Sentences with phrase «average student scores on»

The ratings are developed using a «Big Data» approach that incorporates multiple data points, including the state's recently introduced, and heavily scrutinized, «A through F Ratings» system, average student scores on standardized tests like the ACT and SAT, and high school graduation rates.

Borg, Plumlee, & Stranahan (2007) claim that schools with larger percentage of students of color will likely continue to have lower average student scores on accountability assessments.

Finally, I obtained average student scores on the New York State tests last spring (2014), before opt - out became a widespread phenomenon.

Inasmuch as a score of 617.1 points is more than one standard deviation above the average student score on the PISA, it is clear that a group of highly accomplished students has been isolated.

Not exact matches

Despite maintaining stable, above - average scores, Canada's relative ranking on the OECD's prestigious Programme for International Student Assessment, which is administered to 15 - year - olds around the world, is slipping.

A comprehensive guide to Canada's 39 MBA school with data on average GMAT score, total enrolment, total number of faculty, percentage of female students, percentage of international students, standard degree length and tuition fees.

Schools receive points based on the following weighted ranking: 33.5 % reputation (higher is better), 20.5 % classroom experience (student - teacher ratio and cohort diversity), 13 % average GMAT scores (higher is better), 13 % tuition (lower is better), 13 % required work experience (more is better) and 7 % program length (shorter is better).

Some private student loan lenders post the average credit score and income of successful applicants on their website.

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.

And a 2014 study of student performance at schools in California and New York, conducted by the American Institutes for Research, found that attending deeper - learning schools had a significant positive impact, on average, on students» content knowledge and standardized - test scores.

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.

Homeschooled students have been shown to have higher average scores on the ACT test (26.5) than their public school peers (25).

This can be an especially helpful tool if your student has above or below average scores on their test, and can assist in encouraging your student further.

For example, research has found homeschoolers generally score 15 to 30 percentile points above public school students on standardized tests and they're achieving above average scores on the ACT and SAT tests.

Share Our Strength's No Kid Hungry campaign reported in 2013 that on average, students who eat school breakfast attend 1.5 more days of school per year and score 17.5 percent higher on standardized math tests; when combined, these factors translate into a student being twenty percent more likely to graduate high school.

Going forward, move toward basing teachers» and principals» ratings, in part, on a 3 - year average of student test scores.

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.

U.S. students typically score below the average of OECD nations on international math and science tests.

The team identified procrastinators among student volunteers, selecting people who scored 10 or more points above average on a 60 - point procrastination scale.

But the strongest improvement was in the bottom quartile of students, who scored a full 10 percent better, on average, than the bottom quartile of the control section.

When asked to predict their scores on a midterm pretest near the beginning of the school year, students of all performance levels overestimated their scores by an average of 11 percent over the whole class.

By thinking about their thinking, a practice called metacognition, these students raised their final exam scores by 10 percent on average — a full letter grade.

In addition to a significant jump in math test scores, students receiving tutoring and mentoring failed two fewer courses per year on average than students who did not participate, and their likelihood of being «on track» for graduation rose by nearly one - half.

Out of the 777 marketing students studied over a five - year period, 86.1 per cent waited until the last 24 hours to hand in their work at only a slight cost on average score against early submitters at 64.04 compared to 64.32.

In 2005 — 06, depending on the grade, a student's math scale score had to rise by an average of 32 points to go from the top of the Performance Level 1 range («failing» or not meeting learning standards) to the bottom of the Performance Level 3 range («proficient» or meeting learning standards).

Using student - level data from two states, Harvard Professor Martin West and I found that 40 to 60 percent of schools serving mostly low - income or underrepresented minority students would fall into the bottom 15 percent of schools statewide based on their average test scores, but only 15 to 25 percent of these same schools would be classified as low performing based on their test - score growth.

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.

A teacher in New York State is considered to be ineffective based on her students» test score growth if her value - added score is more than 1.5 standard deviations below average (i.e., in the bottom seven percent of teachers).

The result is that African - American students who switched from public to private schools scored, on average, 6.3 points higher than their public school peers; by contrast, Krueger reports effects of between 9.1 and 9.8 points for African - Americans placed in smaller classes.

Though we do not have data on every aspect of teachers» working conditions, we do know certain characteristics of their students that many believe affect the teaching conditions at a school: the percentage of low - income students at the school (as estimated by the percentage eligible for a subsidized lunch), the shares of students who are African - American or Hispanic, average student test scores, and class sizes.

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.

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.

Calling it the Bieber Challenge ~ I hung a poster of the celebrity on my white board an told my students that everytime they scored a 90 percent or higher class average on a test ~ I would tear a piece of the poster down.

Their test scores are on average one standard deviation below the North Carolina state average, and they are absent and suspended many more days than the average student (see Figure 1b).

Yet, student scores on the state's standardized tests in reading, writing, and mathematics exceed the state average.

In order to take a piece down ~ the class has to average 90 or above on tests.The students naturally became motivated (because they were interested) ~ and my test scores benefited.

Active students who attended physical education or played sports generally had a more positive attitude towards collaboration, while students who played video games outside of school scored slightly lower collaborative problem solving on average.

The survey found mental disorders affected one in seven students in the previous 12 months and students with mental disorders scored lower on average than students without mental disorders in every test domain and year level.

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).

The extent to which a school is above or below that line indicates whether the average test - score improvement among its students has been greater or less than would be predicted based on their fluid cognitive skills.

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.

As can be seen in Figure 1a, states with higher percentages of students from low - income families report lower average scale scores in 8th - grade math on the National Assessment of Educational Progress (NAEP).

Students with multiple teachers scored, on average, slightly lower in both math and reading relative to students with one Students with multiple teachers scored, on average, slightly lower in both math and reading relative to students with one students with one teacher.

On average across middle and high school math, TFA teachers out - performed veteran teachers by 0.07 standard deviations, the equivalent of 2.6 additional months of instruction or helping a student move from the 27th to the 30th percentile on a normal distribution of test scoreOn average across middle and high school math, TFA teachers out - performed veteran teachers by 0.07 standard deviations, the equivalent of 2.6 additional months of instruction or helping a student move from the 27th to the 30th percentile on a normal distribution of test scoreon a normal distribution of test scores.

This issue's research section offers a first - of - its - kind study examining the impact of instructor quality on student achievement in the higher education sector — finding that students taught by above - average instructors receive higher grades and test scores, are more likely to succeed in subsequent courses, and earn more college credits.

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.

Students also scored nearly 0.20 standard deviations higher on the verbal portion of the ACT, were substantially more likely to pass trigonometry and chemistry classes by 11th grade, and earned higher grade point averages (GPAs) after 9th grade.

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.»

Based on a randomized controlled trial with 78 secondary school teachers and 2,237 students, MTP - S improved student achievement test scores in the year following its completion, equivalent to moving the average student from the 50th to the 59th percentile.

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.