Sentences with phrase «grade test scores of students»

For example, one plaintiff was a first - grade teacher evaluated based on the third - grade test scores of students she herself never taught.

First, they compare the 10th - grade test scores of students with similar 8th - grade test scores and demographics, some of whom took the algebra and English courses online with FLVS and others who took the same courses in person at their local public school.

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.

Finally, in Houston in 2010 — 11, he gave cash incentives to fifth - grade students in 25 low - performing public schools, as well as to the parents and teachers of those students, with the intent of increasing the time they spent on math homework and improving their scores on standardized math tests.

Sports, like grades and test scores, become part of a student's competitive package that is offered to college admissions in hopes of making the cut.

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.

Researchers at Baylor College of Medicine studied eighth grade math students and found gum chewers scored 3 percent better on standardized math tests and achieved better final grades (Wrigley Science Institute, 2009).

Last school year, more than 4,600 CPS students scored below the 24th percentile on a portion of the Illinois Standards Achievement Test and were required to attend summer school before moving to the next grade level.

Belluck has used his own Twitter handle in recent days to dog the State Education Department over the results of third - through eighth - grade English and math test scores that showed charter school students performing slightly better than their public school counterparts.

No consequences for teachers or principals related to student scores on state tests in English language arts and math given in grades 3 - 8 until the start of the 2019 - 20 school year.

She gives the example of a school with five fifth grade classes, where students in one classroom score much better on the math tests than the other four.

Cuomo has sought a two - year moratorium on using test scores in students» grades, but wanted to use the testing as part of the job evaluations of teachers and principals.

20 % of teacher evaluations will be based on student scores on standardized tests, and another 20 % of the teacher's grade will be based on standardized test scores, but there will be some leeway for interpreting those test scores.

About 38,000 teachers, or 20 percent, had one - fifth of their evaluations based on their students» scores in the fourth - through eighth - grade English and math tests.

Syracuse students» test scores were also low, with 10.4 percent of students» scores in third - through eighth - grade being rated «proficient» versus the state's 39.1 percent average.

That report's recommendations, many of which were adopted into state law and regulations, included a ban on state testing for students before third grade and a restriction against including scores from new Common Core tests on students» permanent records.

Pearson admitted the company incorrectly graded thousands of students» tests, resulting in incorrect scores.

Opt - out activists have said the number will continue to grow, citing reasons such as the perceived «over-testing» of students using exams that are not age and grade appropriate, as well as the use of test scores on teacher evaluations.

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.

The resolution up for discussion in Comsewogue says the board «will seriously consider not administering the New York State standardized ELA and math exams in grades 3 - 8, and the science exam in grades 4 and 8,» citing disagreement with state funding and the linkage of teacher evaluations to student test scores.

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.

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 test scores of students are taken from fifth - and sixth - grade results in the Massachusetts Comprehensive Assessment System (MCAS), in math and English language arts.

«Assessing the potential of students to be successful in STEM fields goes beyond just looking at tests scores and grades, though these are important,» Malcom said.

«After developing our scale, data from follow - up testing confirmed that students» engagement scores were positively correlated with indicators of performance, such as good grades and independent learning outside of school motivated by interest.

The improved scores were impressive enough to lead several states and other major school districts, including New York, to adopt elements of the Chicago Public Schools (CPS) policy — making student progress toward the next grade dependent on demonstrated achievement on standardized tests.

Urban students in grades seven and eight who were engaged in the LeTUS inquiry - based science curriculum demonstrated higher standardized test scores than students engaged in traditional instruction in a sample of 5,000 students.

Ferguson noted that the quality of the teacher (as determined by test scores, level of education, and experience) accounts for 43 percent of the difference in math scores of students in grades 3 to 5.

Now, results from the tests students took last spring won't be available until at least February after the state school board discovered a problem that led to incorrect scores on the science portion of the 11th grade test, graded by San Antonio - based Harcourt Assessment.

«Instead of relying on intellect to produce good grades and high test scores,» Gauld writes in Character First: The Hyde School Difference, «students at Hyde learn to follow the dictates of their conscience so they can develop the character necessary to bring out their unique potential.»

However, evidence presented in the report sheds doubt these large test score increases: according to an Education Writers Association study, when neighborhood schools were restored, the superintendent in Oklahoma City reduced the number of low - achievers taking the standardized tests by increasing the number of students retained (or «flunked») and implementing transition grades (in which students repeat all or part of the previous grade).

Because most students enter charter schools before the 3rd grade when state - mandated testing begins, only 36 percent of applicants in our study have prior test scores on record and this group is not representative of all applicants.

But their strongest evidence comes from analyses that identify students who took one of those courses online and the other in person, and ask whether a given student's 10th - grade test scores were higher or lower in the subject he or she took online.

Finally, while exam - school students have considerably higher fluid cognitive skills (as would be expected of students who gain admission via test scores and grades), attending one of these locally renowned schools in the company of other bright students confers no systematic advantage.

A compelling way to see this is to look at the relationship across schools between the average test - score gain students make between the 4th and 8th grade and our summary measure of their students» fluid cognitive ability at the end of that period (see Figure 2).

By 2029, 80 percent of students achieving a test - based grade - level proficiency score.

This issue's research section offers a first - of - its - kind study examining the impact of instructor quality on student achievement in the higher education sector — finding that students taught by above - average instructors receive higher grades and test scores, are more likely to succeed in subsequent courses, and earn more college credits.

Westinghouse Information Service, a scoring contractor based in Iowa City, Iowa, blamed «computer error» for mistakes in the scores of the Arizona students in grades 1 through 12 who took the California Achievement Test in April.

Because the state has not yet identified students for retention, the test scores of students the first time they are in the 3rd grade are not affected by any change in the student cohort resulting from the retention policy.

I first analyze changes over time in the FCAT test scores of students in their initial 3rd - grade year in order to discern the extent to which Florida's elementary - school students made true achievement gains during the period in question.

Nearly one - third of the 450,000 Arizona students who took a state - required standardized achievement test were given incorrect scores by the computer firm hired to grade the tests.

We measure FCAT performance using developmental - scale scores, which allow us to compare the test - score gains of all the students in our study, even though they took tests designed for different grade levels.

Haney and others have concluded that this policy change artificially drove up 4th - grade test scores, because it removed from the cohort of students tested those who were retained in 3rd grade, the very students most likely to score the lowest on standardized tests.

The figure documents clear positive movement across the test - score distribution for the first cohort of students that needed to reach a minimal score on the FCAT exam in order to be promoted from the 3rd to the 4th grade (2003).

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.

The first shows that barely eligible students who participated in LUSD's G&T curriculum for all of 6th grade and half of 7th grade exhibit no significant improvement in test scores across a range of subjects, despite their being surrounded by higher - achieving peers and taking more advanced courses.

He contends that it is «abundantly clear» that Florida's aggregate test - score improvements are a mirage caused by changes in the students enrolled in the 4th grade after the state began holding back a large number of 3rd - grade students in 2004 (all school years are reported by the year in which they ended).

When it comes to math, the problem may be worse — many students experience math anxiety, low self - confidence, or overwhelming amounts of academic pressure, which can disrupt learning, leading to lower grades and test scores.