Sentences with phrase «few students at any grade»

The reading skills of 12th graders declined slightly from 1992 to 1994, according to a federal report released last week, which warned that far too few students at any grade are reading at a proficient level.

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.

In the speech, delivered inside The Mall at Bay Plaza in Baychester, Diaz described the number of Latino and black students admitted to the city's prestigious Stuyvesant High School over the past few years as unacceptably low and called for the creation of new high schools in each borough that would use a portfolio of the students» grades and schoolwork rather than a specialized test to determine who gets in.

Of the approximately 4,000 who were identified as at risk for mental health problems and offered the ten - session group intervention during second grade, those who participated in a greater number of sessions showed significantly greater improvements in third - grade outcomes than did the at - risk students who participated in fewer sessions.

Few students in the DC study were performing even near the 50th percentile at baseline and the percentile scores varied dramatically by grade level, a crucial factor that the DC researchers accounted for in their conversions but the CAP commentators did not.

Published earlier this month in the electronic journal Education Policy Analysis Archives, the study is based on California's recent experiences at reducing class sizes to 20 or fewer students in kindergarten through the 3rd grade.

Districtwide, fewer than 30 percent of African American students were reading at grade level, compared to 87 percent of whites, a 57 - percentage - point gap.

Wang, a former Fulbright Fellow and now a second - year doctoral student at HGSE, saw firsthand as an 11th - grade English teacher that the needs of rural, low - income communities often aren't represented in state policy, but are overlooked in favor of efforts that target urban areas because there's little awareness of the rural problems and few advocates are calling for change.

We find that randomization does ensure comparable groups in grades at which quite a few students are admitted.

Since 2006, the number of Houston schools earning one of the state's top ratings has more than doubled to exceed 200 campuses, fewer students are repeating a grade level, and more are testing at the highest levels of academic achievement.

And students floundered; fewer than 15 percent worked at grade level in reading, writing, or mathematics.

A few years ago, Wilson (Pennsylvania) Elementary School principal Kathleen A. Sites realized she had a sense by third grade which students might be at risk of dropping out of school.

... Today, thousands more Newark students are reading and doing math on grade level than just a few years ago and as a result, these students have a better chance at attending college or pursuing a meaningful career when they leave our schools.»

Moreover, looking at the absolute performance of our students on the 2011 NAEP — rather than relative to other states — fewer than half of NJ students were deemed «proficient» across fourth - and eighth - grade math and reading.

A 2009 study of seventh and eighth grade students at 10 Boys & Girls Clubs across the country found that those attending afterschool programs skipped school fewer times, increased school effort, and gained academic confidence; moreover, the first two outcomes cited above increased as the number of days attending afterschool programs increased (Arbreton, Bradshaw, Sheldon, & Pepper, 2009).

After a year of mixed - ability grouping at Cloonan Elementary School in Stamford, Conn., teachers reported fewer behavioral problems and better grades for struggling students.

The data also indicate that patterns of student attrition at KIPP schools are typically no different from other local schools except that KIPP schools replace vacancies with fewer students in the last two years of middle school, and those late - arriving students are somewhat higher - achieving than students entering KIPP schools in 5th and 6th grades.

A new study of Massachusetts middle schools contends schools that don't track students of the same grade into multiple course levels based on their achievement have fewer students scoring at the advanced level on state standardized tests in mathematics.

At programs like the NET and ReNEW Accelerated, students typically read and do math a few grade levels below where they should be.

Take, for instance, our longstanding failure to get more than a few percent of U.S. students scoring at or above the National Assessment's «advanced» level — in any subject or grade level.

In a few districts, district and school leaders reported that analysis of trend data by district and / or state assessment specialists had led to the identification of early indicators of students academically at risk, based on test scores or other factors (e.g., family circumstances), in lower grade levels.

Most grades and subjects saw declines, and overall, fewer than a quarter of students scored at or above grade level, placing Quitman in the bottom 2 percent of schools statewide.

This data shows us that while there remains progress to be made, thousands more Newark students are reading and doing math on grade level today than just a few years ago, and that these students have a better chance at attending college and pursuing a meaningful career when they leave our schools.

Few teachers receive support for creating equitable and ethical grading systems, for example, which can lead to systems that punish and discourage students for learning at a different pace or for making mistakes while learning.

In many schools, students are required to enroll in mainly core courses with few electives, particularly at the early grade levels of high school.

At the high school they were zoned for, Inglewood High, fewer than 1 in 10 students were at grade leveAt the high school they were zoned for, Inglewood High, fewer than 1 in 10 students were at grade leveat grade level.

So despite all the resources the Department of Education claims to have pumped into our school, fewer students are doing math at grade level.

Fewer than 15 % of African - American and Hispanic students read at grade level.

Most students enter TEAM Schools one - or - more years below grade level in reading and math, but in a few short years, they achieve at academic levels that outpace their peers across the state.

As Vellutino, Scanlon, Zhang, and Schatschneider (2008) note, we could change the futures of roughly one - half of the students who begin kindergarten at risk of becoming struggling readers by providing expert tutorial services; 1st grade teachers could do the same by providing expert tutorials or «very small» group lessons (with three or fewer students).

Few have looked at the relationship between grade configuration and student outcomes.

Secondary schools will be subject to intense scrutiny if fewer than 35 % of their pupils get five C grades at GCSE, including English and maths, and fewer students are making two levels of progress between the ages of 11 and 16 than the national average.

Across the district, fewer than 20 percent of students could read at grade level and only 30 percent were at grade level in math.

A teacher should start introducing writing assignments a few at a time, be firm with the students, make the writing assignments count for a grade, and forewarn colleagues of impending due dates.

Students at 21st Century Charter in grades 3 - 8 as well as high school sophomores will be taking the written test portion of ISTEP + over the next few weeks, before starting -LSB-...]

Though some may have wanted most tests to go away, Lisa Gray of Philanthropy Ohio reminded people that the new federal law passed last year requires states to test students in English and math in grades 3 - 8 and at least once in high school, along with requiring a few science tests.

Newark's North Star Academy, for example, which is run by Uncommon Schools, may beat city - wide averages, but it loses half of its students between grades five through 12, it serves half the percentage of students with disabilities and 15 percent fewer of its students are in poverty, notes Bruce Baker, a professor of education finance at Rutgers University.

Looking at course grades in dozens of subject areas, it found few differences between students who took the first course through dual enrollment compared with students who took the first course after matriculating to a community college or university.

Additionally, students can look up their assignments, grades, teacher notes, class schedule and activity calendar at any time, meaning they have fewer questions for you.

But at most high - poverty DC high schools, few if any students earn passing grades on AP exams.

Over the past few days we've been on a mission to track down the source and meaning of a clause in the Magnet School's Operating Agreement that says, «New students entering beyond grade 3 must be reading at grade level.»

While legally required to offer a public - school - equivalent education, there is an ongoing New York City investigation into practices at some schools in the highly insular ultra-Orthodox community, with claims that more than a few used by the Hasidic religious group prioritize religious studies to the point that many students graduating 12th grade are near ignorant when it comes to anything more than basic math, grammar, science or history, leaving them all but unemployable.

Imagine if fewer than one in five Latino students were performing at grade level in math.

Over the past few years, the number of low - performing schools has increased, which deepens the challenge facing students in our state who are already not performing at grade - level in reading and math.

Teachers at each grade level planned a quarterly event, such as a dance or talent show, to reward students who received few or no discipline referrals.

Cerf said most schools targeted as the lowest achieving have one - third or fewer of their students at grade level in reading or math, and all remedies must be explored.

The alternate accountability process is used for new schools, schools without tested grades, schools exclusively serving at - risk students, and schools with fewer than 20 full academic year students who took state tests.

Schools in the bottom five percent are places where fewer than one in three students read at grade level, the dropout rate is over 50 percent and there are enough disciplinary issues to make them feel like armed fortresses.

By Robby Soave — Fifth grade students at Fremont Elementary School in Colorado were assigned a reading passage that describes global warming as a dangerous, man - made phenomenon that will destroy civilization in a few hundred years.

Since very few have grades that meet the firms» usual standards, the firms hire many minorities with grades «far below those of the white students hired at the same firms.»