Sentences with phrase «states scored above»

• Although students in the United States scored above the international averages in both 4th and 8th grade math and science, they performed well below highfliers such as Japan and Singapore on the 2007 Trends in International Mathematics and Science Study, or TIMSS.

On the plus side, 36 states scored above the international average in math and 47 states scored higher than the international average in science.

Not exact matches

David Allen, KR, Kansas State — The 5» 9», 195 - pound junior (above) this season tied an NCAA career record for punts returned for touchdowns (seven) while averaging 13.9 yards on 28 returns and scoring twice.

Right now, it remains murky just where the committee will place No. 9 Wisconsin despite Ohio State and Penn State losing, with No. 10 Miami winning big at home over Virginia Tech and other teams above the Badgers also scoring victories.

Arlington Heights School District 25, which has seven elementary and two middle schools, boasts above - average state test scores.

This past year, 96 percent of students passed the Common Core math exams while 55 percent passed the English exams - both scores are well above state averages.

«However, contrary to all standards of decency in a democratic setting and in spite of the service of Court process on the Kaduna State government, you have gone ahead to publish on your tweeter handle, a list of teachers who purportedly passed the competency test by scoring 75 per cent and above.

At PS134, the numbers were only slightly better, with 36 % of 3rd, 4th and 5th graders scoring «proficient» or above on the state math tests, and only 14 % of 3rd, 4th and 5th graders scoring «proficient» or above on the state ELA tests.

At PS 137, only 11 % of 3rd, 4th and 5th graders scored «proficient» or above on the state math tests, whereas the citywide average was 38 %.

West Virginia scores at or above the average state in all four of the graded policy categories in Quality Counts.

In its own analysis, ANet says the number of its youngsters who scored proficient or above on state tests last year increased by 7 percentage points in English and 4 percentage points in math in Chicago, and by 5 points in English and 3 points in math in New Orleans.

The key barometer throughout is what fraction of a state's youngsters scored at or above «proficient» on the NAEP scale.

The percentage of 10th - graders in four SIG schools scoring proficient or above on state tests in 2011 was 12.5 percent, compared to 0 percent in 2010.

Based on preliminary results from the spring 2000 state test, 88 percent of the school's first 8th grade class scored proficient or above in language arts (compared with 47 percent citywide), and 66 percent scored proficient or above in math (versus 21 percent citywide).

Participation in the bonus program did not, for example, boost the percentage of students who scored at or above the level designated as «proficient» under New York state accountability standards.

The state's department of education describes a student who scores at Level 2 (of five levels) as having «limited success» against the state standards; only students who score at Level 3 or above are considered to be proficient for the purposes of evaluating schools under No Child Left Behind.

Test scores in Massachusetts continue to improve, and the state consistently scores above the national average in all tested subjects on the National Assessment of Educational Progress.

Between 2004 and 2014, the percentage of students scoring at or above grade level in reading, writing, and math increased from 33 to 48, far faster than the state average.

But in May 2002, the state legislature made one of its boldest moves, revising the School Code, the state's education law, to require 3rd - grade students to score at the Level - 2 benchmark or above on the reading portion of the FCAT in order to be promoted to 4th grade.

Students in states with «report card» systems, where scores are publicly reported but no consequences are attached to performance, fell in the middle: they could expect to gain 1.2 percent in achievement between grades 4 and 8, over and above what they would normally learn from grade to grade.

The NCLB accountability system divides schools into those in which a sufficient number of students score at the proficient level or above on state tests to meet Adequate Yearly Progress (AYP) benchmarks («make AYP») and those that fail to make AYP.

Though the decision received wide coverage (per above) and throws New York school districts a curve (they are supposed to have an evaluation policy in place by September 1), it's not clear that the decision will have any major implications for other states that are considering linking teacher evaluations to test scores (except as inducement to make sure their regulations correspond to their laws).

Children from non-English-speaking families who score above a state - designated standard in English when they are initially tested are not designated limited English proficient.

But, he says, even though King Middle School and Casco Bay High School score above the state average on standardized tests, there's no way to know how much of that success is due to the laptops, the expeditionary learning, the collaboration among teachers, or something else entirely.

And on the Massachusetts Comprehensive Assessment System (MCAS)- the state's standardized test, first administered in the spring of 1998 - Worcester public school students in different grade levels were 8 to 20 percentage points less likely to score at or above proficiency than were students statewide.

The typical high - SES student in this sample scored about 0.6 to 0.7 standard deviations above the state average (depending on grade considered), while the typical low - SES student in the sample scored about 0.1 to 0.2 standard deviations below the state average.

The percentage of students scoring at or above grade level on the state's proficiency tests has risen from 56 percent to nearly 75 percent in just six years.

From 1997 to 1999, 60 percent of Pennsylvania school districts with above - average scores on the state's accountability exams had below - average spending, the report says.

However, the score required to pass varies considerably: on a 100 - point scale, the most demanding states tend to set a cut score 20 to 30 points above those of the least - demanding states, whose cut scores are below what is recommended by ETS.

Students scoring at or above grade level on state tests doubled from 31 percent in 2004 to 62 percent in 2014.

The remaining schools, about 50 percent of Blue Ribbon winners, scored above average, but not extraordinarily so - above their state's mean, but well short of the 90th percentile.

State test results show that A + schools score above average for their districts in reading and math.

In California, 75 % of white third - grade students who attend public schools without the minimum threshold number of ELL students perform at or above the proficient level on the state's mathematics assessment test, whereas just 67 % of the white California third - graders who attend schools with the minimum threshold number of ELL students score at or above the proficient level.

Each school district shall develop and maintain on file a uniform process by which the district determines whether to offer AIS during the 2015 - 2016 school year to students who scored above a scale score specified in subclause (3) of this clause but below level 3 / proficient on a grade 3 - 8 English language arts or mathematics State assessment in 2014 - 2015, and shall no later than November 1, 2015 either post to its website or distribute to parents in writing a description of such process;

This doesn't square with the National Assessment of Eduational Progress, which reports that only 40 percent of Keystone State eighth - graders were Proficient and above in reading while 22 percent scored Below Basic.

That is, the proportion of a school's students scoring above a state - determined proficiency threshold in math and English language arts, and whether this proportion met state targets.

In the five states with large ELL student populations, the proportion of ELL students scoring at or above the proficient level on the state mathematics test is often below the proportion of black students scoring at or above the proficient level.

The state must raise its bar in equal increments, with the first increase within two years and at least every third year after that, so that in 12 years, all students score at or above the proficient level.

In general, the higher the percentage of students in a school eligible for Free Lunch, the lower the percentage of students who score proficient or above on state tests.

Kansas scores above the national average on three of the four major areas of state policy graded in Quality Counts.

And the KIPP Academy New York ranks as a charter school star: in 02 - 03, its students scored well above the state average in English, math, and science.

Specifically, we predicted the percentage of students at the district and school levels who score proficient or above on their state's mandated standardized tests, without using any school - specific information such as length of school day, teacher mobility, computer - to - student ratio, etc..

The higher the percentage of students with English language learning needs (second language learners) in a school the lower the percentage of students scoring proficient or above on state tests.

The Gates» foundation also «bought» many of the Common Core State Standards initiatives and it funds multi-state projects where teachers who produce above average gains in test scores are defined as «effective.»

Last year only about 40 % of students scored proficient or above in reading on the state standardized test, but 99.5 % of teachers are rated satisfactory.

SPI Torlakson reported proudly in October that for the first time more than half of California schools - 53 percent - scored at or above the state's target of 800 on the API.

Weaver and Dick (2009) reported that elementary and high school students in schools where the intervention had been fully implemented scored above the state averages on standardized tests in mathematics.

In both the 2014 - 15 and the 2015 - 2016 school years, ISL has had a greater percentage of its minority and economically disadvantaged students scoring at «Mastery or above» than the district of New Orleans or the state.

About a third of English learners scored proficient or above on the state tests in fourth grade last year, more than double the percentage who were proficient in 2003.

Rocketship Education, a chain of charter schools in San Jose, has used technology and block scheduling to lift the scores of English learners far above the state average.