Sentences with phrase «average proficiency of»

Readers can draw their own conclusions with data in hand, but this much we know: In the fall of 2002, Edison was assigned to manage 20 schools in Philadelphia with an average proficiency of only 6 percent.

Not exact matches

He does the dirty work often that goes unnoticed by the average fan but his magnificent success as a receiver out of the backfield is uniquely tied to his proficiency as a blocker... let me explain

At 32 city elementary and middle schools, the average English - math proficiency rate on state exams has not exceeded 10 percent of students...

These answers are processed through the toolkit's statistical model to produce a result which shows where the child is situated in terms of the average level of proficiency across the UK.

They also do not differ significantly in their initial per - pupil spending, average class size, percentage of students receiving subsidized school lunches, percentage of students with limited English proficiency or disabilities, and the mobility of their student populations.

Districts that are higher performing by this indicator actually spend, on average, no more than the lower performing districts (after adjustment for differences in family income, special - education placements, and the percentage of students who are of limited English proficiency).

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).

Proficiency rates on the 2015 National Assessment of Educational Progress (NAEP) among charter students are not only consistently higher than those of students in their respective district sectors, but many of these rates compare favorably to the states with the highest average levels of performance.

Student performance measures include average student achievement on reading and math exams, along with median proficiency and the percentage of students achieving proficiency.

These «value - added» measures are subject to some of the same problems, but by focusing on what students learn over the course of the year, they are a significant improvement over a simple average test score (or, worse yet, the percentage of students that score above an arbitrary «proficiency» threshold).

We used statistical techniques similar to the one we employed to examine changes in average scores to assess the effect of the bonus program on the percentage of students achieving proficiency on math and reading exams.

Even worse, across all cohort - one schools, the average reading - proficiency increase was a mere five points — a cost of one billion dollars for each point of improvement in reading proficiency.

In reading, across all of cohort two, the average school gained just a single point in reading proficiency.

This will be a huge challenge for students, particularly in high school, as NAEP proficiency is the equivalent of an SAT score in verbal and math of nearly 1200 — or 200 points higher than the average student taking the SAT today achieves.

Over that two - year period, the average difference between NAEP and state proficiency levels decreased from 35 percent to 30 percent, the largest tightening of state standards in any two - year period since NCLB was first established (see Figure 2).

Chicago — Mastery learning has proved its worth as a method of teaching reading, especially to students whose proficiency is below average, but educators who use the sometimes - controversial method should not regard it as a «quick fix» for poor basic - skills test scores.

Moreover, if an income gap made America unique, you would expect the percentage of American students performing well below proficiency in math to be much higher than the percentage of low performers in countries with average test scores similar to the United States.

-- The average difference between NAEP and state proficiency levels decreased from 35 percentage points to 30 percentage points nationwide, which the authors point out is «the largest tightening of state standards in any two - year period since NCLB was first established.»

Because the performances of all students would continue to be reported on the current NAPLAN score scale, it would still be possible to calculate year level averages, to show how students perform in relation to their year group, and to identify levels of proficiency that, ideally, all students should reach by particular times in their schooling.

Instead of using proficiency rates to gauge achievement, Colorado will take an average of students» test scores, which sounds simple (like blocking and tackling) because it is simple — assuming you do it.

While the 42 percent rate of math proficiency for U.S. white students is much higher than the averages for students from African American and Hispanic backgrounds, U.S. white students are still surpassed by all students in 16 other countries.

By comparison, states» average proficiency standards improved by only 2 percentage points between 2009 and 2011, largely due to high grades of two outlier states.

Looking at each of the CMOs in the NewSchools portfolio individually, we find that half are producing breakthrough results, with average proficiency rates that are at least 15 percentage points higher than their local districts.

We address this question here by examining the link between the establishment of charter schools in North Carolina and average student proficiency rates at the traditional public schools most affected by the new source of competition.

Viewed as a group, schools managed by our CMOs achieve rates of proficiency on state assessments in reading and math that average about 9 percentage points higher than those of schools in their local districts (see Figure 2).

So varied are state standards that the relative rigor of a state's proficiency definition is a better predictor of the percentage of schools said to be «failing» (not making AYP) than the overall quality of student performance in the state, as estimated by average NAEP scores.

The school that stuck with the program (IS 228 in Brooklyn) posted student growth gains on the state assessment that were twice the average of NYC schools overall in its second year, and proficiency gains that exceeded both the city and charter school norms.

Although proficiency standards have climbed overall, an average difference of 10 percentage points remains between the state proficiency levels and the corresponding NAEP proficiency levels.

The most advanced students in Year 7 have significantly higher levels of mathematics proficiency than the average Year 10 student, and the least advanced students in Year 10 have significantly lower levels of mathematics proficiency than the average Year 7 student.

Even more impressive, nearly 80 percent of the states» proficiency rates are within 15 percentage points of the NAEP rates, with only one state possessing an average proficiency rate differing from the NAEP standard by more than 40 percentage points.

-- In an international math test taken by students worldwide in 1995 (the Third International Mathematics and Science Study, or TIMSS), U.S. student math proficiency for 8th graders fell below the international average (28th out of 41 countries).

In fourth - grade reading, eighth - grade reading, and eighth - grade math, about one out of every four students reaches proficiency in the average large city.

When charting the average mathematics scale score and percentage of students eligible for free and reduced - price lunch in the 4th and 8th grades, we find that only nine or fewer states had a smaller percentage of students than Minnesota below «basic» proficiency.

Students at PARCC's college - ready cutoff score in math have an 85 percent probability of earning a math «C» average or better, whereas students at the MCAS cutoff score for proficiency in math have only a 62 percent probability of doing so.

• The average difference between the proportion of students achieving proficiency on NAEP and state tests decreased from 30 percentage points to 10 percentage points nationwide, which the authors describe as «a dramatic improvement over the previous two - year period (2011 - 13), in which the difference dropped only from 35 to 30 percent.»

• On average, schools with one year of funding and interventions under their belts saw a two percentage - point gain in reading proficiency — just about the same gain as all other U.S. schools that didn't get these huge cash infusions.

• On average, schools with two years of funding and interventions under their belts saw a three percentage point gain in reading proficiency — just about the same gain as all other U.S. schools — those that didn't get these huge cash infusions.

The initial minimum proficiency rate will be the greater of the proficiency rate of the 20th - percentile school or the average statewide proficiency rate of the lowest - scoring subgroup.

Between 1994 and 1999, these states were the educational envy of the nation, raising proficiency rates in math and reading by 2 to 5 percentage points in the average year.

Here it is important to note again that a school's grades are based not on its overall average scale score but rather on the percentage of students meeting levels of proficiency and the percentage of students making adequate gains on the tests.

Rather than presenting performance as the proportion of students who have met the minimum - proficiency cut score, states could present the average (mean) score of students within the school and the average performance of each subgroup of students.

The average proficiency rate in math for black third - graders who attend California public schools without the minimum threshold number of ELL third - grade students is 46 %.

For instance, the proficiency rate is calculated by assigning each proficient student a value of 1 and each non-proficient student a value of 0 and then taking the average score across students.

While a number of schools saw average proficiency rates from 2012 - 14 in the 80s and even the 90s, no school scored above 82 percent this year (this shows up as white space at the top of the graph).

National Assessment of Educational Progress (NAEP) average scale scores and proficiency rates are retrieved from http://www.nationsreportcard.gov/.

A simple regression of the average grades citizens assign to local schools in each state on NAEP and state proficiency rates simultaneously confirms that average grades (1) are strongly correlated with NAEP proficiency rates and (2) after controlling for NAEP proficiency rates, have no relationship whatsoever with proficiency rates on state tests.

We measured actual school quality as the percentage of students in a school who achieved «proficiency» in math and reading on the state's accountability exams (taking the average proficiency rate across the two subjects).

While ESSA mandates proficiency levels, it leaves states the option of reporting scores by using averages or other metrics.

Even after controlling for proficiency rates and other school characteristics, middle schools receive ratings that are, on average, 18 percent of a letter grade lower than comparable elementary schools.

The school settled on the 70 percent average mastery floor after looking at the New York math and language tests, where proficiency generally is defined as a score of 70 percent correct answers.