to the U.S. Department of Education; in 4th grade 44 % of white students, 16 % of black students, 28 % of Hispanic students and 57 % of Asian students are performing at or above proficiency.

Asian and Hispanic students in those grades saw drops of 1 percentage point to 58 percent and 23 percent, respectively, in math proficiency, while advanced learners of all races saw a 3 percentage - point drop to 94 percent, and black students saw no change at 12 percent.

By 8th grade, 36 % of white students, 13 % of black students, 23 % of Hispanic students and 46 % of Asian students are at or above proficiency.

This holistic approach has yielded results in places like Putnam City West High School in Oklahoma City, where educators have engaged parents and the community to boost the graduation rate of Hispanic students by 70 percent; and Denver, where the teacher - led Math and Science Leadership Academy is taking a collaborative approach that focuses on mentoring and professional development to boost student achievement; and in Las Vegas, where a teacher empowerment program has led to remarkable gains, including at Culley Elementary School, a «high achieving» school where only five years ago, less than a quarter of students were at grade level.

Fewer than 15 % of African - American and Hispanic students read at grade level.

For both grade levels, there was generally a larger percentage of White than Hispanic students who participated in the 2009 assessments at the national level.

In 2009, at the state level for grade 4 the largest percentage of Hispanic students participating in NAEP was 51 percent in California, while the smallest percentage of Hispanic students participating in NAEP was 1 percent in Maine and Vermont.

Nationally, scores for Hispanic students have increased in 2009 since the early 1990s in both subjects and at both grades, but scores for White students have increased as well.

Arizona has a larger percentage of Hispanic students participating in NAEP than White students at grade 4.

In 2009, California, the District of Columbia, New Mexico, and Texas have a larger percentage of Hispanic students participating in NAEP than White students at both grades.

For example, the 2009 mathematics assessment student sample was 54 percent White and 22 percent Hispanic at grade 4 and 56 percent White and 21 percent Hispanic at grade 8.

At both grades, black and Hispanic students posted lower average scores than white students and Asian students.

The school's data showed a wide gap in reading and math achievement between white and Hispanic students in 3rd grade; it looked like an insurmountable chasm at 5th grade.

82 percent of Hispanic students in schools with low or moderate rates of families living in poverty did not read at grade level.

Among Hispanic students, 45 percent in fourth grade and 34 percent in eighth grade score at the lowest level in reading, and 27 percent and 40 percent score below basic in math in grades 4 and 8 respectively.

In grade 12, a full 88 percent of Hispanic students perform below proficiency in math, with over half performing at the lowest achievement level.

23 percent of black fourth graders, and 32 percent of Hispanic fourth graders achieved at or above the proficient level, compared with 63 percent of white fourth - grade students.

Despite the fact that Hispanic (eighth grade) adolescents have the highest lifetime drug - use prevalence rates across all major illicit drugs (except amphetamines)(Johnston, O'Malley, Bachman, & Schulenberg, 2005), and Hispanic high school students have the highest rates of unprotected sex at last intercourse (CDC - P, 2004b) compared to African American and non-Hispanic Whites, research on the efficacy of drug abuse and HIV prevention programs for Hispanics is lacking (González - Castro et al., 2003).