When the headlines report that the overall
average reading score of 8th students in 2015 declined in comparison to the previous assessment in 2013, there was a chorus of educators who most likely responded:
Virginia eighth - grade students achieved
an average reading score of 267, which was higher than the national average, but statistically similar to the 2009 state average of 266.
In 2017,
the average reading score of fourth - graders who took the National Assessment of Education Progress, or NAEP, was 218 for both public charter school and traditional public school students.
Virginia eighth - grade students achieved
an average reading score of 266, which was three points higher than the national average and five points higher than the average for students in the South.
African - American fourth graders in Virginia public schools achieved
an average reading score of 210, compared with 213 in 2007.
One of the biggest changes in achievement gaps between 1971 and 2012 is a 27 - point narrowing between
the average reading scores of black and white 17 - year - old students.The report's data indicate that such race - based gaps have narrowed because black and Hispanic students have made larger gains than their white peers.
Not exact matches
The August
score of 50.7, just barely indicating manufacturing expansion, is the sixth consecutive monthly
reading to remain below the three - month moving
average.
Private school students, on
average,
score better than public school students in
reading, math and a host
of other subject areas, according to the National Assessment
of Educational Progress.
I
read Williams has the highest
average score in 4 quarter, must be doing it to lots
of other teams to
In the five games we have played at
Reading's ground we have won all
of them with a total
of 22 goals
scored, that means an
average of 4.4 per game, which is no mean figure!
Students in 4th - 6th grade who went to bed an
average of 30 - 40 minutes earlier improved in memory, motor speed, attention, and other abilities associated with math and
reading test
scores.
The
average score for the graduating class
of 2010 stayed the same in
reading at 501, went up one point in math to 516, and dropped one point in writing to 492.
According to
Read to Succeed Executive Director Anne Ryan, students who miss 10 percent
of kindergarten and first grade
scored an
average of 60 points below similar students with good attendance on third grade
reading tests.
If the same approach is applied to the STAR sample to adjust for the fact that some students did not enroll in the class they were assigned to - and a comparable sample
of low - income black students is used - the gains in test
scores after two years
of attending a small class (
average of 16 students) as opposed to a regular - size class (
average of 23 students) is 9.1 national percentile ranks in
reading and 9.8 ranks in math.
Drawing from math test
scores from PISA 2009 in which the United States performed lower than the OECD
average, the report argues that while demand for STEM labor is predicted to increase over the next few decades, a shortage
of STEM labor in the United States, along with inadequate performance in science, math, and
reading compared to other countries, endangers U.S. future competitiveness and innovation.
In fact, because the letter grade is based on the percentage
of students
scoring above certain thresholds and not on the
average score in each school, the high -
scoring F schools actually have slightly higher initial
reading and math
scores than do the low -
scoring D schools.
In the D.C. voucher experiment, African - American students in grades 2 through 5 reportedly increased their
scores by an
average of 10 national percentile points in mathematics and 8.6 points in
reading after two years
of private schooling.
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).
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).
The 309 schools included in the study differed from other city schools in the following ways: They had a higher proportion
of English Language Learners (ELL), special education, minority students, and students eligible for the Title I free or reduced - price lunch program, as well as lower
average math and
reading scores.
Both groups
of schools saw an increase in the
average math and
reading scores during the first two years
of the bonus program; treatment - group schools, however, did not experience a statistically significant improvement in
average test
scores relative to the schools in the control group.
Results from the 2016 Progress in International
Reading Literacy Study (PIRLS), released on 5 December, show Australia's
average score was lower than those
of 13 other countries, including Singapore, Hong Kong, Ireland, Northern Ireland and England, which all tested in English, as well as other top - performing countries the Russian Federation, Finland and Poland.
NCLB required that states test students in math and
reading each year, that
average student performance be publicized for every school, and that schools with persistently low test
scores face an escalating series
of sanctions.
Perform in top half
of 4th and 8th grade NAEP
scores among states by 2019; have 75 percent
of 3rd graders proficient in
reading by 2025;
average ACT composite
score of 21 by 2020; 95 percent graduation rate by 2024 - 25
In 2011, the
average SAT combined
score for YES Prep African American students in
reading, writing, and mathematics was 1556, far above the national
average of 1273 for African Americans, and significantly higher than the 1500 national
average for all students.
The data indicate that members
of the treatment group who were attending private schools in the third year
of the evaluation gained an
average of 7.1 scale
score points in
reading from the program.
«But by the end
of third grade they are
scoring above the national
average in
reading, math, and science.»
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.
For me, one thing that really jumped out
of your report was that while Australia's
average scores are declining in all three domains — that's scientific literacy,
reading literacy and mathematical literacy — the proportion
of low performing students is increasing.
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.
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.
A translation
of the results finds that being surrounded by peers who
score 1 point lower on
average has the following effects: it lowers a Hispanic student's own
score by 0.439 points in
reading and 0.587 points in math, and it lowers a white student's own
score by 0.176 points in math.
The
average NAEP
reading score for Hispanic students in Florida (on a test conducted in English mind you) is now higher than the overall
average scores (for students from all racial and ethnic groups)
of Alabama, Alaska, Arkansas, California, Georgia, Hawaii, Idaho, Illinois, Indiana, Iowa, Louisiana, Michigan, Minnesota, Mississippi, Nebraska, Nevada, New Mexico, North Carolina, Oklahoma, Oregon, Rhode Island, South Carolina, South Dakota, Tennessee, Texas, Utah, Washington, West Virginia, Wisconsin and Wyoming.
Schools that did not bring their
average reading and math
scores above a certain level were put on probation and threatened with a series
of interventions.
For example, a student who begins the year at the 50th percentile on the state
reading and math test and is assigned to a teacher in the top quartile in terms
of overall TES
scores will perform on
average, by the end
of the school year, three percentile points higher in
reading and two points higher in math than a peer who began the year at the same achievement level but was assigned to a bottom - quartile teacher.
A translation
of the results shows that being surrounded by peers who
score 1 point lower on
average has the following effects: it lowers a black student's own
score by 0.676 points in
reading and 0.402 points in math; it lowers a Hispanic student's own
score by 0.266 points in
reading and 0.185 points in math; and it lowers a white student's own
score by 0.168 points in
reading and 0.092 points in math.
The study by ctb / McGraw - Hill found that, in 1987, students in grades 1 to 8 who took its Comprehensive Test
of Basic Skills
scored an
average of 6.63 percentile points higher in
reading, 10.83 points higher in language, and 14 points higher in mathematics than a 1981 comparison group.
Despite widening gaps between highest - and lowest -
scoring students,
average scores in
reading and mathematics were essentially flat from 2015 to 2017, with the exception
of eighth - grade
reading scores, where the percentage
of proficient students increased by two percentage points.
For example, during the Rhee years, 4th - grade students, in both
reading and math, gained an
average of 3 points each year relative to the
scores earned by students nationwide, a gain twice that
of Rhee's predecessors.
The sum
of the reliable evidence indicates that, on
average, private school choice increases the
reading scores of choice users by about 0.27 standard deviations and their math
scores by 0.15 standard deviations.
There was an upward trend in the
reading scores of all groups over the period, the
average score rising from 28.5 to 31.3 points.
Using information from the longitudinal Study
of Early Care and Youth Development, which was carried out under the auspices
of the Eunice Kennedy Shriver National Institute
of Child Health and Human Development, they discovered that children who spent more time in high - quality (that is, above -
average) child care in the first five years
of their lives had better
reading and math
scores.
Each state's
score (
averaged across the tests in math and
reading in the 4th and 8th grades) is reported in months
of learning, compared to an overall
average adjusted
score of zero.
On
average, the 4th - grade math and
reading test
scores of KIPP late entrants were 0.15 to 0.16 standard deviations above the district
average, putting them 0.19 standard deviations above the
scores of students who enrolled in the normal intake grade.
The correlation between ratings by principals and the
average test
scores of a teacher's students is significantly higher than the correlation between ratings by principals and the teacher's value - added rating in
reading (0.56 versus 0.32), though not in math.
Some children who achieve
average scores on tests
of word recognition
read connected text with difficulty.
This approach shows that the percentage
of an elementary school's students enrolled in bilingual education is significantly and negatively related to a school's
average test
score for English Learners in both
reading and math, even after accounting for the characteristics
of its students.
In both math and
reading, the national test -
score gap in 1965 was 1.1 standard deviations, implying that the
average black 12th grader placed at the 13th percentile
of the
score distribution for white students.
In
reading, the achievement gap has improved slightly more than in math (0.3 standard deviations), but after a half century, the
average black student
scores at just the 22nd percentile
of the white distribution.
For a better sense
of the magnitude
of these estimates, consider a student who begins the year at the 50th percentile and is assigned to a top - quartile teacher as measured by the Overall Classroom Practices
score; by the end
of the school year, that student, on
average, will
score about three percentile points higher in
reading and about two points higher in math than a peer who began the year at the same achievement level but was assigned to a bottom - quartile teacher.