Sentences with phrase «grade reading data»

The 8th grade reading data was the same: State A walloped State B!

Not exact matches

«This data enables us to create easy - to - read spreadsheets detailing everything you need to know about the grading of each lot,» Seafreeze says.

A data breach at the company that develops New York State's third - through - eighth grade reading and math tests allowed an unauthorized user to access information about 52 students who took the tests by computer last spring, the state's Education Department said on Thursday.

NAEP provides statewide data on six subjects (4th - and 8th - grade exams in math, science, and reading).

Harvard Graduate School of Education will work with the Strategic Education Research Partnership and other partners to complete a program of work designed to a) investigate the predictors of reading comprehension in 4th - 8th grade students, in particular the role of skills at perspective - taking, complex reasoning, and academic language in predicting deep comprehension outcomes, b) track developmental trajectories across the middle grades in perspective - taking, complex reasoning, academic language skill, and deep comprehension, c) develop and evaluate curricular and pedagogical approaches designed to promote deep comprehension in the content areas in 4th - 8th grades, and d) develop and evaluate an intervention program designed for 6th - 8th grade students reading at 3rd - 4th grade level.The HGSE team will take responsibility, in collaboration with colleagues at other institutions, for the following components of the proposed work: Instrument development: Pilot data collection using interviews and candidate assessment items, collaboration with DiscoTest colleagues to develop coding of the pilot data so as to produce well - justified learning sequences for perspective - taking, complex reasoning, academic language skill, and deep comprehension.Curricular development: HGSE investigators Fischer, Selman, Snow, and Uccelli will contribute to the development of a discussion - based curriculum for 4th - 5th graders, and to the expansion of an existing discussion - based curriculum for 6th - 8th graders, with a particular focus on science content (Fischer), social studies content (Selman), and academic language skills (Snow & Uccelli).

«I have tried to attend all grade - level data meetings led by our reading coach because I want to keep informed, and I want the teachers to realize that I consider the data meetings most important in guiding reading instruction.»

«Sometimes grades don't show progress,» says Maureen Holt, Humboldt's Title I teacher and reading specialist, «but data shows even the little progress that is being made.»

Since the mid-1990s, the North Carolina Department of Public Instruction (NCDPI) has required all districts to submit data that include demographic information, attendance rates, and behavioral outcomes, yearly test scores in math and reading for grades 3 through 8, and subject - specific tests for higher grades.

But in our data set it was the graduates of Florida Atlantic who were significantly less effective at teaching reading to students in sixth through eighth grades.

We then linked the grades given to each school to data on the school's characteristics: its size, the size of classes at the school, the racial and ethnic composition of its students, the percentage of students from poor families, and the percentage of students performing at proficient levels on state reading and math tests.

According to data collected by the National Assessment of Educational Progress (NAEP), the frequency of ability grouping's use in fourth grade reading instruction rose about two and a half times, from 28 percent in 1998 to 71 percent in 2009.

They're an earnest bunch and they offer an attractive, teacher - friendly, alternative vision to the data - obsessed ed reform triumphalism that has the firm upper hand in education at present, yet too often defines well - educated as «reads on grade level and graduates on time.»

Of the elementary and middle schools the survey respondents rated, 14 percent received a grade of «A,» 41 percent received a «B» grade, while 36 percent received a «C.» Seven percent were given a «D» and 2 percent an «F.» These subjective ratings were compared with data on actual school quality as measured by the percentage of students in each school who achieved «proficiency» in math and reading on states» accountability exams during the 2007 - 08 school year.

At the 4th - grade level, D.C. students in math and reading gained 6 scale score points between 2007 and 2009, while the average gain in the other 10 cities for which comparable data are available was only 1 point and 2.2 points, respectively.

The authors use data from state tests and the National Assessment of Educational Progress (NAEP) to estimate changes to each state's proficiency standards in reading and math in grades 4 and 8 by identifying the difference between the percentages of students the state identifies as proficient and the percentages of students identified as proficient by NAEP, an internationally benchmarked proficiency standard.

In this paper, we use an extensive student - level data set to evaluate the impact of charter schools in North Carolina on the math and reading performance of students in grades 4 through 8.

In a revealing analysis of a large data set, Hoover Institution economist Eric Hanushek and his colleagues found that placement in special education in grades 3 - 6 was associated with gains of 0.04 standard deviation in reading and 0.11 in math; such small gains indicate that children with LD clearly are not closing the gap.

The benchmark assessments monitored the progress of children in grades 3 - 8 (3 - 11 in Pennsylvania) in mathematics and reading and guided data - driven reform efforts.

Although our data do not allow us to address this issue directly while still accounting for the self - selection of students into charter schools, simple comparisons indicate that students who entered charter schools in the later grades made smaller gains in math (but not reading) than students who entered earlier.

Data on state math and reading test scores for all Florida students attending public schools in grades 3 to 10 from the 2000 - 01 through 2008 - 09 years were analyzed.

If one looks at the data for elementary and middle schools separately, however, it appears that in the higher grades, charters have a positive impact in reading on higher - income students relative to the district schools.

Peterson, Barrows, and Gift used data from state tests and the National Assessment of Educational Progress (NAEP) to estimate changes to each state's proficiency standards in reading and math in grades 4 and 8 by identifying the difference between the percentages of students the state identifies as proficient and the percentages of students identified as proficient by NAEP, an internationally - benchmarked proficiency standard.

Between 2000 and 2009, NCLB, Reading First, and the State Longitudinal Data Systems initiative sparked activity in segments such as tutoring services, early grade reading materials, and data storage and manaReading First, and the State Longitudinal Data Systems initiative sparked activity in segments such as tutoring services, early grade reading materials, and data storage and managemData Systems initiative sparked activity in segments such as tutoring services, early grade reading materials, and data storage and manareading materials, and data storage and managemdata storage and management.

An analysis of school - level data by grade for reading and math in 1999 and 2000 showed large and highly significant correlations, suggesting that schools that perform well on the TAAS are also likely to perform well on nationally normed tests.

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?

Using the state test data and the full randomized sample, the evaluators report negative impacts for reading, math, and science scores at the end of third grade for children assigned to TVPK.

This year, it is attacking the adolescent literacy issue on several fronts: developing a diagnostic assessment to determine the kind of reading intervention individual students need; an academiclanguage building program called WordGeneration; analyzing data to see which programs work well in the schools; and a remedial reading course for eighth - and ninth - grade students reading at the third - grade level or below.

With this rich array of data, we compared the effectiveness of recently hired alternatively certified (AC) and uncertified teachers to that of their traditionally certified counterparts in improving student learning in math and reading during grades 4 through 8.

For the analysis, released last week by the Center for Evaluation and Education Policy at Indiana University in Bloomington, researchers analyzed data stretching back as far as 1996 from 4th and 8th grade reading and math tests administered by the National Assessment of Educational Progress and from state assessments in those subjects.

The analysis extends previous work (see «Johnny Can Read... in Some States,» features, Summer 2005, and «Keeping an Eye on State Standards,» features, Summer 2006) that used 2003 and 2005 test - score data and finds in the new data a noticeable decline, especially at the 8th - grade level.

West's data on Florida includes annual FCAT math and reading test scores as well as two behavioral outcomes: days absent and a measure of whether they dropped out of high school by grade 10.

The 2017 data, comprising math and reading scores for students in grades 4 and 8, arrived this April — and the news was not good.

Newly built to support college and career readiness standards, the bank spans grades 1 — 12 in reading and math and helps districts build assessments that produce high - quality data about student performance and match the level of rigor and item types found on statewide assessments.

It focused specifically on second grade reading because (1) this is the earliest grade in which enough districts collect the standardized reading assessment data needed for the study; and (2) later grades involve supplementary (pull out) instruction, which was outside the scope of the study.

A new analysis of data collected by the government's National Assessment of Educational Progress shows that of the fourth - grade teachers surveyed, 71 percent said they had grouped students by reading ability in 2009, up from 28 percent in 1998.

National data indicate that student achievement increases by roughly 0.30 standard deviations in math and 0.25 standard deviations in reading each year for typical 6th - and 7th - grade students.

The data contain state math and reading test scores for all Florida students attending public schools in grades 3 to 10 from the 2000 — 01 through 2008 — 09 school years.

To compare achievement in states with each other and with other countries, we use newly available data for student mathematics and reading performance in U.S. states from the 2011 TIMSS and 2012 PISA, as well as several years of data from the National Assessment of Educational Progress (NAEP).4 In particular, we use information on mathematics and reading performance of 15 - year - olds from the PISA data, information on mathematics performance in 8th grade from the TIMSS data, and information on mathematics and reading performance of students in 4th and 8th grade from the NAEP data.

«If, as the EQAO data show, half of Ontario's grade 3 and 6 students don't enjoy reading, this may have an impact on their overall attitude toward learning which can last a lifetime.»

The data show that when measured as their own «state», Arizona charter students outpaced the gains realized by their state level peers in all four major tested subjects: fourth grade reading and math, as well as eighth grade reading and math.

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.

The Master Schedule Collection (MSC) of data is required to satisfy federal assurances — including the reporting of student growth data to teachers of reading / language arts and mathematics in grades 3 - 8 and Algebra I through grade 9.

RAND is gathering a wide range of data from both groups of students through the seventh grade, including school - year grades and attendance, student performance on standardized tests of math and reading and measures of social - emotional skills.

Listening to children read aloud: Data from NAEP's integrated reading performance record (IRPR) at grade 4 (NCES Publication 95 - 726).

1st grade students will learn place value, counting, data, 2 - D shapes, 3 - D shapes, and more while engaged in reading about fascinating people, places, and careers.

Education Equality Index Scores are calculated using proficiency data from annual state assessments taken by students in math and reading across all grades tested.

The project Achievement Trajectory Tool applies a data - driven statistical model to predict the longitudinal achievement growth in reading comprehension and science across grades 3 - 8 of students receiving Science IDEAS in grades 3 - 5 in comparision with students not receiving Science IDEAS (i.e., receiving traditional reading / language arts instead of Science IDEAS).

n The report highlights data such as fourth grade reading scores, eighth grade math results and Kentucky's college - and career - readiness results showing a 30 percentage - point gap between students based on English language proficiency, a 25 percentage - point gap between African American and white students, a 20 percentage - point gap based on identified learning differences and also family income, and a 10 percentage - point gap between Hispanic students and their white peers.

In order to support all students» reading development, it is essential that primary grade teachers (i.e., K - 1) understand the key components of reading, how to measure them, and how to use assessment data to design instruction for each student's reading instruction needs.

As part of a high school reform initiative, 10th grade English language arts teachers and literacy coaches worked with a data coach to define essential questions about students» reading performance.