Sentences with phrase «average student in a district»

A percentile of 60 means that the average student in a district is achieving better than 59.9 percent of the students in our global comparison group.

The main results are reported as percentiles of a distribution, which indicates how the average student in a district performs relative to students throughout the advanced industrialized world.

A percentile ranking of 60, for example, indicates that the average student in a district performed better than 59.9 percent of students in the global comparison group.

Members of these groups were told about either the state ranking of the average student in the respondent's district on standardized tests of achievement or the national ranking of the performance of the average student in the district.

For example, a score of 60 means that the average student in a district does better than 60 % of the students in the average developed economy.

The rankings describe where the average student in a district is achieving relative to the performance of students in the state, country, and average developed economy.

Not exact matches

Even though almost every student at the KIPP Academy... is from a low - income family, and all but a few are either black or Hispanic, and most enter below grade level, they are still a step above other kids in the neighborhood; on their math tests in the fourth grade (the year before they arrived at KIPP), KIPP students in the Bronx scored well above the average for the district, and on their fourth - grade reading tests they often scored above the average for the entire city.

Southern was selected for the grant based on the number of students that qualify for free or reduced priced meals, average daily participation in the school breakfast program, and district and school - level support.

School board officials said The Healthy, Hunger - Free Kids Act of 2010 requires them to change pricing because the law states that schools must charge on average no less for paid student meals than the district receives in federal free meal reimbursement.

About one - third of children in rural districts and about 37 percent in New York City were considered proficient in the skills they need in English and math, while just an average of 16 percent of students in upstate city schools performed well on the tests.

New York spent $ 21,206 per pupil compared to a national average of $ 11,392 in school year 2014 - 2015.38 Better targeting spending to the highest needs districts would contain costs while ensuring that all students have access to a sound basic education.39 The State wastes $ 1.2 billion annually on property tax rebates and allocates $ 4 billion annually on economic development spending with a sparse record of results.40 Curtailing spending in these areas would reduce pressure to increase taxes and lessen the tax differential with other states.

An analysis by AQE found Cuomo's proposed cuts in operating aid average $ 773 per pupil in the 30 urban and suburban school districts classified as «high - need» by the State Education Department that have the greatest concentration of black and Hispanic students.

Ossining for Fair Funding Communications Director Jessica Vecchiarelli said: «With significant enrollment growth and substantial increases in student needs, we are simply asking that Ossining be put on a path to being funded at the same percentage level as the average district in New York State, at least 80 % of the fully phased - in Foundation Aid.

Each school district's share of the BOCES administrative and capital budgets is based upon the proportion that its students represent among all students in Rockland County, based upon each district's Resident Weighted Average Daily Attendance (RWADA).

Maynard says the students are representative of the district; they come from all parts of the city, but the thing they all have in common is they are academically above the level of the average kindergartner or first grader in the Syracuse City School Ddistrict; they come from all parts of the city, but the thing they all have in common is they are academically above the level of the average kindergartner or first grader in the Syracuse City School DistrictDistrict.

However, results from a new study show that teacher turnover under IMPACT, the teacher - evaluation system used in the District of Columbia Public Schools, improved student performance on average.

Existing law requires the governing boards of each community college district, the Trustees of the California State University, the Regents of the NEW HAVEN — Connecticut students have some of the highest student debt in the nation — fourth highest overall, with the average 2016 state graduate

Meanwhile, the average achievement in the new districts increased by 0.35 standard deviations (14 percentile points), and the shares of African - American and Hispanic students decreased by 14 and 20 percentage points, respectively.

Even Education Week «s raw dataset shows that the poorest districts (those with the most students living in poverty) spend, on average, 122 percent of the state's median.

The average respondent estimated that their local school district spent $ 6,189 on each student and that a teacher in their state earned $ 36,063 annually.

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 profDistricts 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 profdistricts (after adjustment for differences in family income, special - education placements, and the percentage of students who are of limited English proficiency).

In one Philadelphia district, for instance, nearly 30 percent of school - to - career students have a grade point average of 3.0 and higher, compared with 19.8 percent of the general student population.

While the evidence for the effectiveness of charter schools nationwide is mixed, research has found that the charter schools in these cities are on average more effective than district schools in raising student test scores.

Attendance for students in that program was 87.5 percent, almost 10 percent higher than the district average, and only 3.4 percent of students in academies there dropped out of school — less than one - third the figure for students districtwide.

For the indicator capturing the percent of students in districts where per - pupil expenditures reach or exceed the U.S. average, the corrected national value is 39.8 percent, with revised values lower than previously reported for 36 states.

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.

More than 45 percent of students in the state attend schools in districts where spending equals or eclipses the national average.

Just 4 percent of students in the state attend schools in districts that spend at least the national average per student.

Spending: Colorado ranks 28th among the 50 states and the District of Columbia on the spending index, a comparative measure that describes both the percent of students at or above the national average in funding and how far the rest fall below that average.

Among the districts in the data, one standard deviation in percent free / reduced lunch is 21 percentage points and one standard deviation in average test scores is 0.35 student - level standard deviations.

The average student in the Washington, D.C., school district is at the 11th percentile in math relative to students in other developed countries.

Not only do the lottery students have higher test scores than students at the eligibility cutoff, but their test scores exceed those of the average G&T student in the district.

Almost 97 percent of students in the state are in districts that spend at least the national per - pupil average.

In California, core funding for students (known as the Revenue Limit) is made to districts on the basis of average daily attendance (ADA).

In other words, these schools typically received 1 to 4 percent more than the district average, or $ 15,000 to $ 60,000 per school of 500 students in a district where the average school expenditure is $ 3,000 per pupiIn other words, these schools typically received 1 to 4 percent more than the district average, or $ 15,000 to $ 60,000 per school of 500 students in a district where the average school expenditure is $ 3,000 per pupiin a district where the average school expenditure is $ 3,000 per pupil.

Located in the central business district of Santa Ana, the tutoring center serves an average of about 40 students a day.

The state scores a 99.9 on the spending index, which indicates that even the 3 percent of students in districts spending below the national average do not fall very far below that average.

That is, one of our most elite districts produces students with math achievement that is no better than that of the typical student in the average developed country.

Nevada ranked 44th on the spending index, which considers both the percentage of students in districts spending at or above the national average and how far below that average the spending for the rest of the state falls.

Both student and teacher attendance is higher than at other local schools, with the student attendance rate surpassing that of every other middle school in the district (and significantly better than the citywide average).

In California, districts with fewer than 100 students receive, on average, more than $ 18,000 per enrolled student, or more than twice as much as districts that enroll at least 1,000 students.

At the other end of the scale, the average student in the Washington, D.C. public school district is at the 11th percentile in math; in Detroit, the 12th percentile; in Los Angeles, the 20th percentile; and in Chicago, the 21st percentile.

On the third page of the study, the authors write: «Negative voucher effects are not explained by the quality of public fallback options for LSP applicants: achievement levels at public schools attended by students lotteried out of the program are below the Louisiana average and comparable to scores in low - performing districts like New Orleans.»

Almost 97 percent of students attend schools in districts that spend at least the national average.

This average is effectively an implicit spending weight unique to each district, determined by dividing the sum of all allocations made on behalf of each student type by the number of students in that category.

The state ranks 19th out of the 50 states and the District of Columbia on the spending index, which considers both the number of students in districts spending at least the national average and how far other students fall below that average.

In Washington State and New Mexico, districts with student enrollments between 100 and 1,200 spend $ 104 million and $ 69 million more, respectively, in total public funds than if they were spending the statewide average per pupil in these districtIn Washington State and New Mexico, districts with student enrollments between 100 and 1,200 spend $ 104 million and $ 69 million more, respectively, in total public funds than if they were spending the statewide average per pupil in these districtin total public funds than if they were spending the statewide average per pupil in these districtin these districts.

There is a clear association, with more disadvantaged districts having lower opt - out rates, on average, but also a large amount of variation in the opt - out rate among districts with similar shares of students eligible for the subsidized lunch program.

Spending: Just under 1 percent of students in Tennessee attend schools in districts that spend at least the national average.

Not far away, in another affluent, suburban school district in Montclair, New Jersey, minutes from an August meeting show the board of education approved spending nearly $ 5 million this year for tuition payments — an average of $ 63,000 per student — on «out - of - district placements» for 79 students with a variety of classifications, including learning disabilities and «other health impairment.»