Sentences with phrase «for low reading scores»

And the reform crowd will have the audacity to blame teachers for low reading scores when the very root of the reading problem lies in the ignorance they promoted.

And the reason for the low reading score at Bancroft may be that 55 % of the school's students are English language learners.

Not exact matches

If so then you are probably like me and always looking for ways to improve your accounts, whether it is trying to increase your CTRs, A / B Testing ad extensions, improving quality scores, or weeding out the low... Read more

In your article around Baltimore's technology gap («Computer - based tests a challenge for low - income students, some Baltimore teachers say,» April 22), we read that students who took the PARCC scored lower when they took the test on a computer than when they used paper and pencil.

Bradford's Filipe Morais was sent off for a high challenge on 63 minutes and Jamie Mackie scored Reading's third shortly after with a neat low finish.

Still time, however, for the first day of the year to feature a number of high scoring encounters of which, the low point, was a 6 - 0 away drubbing for Alan Curbishley's struggling side (Tevez an unused substitute) by the mighty Reading.

In those schools, a greater number of suspensions corresponded to lower end - of - semester math and reading scores for the students who were never suspended — even after correcting for various demographic indicators.

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.

All students, regardless of intellectual ability, had lower exam scores the more they used the Internet for non-academic purposes such as reading the news, sending emails and posting Facebook updates.

I was reading Mackenzie's blog post the other day about how she has scored RL sweaters in kids sizes for a much lower price, and I was inspired to do some searching of my own.

The largest gains for the test — the Kentucky Instructional Results System, or KIRIS — came in reading and mathematics, with fewer students scoring at the «novice,» or lowest, level and more students scoring at the «proficient» and «distinguished» levels.

On the 2003 National Assessment of Educational Progress (NAEP) tests, 46 percent of the city's students scored «below basic» in mathematics, and 38 percent were below that low threshold in reading (compared with 33 and 28 percent for the nation, respectively).

In 4th grade reading in 1998, for example, scores ranged from a low of 17 percent in Hawaii to a high of 46 percent in Connecticut.

If you want more information, you can read the official state memo covering everything from the exemption of SGP scores from the state's Open Public Records Act and the process for administrators to access data through a centralized information - management system, to corrective action plans for low - rated educators and legal requirements for tenure cases, to the score certification process and accessing official course roster data.

If the same approach is applied to the STAR sample to adjust for the fact that some students did not enroll in the class they were assigned to - and a comparable sample of low - income black students is used - the gains in test scores after two years of attending a small class (average of 16 students) as opposed to a regular - size class (average of 23 students) is 9.1 national percentile ranks in reading and 9.8 ranks in math.

Drawing from math test scores from PISA 2009 in which the United States performed lower than the OECD average, the report argues that while demand for STEM labor is predicted to increase over the next few decades, a shortage of STEM labor in the United States, along with inadequate performance in science, math, and reading compared to other countries, endangers U.S. future competitiveness and innovation.

Although the retention rates for TFA and VIF are low, it's worth noting that teachers who come through those preparation routes are better at raising student reading and math scores.

For example, Florida State University's 2017 study of the Florida Tax Credit Scholarship Program found that participants were four percentage points less likely to be white, one percentage point more likely to qualify for free lunch, and had prior math and reading scores that were two to four percentile points lower than eligible students that did not participate in the choice progrFor example, Florida State University's 2017 study of the Florida Tax Credit Scholarship Program found that participants were four percentage points less likely to be white, one percentage point more likely to qualify for free lunch, and had prior math and reading scores that were two to four percentile points lower than eligible students that did not participate in the choice progrfor free lunch, and had prior math and reading scores that were two to four percentile points lower than eligible students that did not participate in the choice program.

The 309 schools included in the study differed from other city schools in the following ways: They had a higher proportion of English Language Learners (ELL), special education, minority students, and students eligible for the Title I free or reduced - price lunch program, as well as lower average math and reading scores.

English vocabulary scores improved somewhat over time, but were consistently and considerably low even in first grade, a crucial year for learning how to read.

NCLB required that states test students in math and reading each year, that average student performance be publicized for every school, and that schools with persistently low test scores face an escalating series of sanctions.

For me, one thing that really jumped out of your report was that while Australia's average scores are declining in all three domains — that's scientific literacy, reading literacy and mathematical literacy — the proportion of low performing students is increasing.

Two of the network's Tier - 1 schools (Congress Heights and Shaw) place among the top five charters for reading growth scores, and both serve overwhelmingly low - income African American populations.

Henry Levin likewise asserts that «the evaluators found that receiving a voucher resulted in no advantage in math or reading test scores for either [low achievers or students from SINI schools].»

And in the absence of a coherent, content - rich curriculum, schools have struggled to boost reading scores for kids coming from low - income families.

The U.S. score in reading is tied for 23rd place, but its true ranking is more complicated than that: When statistical significance is taken into account, 14 systems scored higher than the U.S., 13 scored about the same, and a considerable 42 scored lower.

Washington moved on, as did Chris, and then a few years ago something funny happened: NAEP scores in fourth - grade reading jumped significantly, especially for the low - income, low achieving students who were Reading First'sreading jumped significantly, especially for the low - income, low achieving students who were Reading First'sReading First's focus.

Scores on the National Assessment for Educational Progress have been impossibly low since 2009; just 4 percent of 4th - grade students were proficient in math and 7 percent in reading in 2013.

For example, students who entered in 6th grade score 0.23 standard deviations lower in math and 0.14 standard deviations lower in reading by the end of 8th grade than would have been expected had they attended a K - 8 school.

The twins with lower birth weights, a proxy for worse prenatal health, scored consistently lower on reading and math tests through 8th grade.

Regardless of the reason for missing school, the absences add up to lower reading scores and weaker social skills in the early grades.

In 2002, 27 percent of 3rd graders scored at the lowest level on the reading portion of FCAT, but by 2008 only 16 percent did so, a 40 percent reduction in the pool of students eligible for retention.

Ladd tells us that states that have a high poverty rate — for example, Mississippi, Arkansas, Alabama, and Louisiana — have lower math and reading scores than states with low poverty rates, such as New Hampshire, Connecticut, Massachusetts, Utah, and Maryland.

The difference between the average reading literacy score for the highest - performing state or territory (ACT) and the lowest - performing (NT) was the equivalent of around one - and - a-half years of schooling.

For too many policymakers, student achievement is defined solely by test scores in reading and math, which has led in turn to the disappearance of the arts, particularly in low - performing schools.

In 2015 scores in mathematics decreased for low - and mid-performing 4th graders compared to 2013, and this year we again see a decrease for lower performers in 4th grade math, as well as in reading, while such a decrease is not evident for higher performers.

In the detailed analysis, we are primarily interested in two main outcome measures: the percentage of children reaching the expected standard for their age in English, («level 4» which takes account of tests in reading, writing, and spelling) and the percentile score in the reading test (as low standards in reading were of particular concern).

A student who is using a voucher and is attending fifth grade, has family income near the poverty line, a particular race or ethnicity, and has low math and reading test scores, for example, would be matched to one or more students who are also attending fifth grade, have incomes near the poverty line, are of that race or ethnicity, and have low reading and math scores, but do not use vouchers.

To explore this, I examined achievement changes by item type for low -, moderate -, and high - performing schools, as measured by the percentage of students scoring at or above national norms on the ITBS reading exam in 1995.

And the nearly seven years of dynamic, inspirational leadership and reform of DCPS hasn't been able to change the fact that the district has the lowest reading scale scores for low - income eighth graders.

Earlier program evaluation reports for Louisiana showed that voucher students made significantly lower gains on math and reading test scores in the first year (27 percentile points and 17 percentile points lower, respectively) than students who applied for vouchers but were not awarded them through the lottery.

While reading and math proficiency scores are low at Garfield, Garfield was recognized last year for its improvements in academic achievement.

In fact, for all four achievement measures, students with higher reading skills but lower science knowledge scored as high or higher than students with lower reading skills but higher science knowledge.

Indeed, math and reading scores decreased for lower performing fourth - graders, both for the bottom 10 percent and the bottom 25 percent.

It's a troubling trend when Rocketship claims to be in the top 5 % of low income schools, and yet scores right at average in reading and writing for low income students.

NCES noted a troubling trend in scores since two years ago: Even as the status quo held stable for most test takers, scores for the highest - performing eighth - graders (those scoring at the 75th and 90th percentiles) nosed higher, while those for the lowest - performing students (those at the 10th and 25th percentiles) declined in fourth - grade math, eighth - grade math, and fourth - grade reading.

In your article around Baltimore's technology gap («Computer - based tests a challenge for low - income students, some Baltimore teachers say,» April 22), we read that students who took the PARCC scored lower when they took the test on a computer than when...

Among the facts from the National Assessment of Educational Progress (NAEP) Fourth Grade Reading report cited by FairTest: — There has been no gain in NAEP grade four reading performance nationally since 1992 despite a huge increase in state - mandated testing; — NAEP scores in southern states, which test the most and have the highest stakes attached to their state testing programs, have declined; — The NAEP score gap between white children and those from African American and Hispanic families has increased, even though schools serving low - income and minority - group children put the most emphasis on testing; and — Scores of children eligible for free lunch programs have dropped sincReading report cited by FairTest: — There has been no gain in NAEP grade four reading performance nationally since 1992 despite a huge increase in state - mandated testing; — NAEP scores in southern states, which test the most and have the highest stakes attached to their state testing programs, have declined; — The NAEP score gap between white children and those from African American and Hispanic families has increased, even though schools serving low - income and minority - group children put the most emphasis on testing; and — Scores of children eligible for free lunch programs have dropped sincreading performance nationally since 1992 despite a huge increase in state - mandated testing; — NAEP scores in southern states, which test the most and have the highest stakes attached to their state testing programs, have declined; — The NAEP score gap between white children and those from African American and Hispanic families has increased, even though schools serving low - income and minority - group children put the most emphasis on testing; and — Scores of children eligible for free lunch programs have dropped sincescores in southern states, which test the most and have the highest stakes attached to their state testing programs, have declined; — The NAEP score gap between white children and those from African American and Hispanic families has increased, even though schools serving low - income and minority - group children put the most emphasis on testing; and — Scores of children eligible for free lunch programs have dropped sinceScores of children eligible for free lunch programs have dropped since 1996.

While Washington spends nearly $ 30,000 per student, the graduation rate for the school district is around 60 percent, with math and reading scores among the lowest in the country.

In 2015, black students had an average fourth - grade reading score that was 33 points lower than that for white students, and this performance gap was not significantly different from that in 1998 (31 points).