Sentences with phrase «compared reading gains»

As far as increasing reading skills, my most recent «scientific» study came two years ago when I compared reading gains at our school in Oakland, Envision Academy.

As far as increasing reading skills, my most recent «scientific» study came two years ago when I compared reading gains at our school in Oakland, Envision Academy.

Not exact matches

These tickets gained the following number of votes, compared to the tentative tally: Democratic 305,843; Republican 77,769; Working Families 6,587; Conservative 5,864; Green 2,030; Libertarian Read more»

Eden is also carrying on longitudinal studies, comparing brain images from children as they grow and gain reading proficiency, aiming to determine how brain activity changes with advancing skill (Nature Neuroscience, 2003; 6:767 - 773).

Make sure that you are more capable of doing this at present age as compared to your twenties because in this long time you have gained more experience to understand male thought processing and you are capable enough to read their minds.

Second - and third - grade students using the Seeds of Science / Roots of Reading units made significantly greater gains in understanding science concepts, knowledge of science vocabulary, and reading comprehension, as measured by tests developed by project researchers, compared to students in comparison conditions for both earth science and life scienceReading units made significantly greater gains in understanding science concepts, knowledge of science vocabulary, and reading comprehension, as measured by tests developed by project researchers, compared to students in comparison conditions for both earth science and life sciencereading comprehension, as measured by tests developed by project researchers, compared to students in comparison conditions for both earth science and life science units.

The CREDO report found that students in Boston charter schools gain the equivalent of 259 additional days of instruction in math and 245 days in reading compared to their counterparts in traditional district schools.

Surely their progress shouldn't count too much compared to, say, the reading and math gains of all students.

The English Learners who transferred from bilingual education to structured English immersion made gains of four points in reading compared with gains of only two points for the students who had been taught in English previously.

Alex Hernandez of the Charter School Growth Fund celebrated: «[CREDO] reports that the 107,000 students whose schools receive support from the Charter School Growth Fund gain, on average, the equivalent of four additional months of learning in math and three additional months of learning in reading each year when compared to peers in other public schools.»

A study of test scores from 2010 through 2014, by economists at the Massachusetts Institute of Technology and Duke University, found that Denver's charters produced «remarkably large gains in math,» large gains in writing, and smaller but statistically significant gains in reading, compared to DPS - operated schools.

Results indicated that those students in the small class made greater gains in reading achievement compared to those in the larger class.»

In the study, students whose teachers were in the New Teacher Center's mentor program gained an additional two to four months of learning in reading and an additional two to five months of learning in math when compared to their peers in the control group.

According to a 2015 study by the Center for Research on Education Outcomes (CREDO) at Stanford University, students enrolled in urban charter schools gained 40 additional days of learning in math per year and 28 additional days in reading compared to students in district schools.

He cites a national study, CREDO, which found students in Newark charters gaining the equivalent of seven months in reading and nine in math, compared to virtual counterparts.

A recent national study showed that African - American students in public charter schools gained an average of 36 extra days of reading and 26 extra days of math when compared to their traditional school peers.

Stanford University researchers completed a review of New Jersey charter schools in 2012 (the CREDO report), finding that compared to their peers in traditional public schools, «charter students in Newark gain an additional seven and a half months in reading and nine months in math» per year of schooling.

· In fourth - grade reading, DCPS's non-poor students again had the largest gains compared to their peers in all cities, and white students had the fifth - biggest gains.

Hispanic charter students gained 29 days of learning in reading and 17 days of learning in math compared to their peers in district schools.

The study found that students with TFA teachers attained greater gains in math and equal gains in reading compared with students of other teachers in the study, even those with certified teachers and with veteran teachers.

The Mathematica Policy Research report found that, after three years in the schools, students showed gains in math equal to 1.2 years of extra instruction and in reading almost a full extra year of improvement compared to outcomes for students in schools with similar demographics.

An analysis comparing the engaged reading time and reading scores of more than 2.2 million students found that students who read less than five minutes per day saw the lowest levels of growth, well below the national average.2 Even students who read 5 — 14 minutes per day saw sluggish gains that were below the national average.

A 2014 study by the National Bureau of Economic Research of the Florida Tax Credit Scholarship Program concluded that, on average, FTC students neither gained nor lost ground in achievement in math and reading compared to students nationally.

And a 2015 Stanford University study cited by the National Alliance for Public Charter Schools showed that low - income Black students in charter schools gain the equivalent of 29 extra days of learning in reading and 36 extra days of learning in math per year compared with their Black counterparts in traditional district schools.

For more than 14 years, the company has been helping students achieve significant Lexile ® reading gains — often double - to - triple the expected gains, compared to non-users of the program.

• In Indianapolis, charter schools students gain an additional 47 days of learning in math and 55 days in reading compared to district peers each year.

For more than 14 years, the company has been helping students achieve significant Lexile ® reading gains — often doubleto - triple the expected gains, compared to non-users of the program.

Students in poverty, black students, and those who are English language learners (ELL) gain significantly more days of learning each year in both reading and math compared to their traditional public school peers.

African - American and white students in fourth grade scored the highest gains in reading compared with any other urban district.

Statewide, students attending public charter schools in Louisiana gained an additional 50 days of learning in reading and 65 days in math compared to their peers attending traditional public schools.

A study of Kentucky classrooms using the LDC tools found that students gained 2.2 months of reading achievement compared to similar students in classrooms not using LDC.

Compared to their traditional public school peers, Tennessee charter school students gained the equivalent of 86 additional learning days in reading and 72 days in mathematics over the course of a single year.

Additionally, New Teacher Center advocates for multi-year induction programs that incorporate co-teaching models.44 Teachers supported by New Teacher Center demonstrate higher proficiency in both engaging students and using assessment in instruction, while 90 percent of new teachers agree that working with their New Teacher Center mentor influences their practice and meets their needs as a growing professional.45 Moreover, a preliminary independent Evaluation of Investing in Education, or i3 evaluation, showed that «after just one year, students of teachers supported by New Teacher Center gained 2 to 3.5 months of additional learning in reading compared to control teachers.»

Such studies also shed light onto the brain - based differences of those children with dyslexia who benefit from reading instruction compared to those who fail to make gains (Davis et al., 2011; Odegard, et al., 2008).

Charter advocates have claimed vindication in the latest 26 - state CREDO study from Stanford... After finding in 2009 that charter school students lost the equivalent of 7 days a year of learning in reading compared to traditional public schools, CREDO found last year that they had instead gained 8 days.

This study looked at students in Florida's tuition tax credit program and found that there were no gains in reading or math test scores, compared to students nationally.

That said, the highest - quality research studies find that charter schools tend to produce greater gains in math and reading test scores for traditionally disadvantaged students, compared to the gains these same students would achieve if they attended a traditional public school.

Overall, students enrolled in urban public charter schools gained 40 additional days of learning in math and 28 additional days in reading compared to their traditional public school peers.

Compared to low income kids, by the start of fifth grade, middle income kids» cumulative reading gains are 27 times higher and high - income kids» cumulative reading gains are 202 times higher.

A national study conducted by Mathematica Policy Research found that students attending KIPP middle schools made gains in reading, math, science, and social studies equal to 11 to 14 months of additional learning when compared to similar non-KIPP students.60 Similarly, researchers from the University of Pennsylvania found that students selected by lottery to attend Harlem Success Academy made significant gains in reading and math equal to 13 to 19 percent higher test achievement, compared to demographically similar students not selected via lottery.61

In Ohio for example, where the charter sector has been struggling with poor student achievement results for over a decade, charter schools in Cleveland are producing positive learning gains for their students in both reading and math, compared to students attending traditional district schools in the city.22 In Ohio in particular, the Cleveland School District has been a willing participant in partnering with a high - performing charter management organization, Breakthrough Schools, to ensure that these charter schools have the autonomy and accountability, as well as the access to financial resources and school facilities, necessary to produce high - quality results.

Students in urban charter schools gained an additional 40 days in math and 28 days in reading per year compared to their district school peers.

Students in Boston's charter schools gained 12 months of additional learning per year in reading and 13 months of additional learning in math compared with their regular public school counterparts.

Overall, compared with regular public schools, 44 percent of charter schools in the state saw significant gains in reading, while 13 percent of charter schools saw significantly lower gains in that subject.

Released in the wake of last week's report about charter schools in New York City, the study found that compared with the academic progress that students made in regular public schools, students in charter schools in Massachusetts gained an additional one and a half more months of learning per year in reading and an additional two and a half more months of learning per year in math.

New Jersey charter school students on average gain an additional two months of learning per year in reading and an additional three months of learning per year in math compared to their district school counterparts.

A 2013 Mathematica Policy Research study of several EL middle schools found that after three years the EL students had made significant gains in reading and math compared to other middle school students.

In fact, charter students in Newark gain an additionalseven and a half months in reading per year and nine months per year in math compared to their traditional public school counterparts.

RICHMOND, Va. — Student achievement on Standards of Learning (SOL) tests during 2016 - 2017 was relatively unchanged compared with performance during the previous school year, although black students made gains on five of the six elementary and middle school reading tests, the Virginia Department of Education (VDOE) reported today.

Analyses of ECLS - K data show that children who participated in full - day programs made statistically significant gains in reading and math skills by the end of the kindergarten year when compared with their peers who attended only a half - day program.