Sentences with phrase «district averages in both math»

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 percentilIn 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 percentilin 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 schooIn 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 schooin 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 schooin reading and math than similar students in nearby district schools — and that this difference increased the longer he or she stayed in a charter schooin nearby district schools — and that this difference increased the longer he or she stayed in a charter schooin 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 subjecIn 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 subjecin 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 subjecin reading and by 0.08 standard deviations in math, or roughly one - quarter of a grade level in each subjecin math, or roughly one - quarter of a grade level in each subjecin 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) districtIn 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) districtin 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) districtin 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) districtin 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.