Sentences with phrase «achieves high scores with»

Not exact matches

While none of the companies assessed have achieved full traceability of their supply chains, 17 of them have processes in place to trace some aspects, and traceability was the theme with the highest average score.

Both the High Veg Pots and Soup & Dippers achieved outstanding scores when tested with consumers, which is very promising for retailers as only 10 % of new products achieve this rating.»

During our fullbore season Jon continued with his successes achieving the highest score of either the Oxford or Cambridge teams at the fullbore varsity with a score of 146/150.

Slaven Bilic's reign at West Ham began with a memorable 2 - 0 win at the Emirates against Arsenal and the team continued that momentum for the whole campaign going on to finish seventh, scoring a record number of goals and achieving their highest points total.

A New York City proposal to diversify middle schools on Manhattan's Upper West Side, by setting aside seats for children with low test scores, is facing stiff resistance from parents worried their high - achieving children might lose access to the popular public schools.

Ms. Moskowitz proudly touted the success of Success, noting with real joy how three students at the school in Bed - Stuy had achieved a perfect score on an international math test «out of 30 or 40 worldwide» and taking particular pride in how many of the schools» high achievers are «black and brown» and from neighborhoods that face enormous disadvantages.

These reports partially support our hypothesis; higher scores are achieved on the GPE scale with the addition of foam rolling, although a significant increase in scores only occurred after a week of intervention.

According to the models comparing high - scoring F schools with low - scoring D schools, to achieve the same 5 - point gain in math that the threat of vouchers accomplished, Florida schools would need to increase per - pupil spending by $ 3,484 at previously failing schools.

Embracing different languages while helping students achieve high grades and test scores leaves teachers with a conundrum.

After controlling for average class size, per - pupil spending in 1998 - 99, the percentage of students with disabilities, the percentage of students receiving a free or reduced - price school lunch, the percentage of students with limited English proficiency, and student mobility rates, high - scoring F schools achieved gains that were 2.5 points greater than their below - average D counterparts in reading (see Figure 2).

And of the students who score well on the PSAT / NMSQT, indicating a 70 percent likelihood of thriving in an AP course, of those students, six out of ten Asians will take an AP course, [compared with] four out of ten white students and two out of ten African American students... In other words there is a racial break among kids who could achieve at a high level and are being propelled into more challenging academic experiences; that data needs to be understood.

And, according to international comparative tests (PISA — Programme for International Student Assessment, PIRLS — Progress in International Reading Literacy Study, and TIMMS — Trends in International Mathematics and Science Study), «children with at least two years of preschool achieve much higher scores at age 15 than those who attend no preschool or only one year».

All the schools in my review list are high achieving, popular with parents, and competitive on test scores.

Data from the tracking schools allow us to estimate the effect of being taught with a higher - achieving vs. lower - achieving peer group by comparing students with baseline test scores in the middle of the distribution.

The high - achieving, low - income students who do apply are admitted, enroll, progress, and graduate at the same rates as high - income students with equivalent test scores and grades.

The winner at each academic level will be the student who achieves the highest score in any individual game, so it's how the student performs that counts, not how many times they play, (although with practice, scores will obviously improve)!

This has been looked at in - depth in America and it has been shown that pupils who performed vigorous physical activity at a level that met or exceeded the US Healthy People 2010 guidelines achieved higher academic scores compared with the other pupils.

In 2007 they approved funding for the first public Waldorf methods high school, in the Sacramento Unified School District; and (3) Three key findings on urban public schools with Waldorf methods: (a) In their final year, the students in the study's four California case study public Waldorf - methods elementary schools match the top ten of peer sites on the 2006 California test scores and well outperform the average of their peers statewide; (b) According to teacher, administrator and mentor reports, they achieve these high test scores by focusing on those new three R's — rather than on rote learning and test prep — in a distinct fashion laid out by the Waldorf model and (c) A key focus is on artistic learning, not just for students but, more importantly perhaps, for the adults.

All three studies achieved very high response rates on all data collections, whether teacher surveys, classroom observations, collection of teachers» scores on college entrance exams or precertification exams, student achievement tests, collection of student data from district administrative records, principal surveys, or interviews with program officials.

Contrary to the usual view of high - achieving peers, Table 9 shows that the score gain from charter middle school attendance varies inversely with peer means.

Curricular Coherence and the Common Core State Standards for Mathematics Educational Researcher, November 2012 Exploring the relationship of the CCSS in Mathematics (CCSSM) to student achievement, these researchers found a high degree of similarity between CCSSM and standards of the highest - achieving nations on the 1995 Third International Mathematics and Science Study and that states with standards more like CCSSM have higher 2009 National Assessment of Educational Progress scores on average.

It's unclear whether higher - scoring teachers lead to higher - scoring students or whether affluent districts, which tend to have higher - achieving students, also tend to hire teachers with higher scores.

We also found that higher - achieving classes, as measured by their average 3rd - grade test score in the relevant subject, may fare somewhat better than lower - achieving classes under teachers with tough grading standards.

I know there will be critics out there and some who may suggest that actually, schools with a higher ability intake face an equally tough challenge, meaning that if those higher ability students don't achieve then the cliff face they fall off as a school will significantly impact upon their progress score too.

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).

To drive home the point, she compared Bethesda's scores on districtwide tests with those of similar schools that were higher - achieving.

We found that a teacher receives a higher value - added score when he is teaching students who are already higher - achieving, more affluent and more versed in English than when he is assigned large numbers of new English learners and students with fewer educational advantages.

The report found interviewees from schools with negative Progress 8 scores felt that pupils» best — rather than their first — assessment entry should be counted, to reflect those who achieve higher grades in resits, for example.

The administration achieves this reduction by slashing or eliminating funding for scores of K - 12, higher education, and adult literacy programs by even more than $ 9.2 billion in order to finance massive increases in defense spending coupled with, in the education context, a more than $ 1 billion allocation for Title I portability programs and private school vouchers.25

There is also a flexibility rule that allows students with a minimum 2.75 to still be certified if they achieve a score on the required standardized Praxis test that is at least 10 percent higher than the minimum passing score.

Of the LA Unified elementary schools with with the top five scores on the CORE index — there were nine overall due to some ties — the only perfect score of 100 was Balboa Gifted / High Ability Magnet Elementary, which is a magnet school for gifted students who must already be high - achieving students in order to gain admissHigh Ability Magnet Elementary, which is a magnet school for gifted students who must already be high - achieving students in order to gain admisshigh - achieving students in order to gain admission.

Perhaps most importantly, we point out to Secretary Duncan that teachers with ineffective teaching skills nevertheless might have strong value - added scores, especially when they teach high - achieving students (Hill, Kapitula, & Umland, 2011).

For example, Keith Lance reports in the 2000 Colorado study, How School Librarians Help Kids Achieve Standards: «Schools with well - developed library media programs average 10 % to 15 % higher on fourth grade reading scores and 18 % higher on seventh grade reading scores than schools where libraries are less developed.

When you look at those achieving the highest scores for this age (level 3), 30 % of girls are at this level, compared with 22 % of boys.

However, the study found that among pupils who had originally thought themselves «unlikely» to apply for university, the richest who achieved the best GCSE results were more than two - and - a-half times more likely to change their mind and apply to university, compared with high - scoring poor pupils.

It calculated the percentage of vulnerable students at each high school and came up with a performance score a school would be expected to achieve.

Achieve's report found that more than half the states had a gap of 30 percentage points or more between the higher percentages of students scoring proficient on state tests compared with the lower number hitting what the national assessment tests deem as proficient in 2013 - 14.

At Cameron College Prep, Ms. Tey and her team were able to make significant academic gains with their students, achieving the highest mathematics growth scores in the state of TN during the 2013 -2014 school year.

Valor was the only school in MNPS to achieve «5 out of 5» in Achievement and Growth in all Tennessee Comprehensive Assessment Program (TCAP) subjects, and in math and science, our scholars received the highest scores among all schools in the state with more than 40 % of students qualifying for Free or Reduced Lunch.

Notice that the year 2019 is replaced with the year 2016 and that «meets the state standards» is replaced with a specific score of level 3 or 4 on the SBAC English and Math tests — a score that only 33 % of Washington high school students can achieve.

Simple value - added models that control for just a few tests scores (or only one score) and no other variables produce measures that underestimate teachers with low - achieving students and overestimate teachers with high - achieving students.

Two conditions would enable us to achieve value - added estimates with high reliability: first, if teachers» value - added measurements were more precise, and second, if teachers» true value - added scores varied more dramatically than they do.

Any student who achieves college - ready status would then be offered the opportunity to take college - level courses in high school, while those with failing scores would be encouraged to take the necessary coursework to pass the exam.

Despite the lower percentages of these and other types of special needs students, Capital Prep's performance scores do not reflect corresponding higher achievement; the school, in fact, has a lower performance index score than Hartford Public Schools has for precisely the population that Capital Prep claims to have achieved great success with.

But when the researchers compared California schools districts, based on their English learners» standardized test scores and mastery of English proficiency, and then followed up with site visits and interviews with administrators, they discovered that many of the most successful districts viewed the Common Core as a means to higher achievement for these students, and used strategies in line with its goals to achieve their good results.

Eighth graders in only five states — Massachusetts, New Hampshire, New Jersey, Minnesota and Vermont — achieved higher average math scores than Virginia students, compared with seven states in 2011.

Virginia had the second highest achieving girls in the nation on the grade - 4 test with an average score of 161.

Virginia fourth graders achieved an average score of 165 on the national science test, with no state performing at a statistically higher level.

In 2014, Amity High School was ranked 112th amongst public high schools nationally with 92.67 % of students achieving a college readiness score and 79.6 % of graduates going into college (Newsweek, 20High School was ranked 112th amongst public high schools nationally with 92.67 % of students achieving a college readiness score and 79.6 % of graduates going into college (Newsweek, 20high schools nationally with 92.67 % of students achieving a college readiness score and 79.6 % of graduates going into college (Newsweek, 2014).

And that research shows LA elementary and middle charter schools, which currently work with a more advantaged population of students, achieving notably higher test score growth than district schools.