Sentences with phrase «grade reading test in»

The limited English proficient kids in Texas scored better on the fourth - grade reading test in 2013 than same - grade limited English proficient kids in Oregon.

Not exact matches

Almost half of Canadian students (45 %) who wrote the test in 2000 achieved top scores in reading, but in 2009 only 40 % made similar grades.

Between 2007 and 2009, Fryer distributed a total of $ 9.4 million in cash incentives to 27,000 students in Chicago, Dallas, and New York City, incentivizing book reading in Dallas, test scores in New York, and course grades in Chicago.

According to statistics from the U.S. Department of Education, the gap in eighth - grade reading and math test scores between low - income students and their wealthier peers hasn't shrunk at all over the past 20 years.

When we met up for extra help, it was almost as if she could read my mind; she looked me directly in the eye and said, «You do know that this test grade doesn't make you a bad person, right?»

Students in 4th - 6th grade who went to bed an average of 30 - 40 minutes earlier improved in memory, motor speed, attention, and other abilities associated with math and reading test scores.

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.

Most children in our local school fail these tests, read below grade average, and are performing math far below grade average.

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.

Students would continue taking standardized state tests in reading and math annually in grades three to eight and at least once in high school.

A new analysis from StudentsFirstNY found that at 75 city schools this year, all the students in at least one grade failed the state math or reading test.

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.

That set off a backlash in which a fifth of the eligible students sat out the state's third - through eighth - grade reading and math tests last spring.

In January, arguing to increase the weight of test scores, Mr. Cuomo cited the small number of teachers who were rated ineffective, noting that at the same time only about a third of students were reading or doing math at grade level, as measured by state tests.

Children who performed poorly in agility, speed and manual dexterity tests and had poor overall motor performance in the first grade had lower reading and arithmetic test scores in grades 1 - 3 than children with better performance in motor tests.

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.

However, there were no differences in grade - level standardized test performance in math or reading.

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 2012, third - grade students in warning on the state's standardized test in reading dropped to 15 percent, compared with 24 percent last year and 39 percent in 200In 2012, third - grade students in warning on the state's standardized test in reading dropped to 15 percent, compared with 24 percent last year and 39 percent in 200in warning on the state's standardized test in reading dropped to 15 percent, compared with 24 percent last year and 39 percent in 200in reading dropped to 15 percent, compared with 24 percent last year and 39 percent in 200in 2008.

Ladner found that the reading and math test scores of 3rd graders were higher in schools that offered all - day kindergarten or pre-K, but by 5th grade the differences had disappeared.

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.

Each public school is assigned a grade based on the performance of its students on the Florida Comprehensive Assessment Test (FCAT) in reading, math, and writing.

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.

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

Some key reforms live on, including the federal requirement that states test their students in reading and math from grades 3 through 8 and once in high school, disaggregate the results, and report the information to the public; and the requirement that states intervene in the bottom five percent of their schools.

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.

Second - and third - grade students using the Seeds of Science / Roots of Reading units made significantly greater gains in understanding science concepts, knowledge of science vocabulary, and reading comprehension, as measured by tests developed by project researchers, compared to students in comparison conditions for both earth science and life scienceReading units made significantly greater gains in understanding science concepts, knowledge of science vocabulary, and reading comprehension, as measured by tests developed by project researchers, compared to students in comparison conditions for both earth science and life sciencereading comprehension, as measured by tests developed by project researchers, compared to students in comparison conditions for both earth science and life science units.

Students in Texas are tested in 3rd through 8th grades in math and reading.

«I learn better because the online curriculum actually reads to you,» says Kierre Hardin, who, like many VOISE students, entered his freshman year testing below the fifth - grade level in reading.

Under the NCLB law, states must test students in math and reading in grades 3 - 8 and at least once in high school.

Those rates could rise in the coming years, since 16 states and the District of Columbia have enacted policies requiring that students who do not demonstrate basic reading proficiency when they first take state tests in third grade be held back.

Under the NCLB law, states must test students in reading and math in grades 3 through 8 and once in high school.

Nearly two thirds of the public favor the federal government's requirement that all students be tested in math and reading each year in 3rd through 8th grade and at least once in high school, and only 24 % oppose the policy.

NCLB mandated reading and math testing in grades 3 through 8 and at least once in high school, and it required states to rate schools on the basis of test performance overall and for key subgroups.

Currently, the student - level high - stakes test, the Texas Assessment of Academic Skills (TAAS), is administered in the 10th grade and includes 8th - grade - level math, reading, and writing.

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 1In 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 1in subsequent years (see Figure 1).

The percentage of students meeting goal on the state tests in reading / language arts in third grade grew from 72.73 percent in spring 2004 to 88.17 percent in spring 2008.

I'm also proud of the movement of a lot of our kids from far below grade level in reading and math to passing Regents tests.

We report in Table 1 a grade for each state for each of four tests (4th - grade math, 4th - grade reading, 8th - grade math, and 8th - grade reading).

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.

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.

Michaelson estimates that the process of administering the test to a class, hand - grading each one, analyzing the class results, and discussing them with him takes each teacher anywhere from three hours for the reading assessment in the early part of the year to seven hours for math near the end of the year.

Third - grade students were not affected, and 6th - grade students were negatively affected by the policy in their performance on the ITBS reading test.

Because Paedae taught advanced math to eleventh and twelfth graders, while the Florida FCAT only tested students through grade eight, 50 percent of her evaluation was based «on the school - wide performance of students taking the tenth - grade FCAT reading test — a test in a different subject administered... to different students in an earlier grade» (p. 3).

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..

NCLB requires annual testing of students in reading and mathematics in grades 3 through 8 (and at least once in grades 10 through 12) and that states rate schools, both as a whole and for key subgroups, with regard to whether they are making adequate yearly progress (AYP) toward their state's proficiency goals.

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.

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.

Their advantage in math and reading test scores in 5th grade is roughly 0.7 of a standard deviation, which amounts to well over two years of academic progress (see Figure 1).

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.