Sentences with phrase «average student proficiency»

From 2012 to 2015, average student proficiency in Priority schools rose from 17 % to 26 % — a rate of student growth that tripled the growth of students in non-Priority schools — and students in 2nd and 3rd year ASD schools earned Level 5 growth, the highest possible rating in Tennessee.

These technology - assisted innovations have resulted in Summit students considerably outperforming average student proficiency levels.

Yet, average student proficiency in reading and math has either stagnated or fallen.

For the last two years, OCS has met the New York City Department of Education's target for average student proficiency in reading.

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.

Not exact matches

Proficiency in math and English Language Arts among students statewide averages less than 35 percent.

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

Leaning too heavily on proficiency rates or average test scores can unfairly target schools, especially those that serve disadvantaged students, for intervention, while ignoring schools where students are learning the least.

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

The matrix converts scores on standardized tests — the Stanford Achievement Test for English - speaking students and the Aprenda exam for Spanish - speaking students with limited English proficiency — scores on the Naglieri Nonverbal Ability Test (NNAT), average course grades, teacher recommendations, and indicators for socioeconomic status into an overall index score.

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.

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.

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.

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.

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.

-- 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 1994, 9 -, 13 -, and 17 - year - old students who reported reading for fun at least once a week had higher average reading proficiency scores than students who reported never or hardly ever reading for fun.

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 dStudents 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 dstudents 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.»

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.

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).

PLA schools were defined as those with baseline achievement in the lowest five percent (based on three - year average proficiency rates) as well as having made the least progress in raising student achievement over the previous five years.

These include students» grade level, Limited English Proficiency status and eligibility for subsidized school meals, their teachers» years of experience in North Carolina public schools, class size, school size, schools» racial and socioeconomic makeup, and schools» average math and reading scores on statewide tests.

The inclusion of larger percentages of students with disabilities — 11 percent in both grades in 2009 compared with eight percent in 2007 — did not impact overall achievement as average scores and proficiency levels for the commonwealth's fourth and eighth graders were similar to 2007.

This year, KIPP NJ students continued to make gains in elementary, middle and high school proficiency rates, and in some cases passed the state averages.

ISLA is certified as an International Baccalaureate World School whose students consistently achieve proficiency rates above local and state averages.

The highest level of college and career readiness was seen among students using the program who averaged mastery of four or more subskills per week; 58 % of these students met proficiency benchmarks — almost double the rate of the typical students.

But she, along with Ushomirsky and Williams illustrate that in the case of Florida, where the proficiency levels for black students in A-ranked schools are, on average, four percentage points lower than for white peers in C - ranked schools.

In a town where 80 % of parents have a college degree and over 50 % a graduate degree — highly atypical for the state at large — something must be going awry at JW if students there are simply meeting average statewide proficiency scores, and lagging in growth.

Findings show that students in the participating WSI schools had similar or greater literacy proficiency than the state average and a set of matched comparison schools.

In each school, at least 30 percent of the students are ELLs, and the percentage of ELLs demonstrating proficiency on state assessments is substantially higher than statewide averages for English language learners (see fig. 1, p. 69).

Newark students are also competitive with statewide averages in the states of Maryland and Colorado in both math and English proficiency.

At the other end of the spectrum, about 25 percent of U.S. students tested in the lowest levels of math proficiency — more than the OECD average.

Schools making good progress but not yet reaching desired average levels of achievement are not rewarded, and schools with high - achieving students have no further incentive to improve if they've already reached the mandated proficiency level.

Growth rates for students — not absolute proficiency levels but growth from year to year — are consistently higher than the state average.