Sentences with phrase «grade reading scores on»

In a statement made last week, Levesque said Arizona had been on the same track, and had been painting a «picture of overwhelming success,» despite a 49 - point gap between fourth grade reading scores on state and national assessments.

In the Capitol, he displayed a chart showing that while Minnesota's fourth - grade reading scores on the national test had been flat for years, Florida's had climbed.

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.

Seizing on a sharp drop in reading and math scores after students took their first Common Core tests, the teachers fed fears that kids would somehow suffer because their grades had fallen, when the opposite was true.

According to Read to Succeed Executive Director Anne Ryan, students who miss 10 percent of kindergarten and first grade scored an average of 60 points below similar students with good attendance on third grade reading tests.

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.

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.

The new research builds on two previous studies that found the two programs benefitted children in early elementary school, boosting third - grade reading and math - test scores and reducing third - grade special education placements.

In fact, because the letter grade is based on the percentage of students scoring above certain thresholds and not on the average score in each school, the high - scoring F schools actually have slightly higher initial reading and math scores than do the low - scoring D schools.

In 1997 - 98, Los Angeles students in grades 2 - 8 scored in the 24th percentile in reading on the SAT 9, while Houston scored in the 32nd percentile, a gap of 8 national percentile ranking points.

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 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).

To assess how well Florida performed relative to the rest of the nation, one can use the results for initial 3rd - grade students on the FCAT to rescale the state's 4th - grade scores on the NAEP reading exam.

Because Florida did not participate in the NAEP in 2000, I use as the state's baseline score its median score on the 4th - grade NAEP reading exam in 1998.

As critics contend, the state's aggregate test - score improvements on the 4th - grade FCAT reading exam — and likely on the NAEP exam as well — are inflated by the change in the number of students who were retained in 3rd grade in accordance with the state's new test - based promotion policy.

For our investigation, we used individual test - score information on the Florida state assessments in math and reading that are available for as many as 500,000 Florida public - school student observations in grades four through eight for the eight years 2002 to 2009.

Thus, I also assume that the state made no meaningful gains in 4th - grade reading between 1998 and 2000 that would have shown up on NAEP, which squares with the scores on the state's own reading assessment.

I then use the improvements of the median reading test score for initial 3rd - grade students on the FCAT since 2001 in order to rescale the state's mean NAEP test score in the spring of the same year.

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.

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.

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.

In 2009, 27 percent of Florida's 4th graders scored below basic on 4th grade reading.

Researcher focus heavily on 4th grade reading scores as a result.

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.

These new systems depend primarily on two types of measurements: student test score gains on statewide assessments in math and reading in grades 4 - 8 that can be uniquely associated with individual teachers; and systematic classroom observations of teachers by school leaders and central staff.

On the 3rd grade reading test, the average female scored 1.1 points - about half a standard deviation - higher than the average male.

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.

On average, the 4th - grade math and reading test scores of KIPP late entrants were 0.15 to 0.16 standard deviations above the district average, putting them 0.19 standard deviations above the scores of students who enrolled in the normal intake grade.

Conversely, late entrants at district schools had dramatically lower average 4th - grade test scores than on - time enrollees: 0.30 and 0.32 standard deviations lower in reading and math, respectively (in both cases, 0.29 standard deviations below the district average).

After much analysis and deliberation, the board settled on cut scores on NAEP's twelfth - grade assessments that indicated that students were truly prepared — 163 for math (on a three - hundred - point scale) and 302 for reading (on a five - hundred - point point scale).

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.

For each state and country, we regress the available test scores on a year variable, indicators for the international testing series (PISA, TIMSS, PIRLS), a grade indicator (4th vs. 8th grade), and subject indicators (mathematics, reading, science).

Everything I know about the slow growing, cumulative nature of language proficiency suggests it is all but impossible to test prep your way to a high score on a third to eighth grade reading test, especially the more challenging Common Core tests.

«Overall, across all grades, we found that implementing any SIG - funded model had no significant impacts on math or reading test scores, high school graduation, or college enrollment.»

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

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.

Among the 43 states that in 1998 were gathering information on their students» performance on the National Assessment of Educational Progress (NAEP), Florida had the fifth - lowest 4th - grade reading scores.

But in a new article for Education Next, Sarah A. Cordes of Temple University examines the effects of charter schools on neighboring district school students in New York City and finds that these spillover effects are actually positive: students attending a district school within a half - mile radius of a charter school score better in math and reading and enjoy an increase in their likelihood of advancing to the next grade.

At Blackstone Valley Prep, analysis of the suburban and urban students» scores on the 2013 state exams measuring proficiency in reading and math offers 80 different snapshots, by grade, subject and family income, with Blackstone students faring better than their peers on nearly all.

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.

On the Nation's Report Card's main tests, 4th and 8th grade reading and math scored gains in 49 of 50 states.

«Alabama is light years ahead of everyone else in closing the achievement gap,» Sandi Jacobs, Reading First's former assistant director in Washington, said to me in October of 2005, two years before the state posted the biggest two - year increase in 4th - grade reading scores ever recorded on the National Assessment of Educational PrReading First's former assistant director in Washington, said to me in October of 2005, two years before the state posted the biggest two - year increase in 4th - grade reading scores ever recorded on the National Assessment of Educational Prreading scores ever recorded on the National Assessment of Educational Progress.

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.

For several days in early January, Michaelis and support staff members met with classroom teachers in grades three to six charged with identifying students in different subgroups (Hispanic, African American, English language learners, special education) at levels 1 and 2 with the best chance of scoring at a higher level on the math, reading, or writing section of the CMTs, if they received intensive, targeted remediation.

Boston's students scored an average of 224 on the 4th - grade reading assessment in 2003.

Most assessments are graded by computer, although teachers read essays and occasionally offer separate «hand - graded» scores on other assignments.

We don't find any evidence that charters have much of an impact on reading scores at any grade level.

Massachusetts students, for example, scored better on the NAEP than on their state tests in math, though they did worse in reading, especially in eighth grade.