Sentences with phrase «grade reading level on»

Cheverton's books score at a seventh - or eighth - grade reading level on the Lexile range, the framework that helps match grade levels to reading ability.

Not exact matches

If they're in fifth grade and they're reading on a second - grade level, how do you be honest about it and still instill self - confidence?

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.

I was reading way above my grade level, but that didn't matter as much as a «C» on a spelling test (because girls are suppose to be GOOD at spelling!).

By the time he was in first grade, he was already reading third and fourth - grade level books on space and the universe.

My 7 year old reads on a 4th grade level and is in the middle of 3rd grade math.

He said the goal is to make sure every child reads on grade level by the third grade.

In Yonkers, 4 out of 5 students can not read or do math on grade level — they need a Senator, too.

Those policies include a ten - year plan, $ 81 million to make computer science a requirement in city schools, and a $ 75 million annual commitment to hire reaching specialists to get all students up to reading on their grade level by the end of second grade.

«But the results for kids couldn't be further apart — public charter students are twice as likely to read and do math on grade level.

The day after he won reelection in November, Mayor de Blasio said, «We have to achieve 3 - K in the next four years... We have to get our kids reading on grade level by third grade.

Currently, only one in five Black or Hispanic students can read or write at grade level, and more than 200,000 Black and Hispanic students could not meet academic standards on this year's state exams.

In one study of 1,651 high school students from three states, reading ability was just as important to students» science - class grades and scores on state - level science tests as the amount of science knowledge they had.

For example, in 2011 only 67 % of American children read at or above the basic level on the fourth - grade National Assessment of Educational Progress.

Jubilee students are reading at grade level within a year of arriving; they are then outperforming their peers on standardized TerraNova tests.

Context is also lacking in his September 3 column, where he noted, «The federal system uses a single yearly proficiency goal - for North Carolina, 68 percent of students reading on grade level this year - and requires all schools to make that number.»

We can say everything we want about how much [credibility] we should invest in a one - time test, but some of the most poignant discussions I've had are with parents who didn't find out until their child was in the seventh or eighth grade that she or he was way behind — not reading up to par, not doing math up to par, and not prepared to take on high - school - level work.

The state also invested substantial support for early readers and focused on retaining 3rd graders who fail to read at grade level; state law allows for, but does not require, those students to be held back, which both Skandera and Martinez criticized as insufficient in a state with exceptionally low rates of adult literacy.

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.

Since 2007, the proportion of D.C. students scoring proficient or above on the rigorous and independent National Assessment of Educational Progress (NAEP) more than doubled in fourth grade reading and more than tripled in fourth grade math, bringing Washington up to the middle of the pack of urban school districts at that grade level, while the city's black students largely closed gaps with African American students nationwide.

In most cases, you can't leave an academically challenged thirteen - year - old home alone all day to complete a program that requires reading on a sixth - grade level.

In 2014 - 15, we not only exceeded national performance levels on all grades for NWEA, but we were second for growth in reading and math in our network of high - performing schools.

During two years of doing research, Chenoweth identified 15 schools representing a mixture of grade levels and urban, rural, and suburban settings where students were excelling despite poverty and other obstacles — and where kids were not spending endless hours on reading and math drills.

Retaining students based on reading proficiency can produce large improvements in academic performance when compared to grade - level peers.

In 1998, Florida scored about one grade level below the national average on the 4th - grade NAEP reading test, but it was scoring above that average by 2003, and made further gains in subsequent years (see Figure 1).

The role of leader at the elementary school and middle school levels could be assigned to a teacher at each grade level for reading, writing, social studies, and so on.

With a goal to have all students reading at or above grade level by the end of third grade, Arizona's Literacy Director Terri Clark seized the opportunity to utilize the 16 memos, sharing them with partners as well as the communities that signed on to work with Read On Arizona — a public - private partnership that includes the Arizona Department of Education, Arizona Head Start Collaboration Office, First Things First, and other state - based foundationon to work with Read On Arizona — a public - private partnership that includes the Arizona Department of Education, Arizona Head Start Collaboration Office, First Things First, and other state - based foundationOn Arizona — a public - private partnership that includes the Arizona Department of Education, Arizona Head Start Collaboration Office, First Things First, and other state - based foundations.

To enhance student - level differentiation, we supplied all sixth and ninth graders with a math tutor in a two - on - one setting and provided an extra dose of reading or math instruction to students in other grades who had previously performed below grade level.

When a high school is producing seniors who read at an 8th - grade level, it means everybody is moving on at the same time, whether they are ready or not.

Illustrations by Blair Kelly Once upon a time, teachers taught students to read on grade level in elementary school.

We also use our extra academic hours to provide targeted one - on - one and small group intervention for our students with special needs who are significantly behind grade levels in reading, and we offer additional hours of ESL instruction to our beginning ELL students.

Or, «really, there's a teacher that reads on a 4th - grade level but worked for 17 years?

But in May 2002, the state legislature made one of its boldest moves, revising the School Code, the state's education law, to require 3rd - grade students to score at the Level - 2 benchmark or above on the reading portion of the FCAT in order to be promoted to 4th grade.

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.

By the 4th grade, public school children who score among the top 10 percent of students on the National Assessment of Educational Progress (NAEP) are reading at least six grade levels above those in the bottom 10 percent.

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.»

But college - for - all is another example of the kind of unrealistic, aspirational moon shot (like every child reading on grade level by 2014) that education reform seems powerless to resist.

She then sets up the groups on the basis of both the student requests and her own assessment, keeping the range of reading ability within each circle to about two grade levels.

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.

Armed with this information, staff members at the school district, city, and partner organizations have been developing strategies and practices that give both dropouts and at - risk students a web of increased support and services, including providing dropout - prevention specialists in several high schools, establishing accelerated - learning programs for older students who are behind on credits, and implementing reading programs for older students whose skills are well below grade level.

Despite the higher average education level of their parents, charter school students exhibit lower levels of performance on end - of - grade tests in both reading and math.

Whatever it's called, many teachers set aside a block of time each day — usually anywhere from ten to thirty minutes, depending on the grade level and the ability of the students — for quiet reading.

Almost every student read with accuracy and fluency on or above the first grade reading level.

The law sheds light on how schools are doing and sets an expectation that every child can read and do math on grade level.

During Levinson's interactive PPE session, she presented participants with a case study focused on an eighth grade teaching team, which had to decide whether to promote or retain a 15 - year - old girl who had failed required classes and was reading way below grade level, but who also had worked hard to succeed in the face of numerous personal traumas.

Scope: Compares the percentage of students passing or receiving high marks on standardized state tests in reading, math, writing, and science in various grade levels.

Researchers found that it took Fairfax ESL students four to nine years to reach grade level on standardized tests in reading and other subjects.

Yet on close reading, de Blasio's nine - page education plan offers mostly bromides and impossible dreams: «ensure that all students are reading at grade level by third grade,» «reduce class size,» «involve and engage parents and families,» and «place great leaders to lead great teachers in every school.»

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.

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.