Sentences with phrase «grade reading achievement»

These reforms and interventions should be judged not just on their immediate impacts but also by their effect on fourth - grade reading achievement.

Did identified school - level characteristics, teacher demographics, school conditions, and Children Achieving reform variables significantly relate to fourth grade reading achievement?

Did identified school - level characteristics, fourth grade reading achievement, and certain Children Achieving reform variables significantly relate to teacher - reported school conditions and other aspects of the reform?

Findings provide support for the hypothesis that Children Achieving reforms are related to students» school achievement and components demonstrate significant realtionship to fourth grade reading achievement.

Two powerful predictors of first - grade reading achievement are letter - name knowledge and phonemic awareness (the conscious awareness of the sounds in spoken words).

Oakland is aligned around a bold goal for increasing third grade reading achievement.

We used quantitative and descriptive methods to examine the programs and practices in 11 moderate - to high - poverty schools selected because of their dual reputation for implementing recent reading reform and for beating the odds by promoting greater than expected primary - grade reading achievement.

The purpose of the present study was to examine the instructional and organizational factors that might explain how and why some schools across the country are beating the odds by attaining greater than expected primary - grade reading achievement with populations of students at risk for failure by virtue of poverty.

However, we find no evidence that NCLB increased fourth - grade reading achievement.

Not exact matches

For example, in the Nurse Family Partnership model children born to mothers with low psychological resources had better academic achievement in math and reading in first through sixth grade compared to their control peers (i.e., mothers without the intervention with similar characteristics).30, 31

When compared to control group counterparts in randomized trials, infants and toddlers who participated in high - quality home visiting programs were shown to have more favorable scores for cognitive development and behavior, higher IQs and language scores, higher grade point averages and math and reading achievement test scores at age 9, and higher graduation rates from high school.

Using income as well as math and reading scores, the study also found that the lower the household income during infancy, the worse the children's performance on reading and math in fifth grade — replicating the well - known gap between income and achievement.

Charter school students in grades 3 through 8 perform better than we would expect, based on the performance of comparable students in traditional public schools, on both the math and reading portions of New York's statewide achievement tests.

Sources might include reading and math achievement test scores, IQ scores, benchmark and state test results, and grade level progress in the curriculum.

Reviewing research from 1960 to 2012, they conclude that Science IDEAS has been consistently effective in accelerating student achievement in both science and reading for grades 3 - 5.

At KIPP Ascend, where many fifth - graders start one or two grades behind in reading and math, after four years at the school, 100 percent of eighth - graders passed math and 94 percent passed reading on the Illinois Standards Achievement Test.

For admission, they must score at an 8th - grade level on standardized reading and math tests (the Richmond Tech PLC raised that to 9th grade because it had so many applicants), pass an interview, and sign an achievement contract that also commits them to attend a daily meeting called Morning Motivation.

Despite commitments to improve reading and mathematics achievement, states are still not making enough progress in helping all students reach grade - level standards in those subjects, concludes a report that examines reading and math achievement in all 50 states.

In addition, research provides strong evidence that students participating in the program in grades 3 - 5 continue to have higher science and reading achievement in grades 6 - 8.

While we've made some gains at the 4th - grade level (probably reflecting better instruction in decoding), reading - achievement trends by the end of high school are depressingly flat.

(Disadvantaged high schools were also randomly selected into the program; we focus only on elementary and middle schools since these are the grades for which we can measure math and reading achievement.)

Since 1969, it has periodically monitored student achievement in reading, writing, math, science, history / geography, and other fields in grades 4, 8, and 12.

Among the reform milestones they achieved were a new requirement that 40 percent of a teacher's evaluation be based on student achievement; raising the charter school cap from 200 to 460; and higher student achievement goals on the National Assessment of Educational Progress (NAEP) 4th grade and 8th grade reading tests and Regents exams.

This article systematically reviews research on the achievement outcomes of four types of approaches to improving the reading success of children in the elementary grades: reading curricula, instructional technology, instructional process programs, and combinations of curricula and instructional process.

To evaluate the claim that No Child Left Behind and other test - based accountability policies are making teaching less attractive to academically talented individuals, the researchers compare the SAT scores of new teachers entering classrooms that typically face accountability - based test achievement pressures (grade 4 — 8 reading and math) and classrooms in those grades that do not involve high - stakes testing.

The GRC compares academic achievement in math and reading across all grades of student performance on state tests with average achievement in a set of 25 other countries with developed economies that might be considered economic peers of the U.S..

Since No Child Left Behind (NCLB) was enacted into federal law in 2002, states have been required to test students in grades 3 through 8 and again in high school to assess math and reading achievement.

«We found that the effect of quality child care on fifth grade reading and math achievement varies by family income.

In our balanced budget I proposed a comprehensive strategy to help make our schools the best in the world — to have high national standards of academic achievement, national tests in 4th grade reading and 8th grade math, strengthening math instruction in middle schools, providing smaller classes in the early grades so that teachers can give students the attention they deserve, working to hire more well - prepared and nationally certified teachers, modernizing our schools for the 21st century, supporting more charter schools, encouraging public school choice, ending social promotion, demanding greater accountability from students and teachers, principals and parents.

We report those differences, in standard deviations of student achievement in math and reading, for the 3rd through 8th grades.

The school characteristics include whether it is in an urban area, grade level (e.g., high school), the number of students enrolled, student - teacher ratio, the percentage of students who are eligible for the free or reduced - price lunch program, the percentage of minority students, and measures of student achievement in reading and math.

The only tests that got a modicum of respect were the Metropolitan Achievement Tests, which were given in reading and math at every grade level except kindergarten, with school - by - school results published in the Boston newspapers.

The increase in peer prior achievement from 5th to 8th grade at KIPP schools was 0.15 standard deviations greater in reading and 0.19 standard deviations greater in math than for students who attended feeder elementary schools (see Figure 4).

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 subject.

Changes in real state spending per pupil are uncorrelated with changes in 4th - grade student achievement in reading.

School - based reward programs that offer students such incentives as cash, free MP3 players, or other gifts appear to produce improved reading achievement across grade levels, preliminary findings from an ongoing research project suggest.

And building test - score - based student achievement into teacher evaluations, while (in my view) legitimate for some teachers, has led to crazy arrangements for many teachers whose performance can not be properly linked to reading and math scores in grades 3 — 8.

Using the National Assessment of Education Progress (NAEP) as our measure, we found some states had raised the achievement of economically disadvantaged students the equivalent of a full grade level or more in just eight years, 2003 - 2008 — this at grades four and eight and in reading and math.

New Jersey's is a complex and troubled public school system: although the state ranks in the top 5 on most nationally normed tests (NAEP, SAT, ACT), it has one of the worst achievement gaps in the country — 50th out of 51 in 8th - grade reading, for example.

What's disappointing is that 4th - grade reading results have held steady since 2007 — after a big bump up (across all achievement levels) from 2005 - 2007.

Students in Illinois take the Illinois Standards Achievement Test (ISAT) in reading and mathematics in grades 3 through 8, usually in March of each school year.

Again, with such a wide range of achievement, however, it is very hard for teachers if they are trying to use basal reading series that cater to students at grade level.

Teachers currently have students who read several grades above and below grade level in the same classroom and most feel that they are not able to effectively differentiate instruction for students of all levels of achievement.

High school students in a half - dozen states are scoring much worse in reading on one version of the Stanford Achievement Test - 9th Edition than students in earlier grades.

Is it any wonder that, even as national assessment data have shown decent gains in math achievement in recent years (at least in the early grades), reading outcomes remain dismal?

For younger students, research has shown that chronic absenteeism in kindergarten is associated with lower achievement in reading and math in later grades, even when controlling for a child's family income, race, disability status, attitudes toward school, socioemotional development, age at kindergarten entry, type of kindergarten program, and preschool experience.

Our research has found that a wide range of instruction spanning eight or nine grade levels of reading achievement exists in the average third or fourth grade class.

Achievement was stubbornly low: in 2007, 47 percent of students in 3rd through 8th grade were proficient in math, and 57 percent in reading.

Learning disabilities are usually not identified until the 3rd grade, when a so - called discrepancy between IQ and reading achievement can be discovered.

A story and chart in the May 14, 2008, issue of Education Week about states that have curtailed bilingual education should have said that trends in student achievement identified by Daniel J. Losen of the Civil Rights Project at the University of California, Los Angeles, were based on test scores in reading of English - language learners in 4th grade, not 4th and 8th grades.