Sentences with phrase «estimated number of grade»

Not exact matches

[2] I use total enrollment in grades 3 - 8 to estimate the percentage of students who opted out (i.e. the number of opt - outs, which are presumably for tests in grades 3 - 8, divided by the number of students enrolled in those grades).

As Jon East explained in, «The estimating conference went even further, combining American Community Survey data from 2005 - 09 with private school enrollment data to make projections about the actual number of low - income students enrolled in each grade level in private schools in 2012.»

In the experimental evaluation of the initial DC Opportunity Scholarship Program that I led from 2004 to 2011, the number of students in testing grades dropped substantially from year 3 to year 4, leading to a much noisier estimate of the reading impacts of the program, which were positive but just missed being statistically significant with 95 % confidence.

If we limit the analysis to the 5th - grade applicants for whom we can compute value - added estimates, the number of student - year observations included immediately falls by about 85 percent.

While the small number of students entering charter schools in midstream grades, like grades 6 through 12, precludes our estimating effects for them, the resulting focus is on the whole desirable.

MATHEMATICS: Number and Operations GRADES 3 - 5 NM - NUM.3 - 5.1 Understand Numbers, Ways of Representing Numbers, Relationships Among Numbers, and Number Systems NM - NUM.3 - 5.2 Understand Meanings of Operations and How They Relate to One Another NM - NUM.3 - 5.3 Compute Fluently and Make Reasonable Estimates GRADES 6 - 8 NM - NUM.6 - 8.1 Understand Numbers, Ways of Representing Numbers, Relationships Among Numbers, and Number Systems NM - NUM.6 - 8.2 Understand Meanings of Operations and How They Relate to One Another NM - NUM.6 - 8.3 Compute Fluently and Make Reasonable Estimates

MATHEMATICS: Number and Operations GRADES 3 - 5 NM - NUM.3 - 5.1 Understand Numbers, Ways of Representing Numbers, Relationships Among Numbers, and Number Systems NM - NUM.3 - 5.2 Understand Meanings of Operations and How They Relate to One Another NM - NUM.3 - 5.3 Compute Fluently and Make Reasonable Estimates GRADES 6 - 8 NM - NUM.6 - 8.1 Understand Numbers, Ways of Representing Numbers, Relationships Among Numbers, and Number Systems NM - NUM.6 - 8.2 Understand Meanings of Operations and How They Relate to One Another NM - NUM.6 - 8.3 Compute Fluently and Make Reasonable Estimates MATHEMATICS: Measurement GRADES 3 - 5 NM - MEA.3 - 5.2 Apply Appropriate Techniques, Tools, and Formulas to Determine Measurements GRADES 6 - 8 NM - MEA.6 - 8.2 Apply Appropriate Techniques, Tools, and Formulas to Determine Measurements

That is, we can estimate the numbers of students who fall off track for earning a diploma at various points between the 9th grade and the expected time of graduation.

MATHEMATICS: Number and Operations GRADES 3 - 5 NM - NUM.3 - 5.1 Understand Numbers, Ways of Representing Numbers, Relationships Among Numbers, and Number Systems NM - NUM.3 - 5.3 Compute Fluently and Make Reasonable Estimates GRADES 6 - 8 NM - NUM.6 - 8.1 Understand Numbers, Ways of Representing Numbers, Relationships Among Numbers, and Number Systems NM - NUM.6 - 8.3 Compute Fluently and Make Reasonable Estimates

«What you're dealing with is actual numbers versus estimates,» said Luci Willits, deputy director of the Smarter Balanced Assessment Consortium, which built a test Wisconsin and 17 other states are using this year to measure how well their students in grades three through eight are meeting the new academic standards the state adopted in 2010.

(e) The board shall establish the information needed in an application for the approval of a charter school; provided that the application shall include, but not be limited to, a description of: (i) the mission, purpose, innovation and specialized focus of the proposed charter school; (ii) the innovative methods to be used in the charter school and how they differ from the district or districts from which the charter school is expected to enroll students; (iii) the organization of the school by ages of students or grades to be taught, an estimate of the total enrollment of the school and the district or districts from which the school will enroll students; (iv) the method for admission to the charter school; (v) the educational program, instructional methodology and services to be offered to students, including research on how the proposed program may improve the academic performance of the subgroups listed in the recruitment and retention plan; (vi) the school's capacity to address the particular needs of limited English - proficient students, if applicable, to learn English and learn content matter, including the employment of staff that meets the criteria established by the department; (vii) how the school shall involve parents as partners in the education of their children; (viii) the school governance and bylaws; (ix) a proposed arrangement or contract with an organization that shall manage or operate the school, including any proposed or agreed upon payments to such organization; (x) the financial plan for the operation of the school; (xi) the provision of school facilities and pupil transportation; (xii) the number and qualifications of teachers and administrators to be employed; (xiii) procedures for evaluation and professional development for teachers and administrators; (xiv) a statement of equal educational opportunity which shall state that charter schools shall be open to all students, on a space available basis, and shall not discriminate on the basis of race, color, national origin, creed, sex, gender identity, ethnicity, sexual orientation, mental or physical disability, age, ancestry, athletic performance, special need, proficiency in the English language or academic achievement; (xv) a student recruitment and retention plan, including deliberate, specific strategies the school will use to ensure the provision of equal educational opportunity as stated in clause (xiv) and to attract, enroll and retain a student population that, when compared to students in similar grades in schools from which the charter school is expected to enroll students, contains a comparable academic and demographic profile; and (xvi) plans for disseminating successes and innovations of the charter school to other non-charter public schools.

Using longitudinal administrative data from three major school districts with significant numbers of recent TFA placements, we generate TFA effect estimates based on two series of Georgia's standardized tests — the end - of - grade Criterion - Referenced Competency Tests (CRCTs) and end - of - course tests (EOCTs).

As Jon East explained in RedefinED, «The estimating conference went even further, combining American Community Survey data from 2005 - 09 with private school enrollment data to make projections about the actual number of low - income students enrolled in each grade level in private schools in 2012.»

And «In School + On Track 2016,» California's fourth annual report on chronic absence, states «the numbers paint a portrait of a state that still faces an attendance crisis, with an estimated 210,000 students in kindergarten through fifth grade missing almost one full month of school.»

[18] To estimate the number of prohibited suspensions, we assume that any kindergarten through grade 8 suspension would be allowed in related categories as outlined by OSSE (weapons; harassment (including sexual) or bullying; trespassing, vandalism, or arson; and attacks, threats, or fighting) and banned for other less serious categories (theft; illicit drug related; disrespect, insubordination, or disruption; attendance, skipping, or tardy; alcohol, tobacco, or pornography related; and academic dishonesty or tampering).