Sentences with phrase «difference in math scores»

The Reno - area school district found a 21 - point difference in math scores and a 20 - point difference in English - Language Arts (ELA) scores between students with low and high social and emotional competencies.

Combining the results of the student social - skills surveys and school climate surveys accounted for 21 percent of the difference in math scores for the lowest - performing 5 percent of low - performing schools.

They found bigger, though not statistically significant, benefits in reading for students who had attended pre-K as compared with those who started KIPP in kindergarten, and no difference in math scores.

Moreover, to the extent that testing nonalignment explains some of the very large 0.4 standard deviation difference in math scores, it is unlikely that it explains all or even most of that difference.

Ferguson noted that the quality of the teacher (as determined by test scores, level of education, and experience) accounts for 43 percent of the difference in math scores of students in grades 3 to 5.

It is tough to see precise numbers under 100 but looking at the all - important blue chart it appears as if approximately 10 schools had a -25 % difference in their maths score this year.

Not exact matches

Comparing national test scores, Catholic schools in general (as with most private schools) perform better in both reading and math than public schools although the advantage is stronger in reading than in Math though the difference in Math was still statistically significant; however, this could be due to the self selecting nature of the students in Catholic schools where the parents have made the decision to value education to the extent of paying for it.

Ladner found that the reading and math test scores of 3rd graders were higher in schools that offered all - day kindergarten or pre-K, but by 5th grade the differences had disappeared.

In addition, the differences in test - score gains between bottom - and top - quartile students on each non-cognitive skill amount to almost a full year's worth of learning in math over the middle school yearIn addition, the differences in test - score gains between bottom - and top - quartile students on each non-cognitive skill amount to almost a full year's worth of learning in math over the middle school yearin test - score gains between bottom - and top - quartile students on each non-cognitive skill amount to almost a full year's worth of learning in math over the middle school yearin math over the middle school years.

In contrast, students who were rated proficient on the MCAS math exam had a significantly lower math GPA (2.39) than students scoring in the college - and - career ready group for PARCC in math (2.81); this margin is equivalent to the difference between a «C +» and a «B -.&raquIn contrast, students who were rated proficient on the MCAS math exam had a significantly lower math GPA (2.39) than students scoring in the college - and - career ready group for PARCC in math (2.81); this margin is equivalent to the difference between a «C +» and a «B -.&raquin the college - and - career ready group for PARCC in math (2.81); this margin is equivalent to the difference between a «C +» and a «B -.&raquin math (2.81); this margin is equivalent to the difference between a «C +» and a «B -.»

Finally, in Kenya, where the raw test scores showed students in private and public schools performing at similar levels, the fact that private schools served a far more disadvantaged population resulted in a gap of 0.1 standard deviations in English and 0.2 standard deviations in math (after accounting for differences in student characteristics).

This rich dataset allows us to study students» math and reading test - score growth from year to year in grades four through eight (where end of year and prior year tests are available), while also taking account of differences in student backgrounds.

Only in Dayton were there minor differences in the pre-lottery test scores: those offered a voucher scored 6.5 percentile points lower in math and 3.1 points lower in reading than those not offered a scholarship, a statistically significant difference.

The first paper, released in July 2009 by Roland Fryer and Steven Levitt, found that while there are no mean differences between boys and girls in math when they start school, girls gradually lose ground, so that the gap between boys and girls after six years of schooling is half as large as the black - white test score gap.

As statistical theory anticipates, the average difference in the combined reading and math test scores of African - Americans in all three cities remained exactly the same - 6.3 NPR points - after the adjustments for family background characteristics were introduced.

Regardless of initial differences in test score levels, all schools appear to help their students make similar improvements in reading and math over two years.

However, we found one important difference between the two exams: PARCC's cutoff scores for college - and career - readiness in math are set at a higher level than the MCAS proficiency cutoff and are better aligned with what it takes to earn «B» grades in college math.

Scores on both tests, in both math and English language arts (ELA), are positively correlated with students» college outcomes, and the differences between the predictive validity of PARCC and MCAS scores are mScores on both tests, in both math and English language arts (ELA), are positively correlated with students» college outcomes, and the differences between the predictive validity of PARCC and MCAS scores are mscores are modest.

Taking this difference into account cuts the black - white test - score gap to less than a fourth of a standard deviation in math and completely eliminates the gap in reading.

By 2000, math scores were roughly 0.3 standard deviations higher than predicted, an improvement about one quarter the size of the difference in math performance between Chicago students in consecutive grades in 1995.

By year four, there was no statistically significant difference in math test scores between students who remained in private schools and the matched comparison group.

Our results from our analysis of math scores in the fourth and fifth grades, available in the paper, show generally similar patterns, with some differences across grades.

55 % of BVP students scored proficient in ELA and 49.5 % in math, compared to RI's averages of 37.9 % in ELA and 29.6 % in math — that is a double digit difference in achievement in both.

URBAN NAEP COVERAGE EdWeek: NAEP: Urban School Districts Improving Faster Than the Nation Baltimore Sun: Baltimore students score near bottom in reading, math on key national assessment Cleveland Plain Dealer: Vast poverty differences create unfair comparisons on Nation's Report Card Miami Herald: Miami and Florida students outperform peers on national test

Former University of Tennessee researcher William Sanders found students who scored at about the same level on state math tests in third grade had score differences of as much as 50 percentage points on sixth grade tests after having less qualified teachers.

On the 2016 Partnership for Assessment of Readiness for College and Careers (PARCC) assessment, 52 % of BVP students scored proficient in ELA and 42 % in math, compared to RI's averages of 39 % and 32 %, respectively — a double - digit difference in achievement in both.

There were no differences in math test scores among students whose parents had low math anxiety, and no differences in reading achievement for parents with different levels of math anxiety.

On the 2016 Partnership for Assessment of Readiness for College and Careers (PARCC) assessment, 52 % of BVP students scored proficient in ELA and 42 % in math, compared to RI's averages of 39 % and 32 %, respectively — a double digit difference in achievement in both.

In the report, «Equations and Inequalities: Making Mathematics Accessible to All,» published on June 20, 2016, researchers looked at math instruction in 64 countries and regions around the world, and found that the difference between the math scores of 15 - year - old students who were the most exposed to pure math tasks and those who were least exposed was the equivalent of almost two years of educatioIn the report, «Equations and Inequalities: Making Mathematics Accessible to All,» published on June 20, 2016, researchers looked at math instruction in 64 countries and regions around the world, and found that the difference between the math scores of 15 - year - old students who were the most exposed to pure math tasks and those who were least exposed was the equivalent of almost two years of educatioin 64 countries and regions around the world, and found that the difference between the math scores of 15 - year - old students who were the most exposed to pure math tasks and those who were least exposed was the equivalent of almost two years of education.

«Think about a kid who scores 249 versus a kid who scores 250 — those kids are not different,» he said, «but a small difference in scores determined who took two math classes and who took one.»

There was no significant difference, however, in scores on the math Regents.

After controlling for poverty and test scores from previous years, the Responsive Classroom (RC) approach contributed to the gains in both reading and math, with a greater difference between the intervention and control schools seen in math.