Madison Park's 6th graders outperformed
the district average in math and algebra students also showed progress.
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.
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.
If Beverly Hills were relocated to Canada, it would be at the 46th percentile
in math achievement, a below -
average district.
The
average student
in the Washington, D.C., school
district is at the 11th percentile
in math relative to students
in other developed countries.
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.
The GRC enables users to compare academic achievement
in math and reading between 2004 and 2007 for virtually every public school
district in the United States with the
average achievement
in a set of 25 other countries with developed economies that might be considered our economic peers and sometime competitors.
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.
Sixty - eight percent of all U.S.
districts have
average math achievement below the 50th percentile when compared to achievement
in 25 developed nations
In four states — Louisiana, Mississippi, New Mexico, and West Virginia — there is not a single traditional school district with average student achievement in math above the 50th percentil
In four states — Louisiana, Mississippi, New Mexico, and West Virginia — there is not a single traditional school
district with
average student achievement
in math above the 50th percentil
in math above the 50th percentile.
In a 2015 report, Stanford University's Center for Research on Education Outcomes (CREDO) found that the average charter - school student in the Bay Area attained significantly more growth in reading and math than similar students in nearby district schools — and that this difference increased the longer he or she stayed in a charter schoo
In a 2015 report, Stanford University's Center for Research on Education Outcomes (CREDO) found that the
average charter - school student
in the Bay Area attained significantly more growth in reading and math than similar students in nearby district schools — and that this difference increased the longer he or she stayed in a charter schoo
in the Bay Area attained significantly more growth
in reading and math than similar students in nearby district schools — and that this difference increased the longer he or she stayed in a charter schoo
in reading and
math than similar students
in nearby district schools — and that this difference increased the longer he or she stayed in a charter schoo
in nearby
district schools — and that this difference increased the longer he or she stayed
in a charter schoo
in a charter school.
A recent investigation of achievement
in one large Tennessee school
district (
in which I am collaborating with Sanders and Paul Wright of the SAS Institute) has found that 20 percent of
math teachers are recognizably better or worse than
average by a conventional statistical criterion.
At the 4th grade level
in math and reading, D.C. students gained 6 scale score points between 2007 and 2009, while the
average gain
in the other
districts was only 1 point and 2.2 points, respectively.
Specifically, I pointed out that gains on the National Assessment of Educational Progress under Rhee's tenure were much larger than
average gains for the other ten urban school
districts participating
in the assessment
in 8th grade
math and
in 4th grade reading and
math.
Viewed as a group, schools managed by our CMOs achieve rates of proficiency on state assessments
in reading and
math that
average about 9 percentage points higher than those of schools
in their local
districts (see Figure 2).
On
average, the 4th - grade
math and reading test scores of KIPP late entrants were 0.15 to 0.16 standard deviations above the
district average, putting them 0.19 standard deviations above the scores of students who enrolled
in the normal intake grade.
Conversely, late entrants at
district schools had dramatically lower
average 4th - grade test scores than on - time enrollees: 0.30 and 0.32 standard deviations lower
in reading and
math, respectively (
in both cases, 0.29 standard deviations below the
district average).
In terms of academic performance, KIPP students» achievement in grade 4 (before entering KIPP) is lower than the district average by 0.09 standard deviations in reading and by 0.08 standard deviations in math, or roughly one - quarter of a grade level in each subjec
In terms of academic performance, KIPP students» achievement
in grade 4 (before entering KIPP) is lower than the district average by 0.09 standard deviations in reading and by 0.08 standard deviations in math, or roughly one - quarter of a grade level in each subjec
in grade 4 (before entering KIPP) is lower than the
district average by 0.09 standard deviations
in reading and by 0.08 standard deviations in math, or roughly one - quarter of a grade level in each subjec
in reading and by 0.08 standard deviations
in math, or roughly one - quarter of a grade level in each subjec
in math, or roughly one - quarter of a grade level
in each subjec
in each subject.
Moreover, their estimates of
average math achievement
in their school
district were highly predictive of the letter grades they assigned to their local schools (see Figure 3).
Charter schools
in the NewSchools» portfolio achieve proficiency rates
in reading and
math that are about 9 percentage points higher, on
average, than those achieved by schools
in their host
districts.
Approximately 95 percent of CSGF's member schools enable students to outperform comparable
district schools
in both
math and reading; nearly 70 percent of schools enable their students to outperform state
averages in both
math and reading, although they serve much higher than
average percentages of low - income and minority students.
Launching Principals Pursuing Excellence
in partnership with our
districts and watching those 84 schools, all historically low - performing, double and triple the statewide
average in math and reading growth... and seeing entire
districts in the northwest corner of the state be transformed because of their local leadership embracing change.
District performance - based assessments
in reading, writing, spelling, and
math are given, on
average, three times each year, and numerous staff development hours are spent reviewing results and discussing ways
in which the findings can be used to inform and change classroom instruction to meet the needs of individual students.
Displaced students from
district schools that closed
in urban areas gained, on
average, forty - nine extra days of learning
in reading relative to the comparison group;
in math, it was thirty - four days.
State test results show that A + schools score above
average for their
districts in reading and
math.
At schools under for - profit management, students learned on
average 25 percent of a standard deviation more
in math each year of the six years of the intervention than they would have had the school been under
district management.
At schools under nonprofit management, students learned, on
average for the six years, 21 percent of a standard deviation less
in math each year than they would have had their school remained under
district management.
The Global Report Card data provides information on the
average level of student achievement
in math and reading
in virtually all U.S. school
districts relative to the student achievement
in a set of international peers.
«It's a lofty goal, considering the state
average,» said Shelah Feldstein, a Tulare County Office of Education
math staff development and curriculum specialist who is helping to spearhead a project that aims to improve 5th - grade
math achievement
in a network of area schools and
districts.
And a still - newer 2015 CREDO analysis, examining charter schools
in 41 urban communities, found them, on
average, achieving 40 additional days of learning growth
in math and 28 days
in reading compared to matched peers
in district schools.
About half of the NAS schools
in Cincinnati, Memphis, Miami, and Kentucky (the cities where RAND studied
math performance) outperformed the
district average in mathematics, while 50 percent or more of the schools
in Cincinnati, Philadelphia, San Antonio, and Washington (the cities where RAND studied reading performance) improved
in reading.
The researchers found that «displaced students from
district schools that closed
in urban areas gained, on
average, forty - nine extra days of learning
in reading» and «thirty - four days of learning»
in math by their third year
in a new school.
After four years at the charter school, eighth - graders showed
average test score gains
in math equal to an additional year and a half of school, compared with
district students.
If states or
districts tested
math or literacy proficiency
in more than one grade
in elementary or
in secondary schools, we
averaged the percentages across the grades within the building level, resulting
in a single achievement score for each school.
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.
Jon, AF pays its teachers about 10 % more than their host
district pays its teachers on
average, spends slightly less total $ $ on a per pupil basis, and academically outperforms its host
districts by wide margins
in terms of standardized tests
in reading, writing, and
math, graduation rates, and college entrance.
On
average, charters outperform their host
districts in math and English, and they are doing so with larger populations of low - income students and students of color.
Across that period, charter schools statewide consistently provided greater academic growth than their
district peers: on
average, charter students over the course of the study saw the equivalent of 34 additional days
in reading and 63
in math each year.
The northwest Tennessee
district has maintained a trajectory of increasing academic expectations for many years, netting strong gains
in math over the last three years and ACT test scores above the state
average.
This compares to a
district average of 33 percent for English and 25 percent for
math, while the students at the top five schools
averaged 78.66 percent
in English and 75.88
in math.
• Falk Elementary, a pioneer of the
district's culturally responsive practices, which the
district plans to expand to other schools as part of its achievement gap plan, had the second - lowest growth rate
in reading and a below -
average growth rate
in math.
A sample of 36 Great Expectation model elementary schools were matched with 556 Oklahoma non-Great Expectations elementary schools based on the following variables: ethnicity, free and reduced lunch eligibility, school size,
average number of days students absent, percent of parents attending conferences, percent of teachers with advanced degrees, percent passing third grade reading test,
district population size, unemployment rate,
average household income, teachers per administrator, percent of student's
in special education, instructional support budget, and
district percent passing Algebra I. Five years of pass rates on third grade reading and third grade
math state exams were examined.
•
In Dane County, the biggest jump in test score averages was in the Marshall (in eighth - grade science, eighth - grade math, and fifth - grade reading), Wisconsin Heights (10th - grade science, 10th - grade social studies), and Verona (eighth - grade language arts) district
In Dane County, the biggest jump
in test score averages was in the Marshall (in eighth - grade science, eighth - grade math, and fifth - grade reading), Wisconsin Heights (10th - grade science, 10th - grade social studies), and Verona (eighth - grade language arts) district
in test score
averages was
in the Marshall (in eighth - grade science, eighth - grade math, and fifth - grade reading), Wisconsin Heights (10th - grade science, 10th - grade social studies), and Verona (eighth - grade language arts) district
in the Marshall (
in eighth - grade science, eighth - grade math, and fifth - grade reading), Wisconsin Heights (10th - grade science, 10th - grade social studies), and Verona (eighth - grade language arts) district
in eighth - grade science, eighth - grade
math, and fifth - grade reading), Wisconsin Heights (10th - grade science, 10th - grade social studies), and Verona (eighth - grade language arts)
districts.
The results for the typical student
in a Harlem public charter school — approximately 25 percent of the city's charter students — were even more pronounced
in math, on
average gaining seven more months than his or her peer
in a
district public school, but less than a full additional month
in reading.
On
average, charter students
in California gain an additional 14 days of learning
in reading over their
district school peers, but lag behind their
district school peers by 14 days of learning
in math.
In one school
district that appears to have beaten the odds, Union City, N.J., students consistently performed about a third of a grade level above the national
average on
math and reading tests even though the median family income is just $ 37,000 and only 18 percent of parents have a bachelor's degree.
At Prairie Trail School
in Gurnee School
District 56, third - graders also have about 100 minutes of
math instruction, higher than the state
average, and 120 minutes of English, lower than the state
average.
PUC Excel's
average was below the
district average in both
math and English, with Excel
averaging 28 percent
in English and 15 percent
in math.
To remove this barrier, a new paradigm is evolving
in math education — one that calls for teachers at all grade levels to help
District Administration The
average score for eighth - graders on the latest National assessment of educational Progress (NaeP) was the highest ever, but only 39 percent scored at or above the proficient level (Lee, grigg, & Dion, 2007).
Using MIND's visual
math instructional software
in 36 of the 38 school
district's elementary schools, the
district's 25,000 K - 5 students have closed a 16 point gap and now match the California state
average math scores on the 2011 state tests, according to the institute.