Sentences with phrase «reading achievement remains»

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Our results indicate that, on average, New York City's charter schools raise their 3rd through 8th graders» math achievement by 0.09 of a standard score and reading achievement by 0.04 of a standard score, compared with what would have happened had they remained in traditional public schools (see Figure 3).

Highlights of this year's NAPLAN results include: • There is evidence of movement of students from lower to higher bands of achievement across year levels and most domains over the last 10 years • Year 3 reading results continue to show sustained improvement • ACT, Victoria and NSW continue to have high mean achievement across all domains • There are increases in mean achievement in the Northern Territory in primary years reading and numeracy since 2008 • WA and Queensland have the largest growth in mean achievement across most domains since 2008 • Percentage of students meeting the national minimum standard remains high — over 90 per cent nationally and in most states and territories, across all domains and year levels

They mean that the students in the control group would need to remain in school an extra 3.7 months on average to catch up to the level of reading achievement attained by those who used the scholarship opportunity to attend a private school for any period of time.

Since about 1970, the achievement levels of U.S. students on the reading and math tests of the National Assessment of Educational Progress (NAEP) have remained largely flat despite massive financial and other efforts to improve them.

In reading, by contrast, assignment to a Level II or Level III teacher was associated with a large and statistically significant increase in reading achievement, while estimates of the effects of having a teacher from both of the other two groups remained positive but statistically insignificant.

Is it any wonder that, even as national assessment data have shown decent gains in math achievement in recent years (at least in the early grades), reading outcomes remain dismal?

The estimated effects of the private school share on student achievement are somewhat smaller in science and reading than in math, but they remain substantial, positive, and statistically significant (see Figure 2).

Despite the amount of time that teachers spend working, student achievement in the U.S. remains average in reading and science and slightly below average in math when compared to other nations in a separate OECD report.

Eric Hanushek, joined by nationally recognized school finance lawyer Alfred Lindseth: Since about 1970, the achievement levels of U.S. students on the reading and math tests of the National Assessment of Educational Progress (NAEP) have remained largely flat despite massive financial and other efforts to improve them.

In both cases, the connection between reading achievement and science achievement seems to be more than just an artifact of reading difficulty of the science questions, as it remains high even when reading difficulty decreases.

But Tennessee students» reading scores on NAEP have stagnated, and substantial achievement gaps remain.

Gains in reading proficiency also were seen across all student groups, though big achievement gaps remained.

Continue reading ACT Results Hold Steady, Persistent Achievement Gaps Remain →

Further, the percentage of minority students predicted math achievement, and girls outperformed boys in reading, but after controlling for these effects, differentiated instruction remained a significant, positive predictor of math and reading achievement.

Continue reading Statewide Testing Results Steady; Achievement Gaps Remain →

Achievement gaps in reading and math are also evident beginning in 3rd grade and remain relatively constant thereafter.

In a must read story on today's The Naked City Blog, Daniel Denvir writes that «the remaining schools would get chopped up into «achievement networks» where public or private groups compete to manage about 25 schools, and the central office would be chopped down to a skeleton crew of about 200.

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.

While each subgroup of students — including economically disadvantaged children — made progress this year, achievement gaps remained stubbornly large: 92 percent of white students were proficient in reading, for example, compared with 52 percent of Hispanic students, 44 percent of black students and 42 percent of poor children.

A list of 35 achievements, not counting the 15 secret achievements that will remain that way, has been put... Read More