Sentences with phrase «graders at achievement»

Put another way, an estimated 11.7 percent of kindergartners and first - graders at Achievement First Hartford Academy were suspended last year an average of 5.4 times each.

An even more dramatic comparison: The incidence of suspension of kindergartners and first graders at Achievement First Hartford Academy last year was an estimated nine times the rate in Hartford public schools.

«The incidence of suspension of kindergartners and first graders at Achievement First Hartford Academy last year was an estimated nine times the rate in Hartford public schools.

Jaida, an eighth grader at Achievement First Bridgeport Academy Middle School, has found a home, and her authentic self, through school.

Not exact matches

Deshone Moise is a third - grader excelling at the Achievement First Apollo charter school in Brooklyn's East New York, one of New York's poorest neighborhoods.

A program aimed at reducing behavior problems in order to boost academic achievement has improved performance in math and reading among low - income kindergartners and first graders, according to a study by researchers at New York University's Steinhardt School of Culture, Education, and Human Development.

The study by the Educational Policy Institute, released Aug. 11, examined the scores on the Stanford Achievement Test 9 or 10 given to 1,800 5th graders at 24 KIPP schools in the fall of 2003, and again in either...

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 TesAt 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 Tesat the school, 100 percent of eighth - graders passed math and 94 percent passed reading on the Illinois Standards Achievement Test.

Fourteen of the 4th graders at Washington, D.C.'s Hope Community Charter School had chosen the right answer — 1/3 and 5/15 — on a test written for the school by Boston - based Achievement Network (ANet).

Another study, by Eric Hanushek and Margaret Raymond, both also at Stanford, evaluated the impact of school - accountability policies on state - level NAEP math and reading achievement measured by the difference between the performance of a state's 8th graders and that of 4th graders in the same state four years earlier.

This initial advantage in academic achievement dissipates sharply over time, however, and appears to vanish by high school when, as a 9th grader, the redshirted student is at most 7 percent older than his peers.

Cordes analyzed 14 years of student achievement data for 876,731 3rd — through 5th - graders attending 584 district elementary schools located in the same community school district within New York City where at least one charter school served students in the same grades.

In a study published in the Journal of Educational Research (Jan - Feb 1991), Summer Birth Date Children: Kindergarten Entrance Age and Academic Achievement (ERIC Document EJ426449), Sandra L. Crosser compared academic achievement indices of seventh through ninth graders (n = 45) who entered kindergarten at age five with indices of similar children who entered at age siAchievement (ERIC Document EJ426449), Sandra L. Crosser compared academic achievement indices of seventh through ninth graders (n = 45) who entered kindergarten at age five with indices of similar children who entered at age siachievement indices of seventh through ninth graders (n = 45) who entered kindergarten at age five with indices of similar children who entered at age six (n = 45).

For example, in Alabama's 94 Reading First schools, the percentage of all 4th graders deemed to be proficient (stanine 5 and above) on the Stanford Achievement Test rose 12.7 points, from 40.1 percent in 2003 to 52.8 percent in 2007, more than twice as fast as the gain for students at other schools (which rose 5.5 points, from 64.2 percent to 69.7 percent in the same period).

Psychologists Catherine Good, now at Baruch College, Joshua Aronson of New York University and Michael Inzlicht, now at the University of Toronto, reported in 2003 that a growth mind - set workshop raised the math and English achievement test scores of seventh graders.

According to data from the 2002 National Assessment of Educational Progress (NAEP), only 28 % of fourth graders, 31 % of eighth graders, and 24 % of twelfth graders performed at or above a proficient (i.e., competent) level of writing achievement for their respective grade level (Persky, Daane, & Jin, 2003).

Students in the 3rd, 6th, 8th, and 9th grades could be held back if they failed to score at the district benchmark in math and reading on nationally normed tests - the Iowa Test of Basic Skills (ITBS) or the Test of Achievement and Proficiency (TAP) for 9th graders.

But fifth - graders at the Liberation College Preparatory School and Spirit College Prep, new schools in Houston, declined in both reading and math achievement in their first year, based on standardized tests administered by KIPP to keep track of each school's and each child's progress.

For example, parents of a gifted fourth grader who achieves at a sixth grade level on nationally normed achievement test may be told those results are irrelevant as the fourth graders in this district are «really» sixth graders when they take a nationally normed test.

This means that if your 3rd grader receives a grade equivalent score on an individual achievement test of grade 5.8 in math, that she is working, at least on the questions that were asked, at the level of an average late 5th grader.

A North Carolina study found that students who attended sixth grade at a middle school were more likely to be suspended, and later to repeat a grade or drop out of school, compared to counterparts who attended sixth grade in an elementary school.17 A longitudinal study of New York City sixth graders found that attending sixth grade in a middle school, as opposed to a K - 8 school, produced a negative impact on achievement that began in the first year and extended throughout the middle school years.

Scores increased only marginally for eighth graders and not at all for fourth graders, continuing a sluggish six - year trend of slowing achievement growth since passage of the law, which requires schools to bring 100 percent of students to reading and math proficiency by 2014.

2012: On Stanford Achievement Test Series, usually referred to simply as the «SAT 10», 96 % of 1st graders were at or above national average in reading and 97 % were at or above the national average in math.

The report found that twice as many foster youth performed «below basic» and «far below basic» on state academic achievement tests than students statewide, were much more likely to drop out than any other at - risk student group, and only 58 percent of foster youth 12th graders graduated as compared to 84 percent of all 12th graders in California.

This year's third - graders have to post a score of at least 392 — out of a possible 507 — on the reading portion of the Ohio Achievement Assessments, or score well enough on one of three alternative tests approved by the state, to avoid being retained.

More than half of all fourth - graders who are eligible for the free lunch program fail to read at the basic achievement level needed for academic success.

While the 2016 election brought a renewed interest in engagement among youth, 4 only 23 percent of eighth - graders performed at or above the proficient level on the National Assessment of Educational Progress (NAEP) civics exam, and achievement levels have virtually stagnated since 1998.5 In addition, the increased focus on math and reading in K - 12 education — while critical to prepare all students for success — has pushed out civics and other important subjects.

Middle School students speak at Lower School assemblies, hand out the certificates of character achievement to Lower School students, peer mentor fifth graders, and sign up to be once - a-week class aides for Lower School teachers.

Achievement First, Inc., the large charter school chain with schools in New York, Connecticut and Rhode Island, earned national notoriety when news broke about the shocking number of kindergarten and first graders suspended at their schools.

With 149,817 more fourth - graders reading at Proficient and Advanced levels, systemic reform efforts focused on stemming achievement gaps have also helped children from the middle class and high - performing students as by those who have been given the worst American public education provides.

And children in 45 states and the District of Columbia will for the first time follow a set of common standards aimed at raising achievement, with a third - grader in Hawaii expected to know the same things as a third - grader in Maine.

An issue brief released in May 2014 by RI Kids Count found that, while RI students are making progress in reading, large achievement gaps persist — in fact, only 19 % of our low - income fourth graders scored at the proficient level in the 2013 National Assessment of Educational Progress.