Sentences with phrase «high a percentage of students at»

Moreover, a higher percentage of students at Carol City read below grade level, making it harder to introduce more challenging texts.

It has a higher percentage of students at or below a «basic» achievement level in reading.

Not exact matches

This is the next great challenge for Beijing, and when the regulators finally do start to repair overextended balance sheet, with a much higher debt - to - GDP ratio than any other country at China's stage of economic development, according to a presentation Monday night by my very smart former student, Chen Long, I expect annual GDP growth rates will continue dropping steadily, by 1 - 2 percentage points a year through the rest of this decade (and there has been increasing talk in the past month or two that GDP growth rates are already 1 - 2 points below the printed rates).

An article about salary and bonus data at top business schools highlights Tuck as the school with the highest percentage of students receiving signing bonuses among those ranked in the top 10 by U.S. News & World Report.

The most recent statistics from the National Athletic Training Association suggest that almost 4 out of 10 U.S. high schools still do not have access to an athletic trainer (although this statistic may be somewhat misleading, as the percentage of high school students with AT coverage is higher, perhaps as high as 70 %, due to the fact that larger high schools in more densely populated states are much more likely to have one or mor athletic trainers on staff), and the likelihood that trained personnel will be present during games or practices at the youth level is lowAT coverage is higher, perhaps as high as 70 %, due to the fact that larger high schools in more densely populated states are much more likely to have one or mor athletic trainers on staff), and the likelihood that trained personnel will be present during games or practices at the youth level is lowat the youth level is low).

In addition we had a high percentage of students who qualified for free & reduced meals and selling a la carte foods was taking food off of the dinner table at home.

A record number of NYC high - school students took and passed at least - one college advanced - placement test last spring — although the percentage of those passing fell slightly from 2016, according to the Department of Education.

If you discount parts of districts that include the University at Albany, where students are not around in great numbers during the June - July petitioning period, that percentage could be even higher.

The Shanghai students not only outperformed the rest of the world but also had the largest percentage of test - takers performing at the highest level.

The research group of Computational Intelligence Group (CIG) from the School of Computing at Universidad Politécnica de Madrid (UPM), in collaboration with a veterinary student from Universidad Alfonso X El Sabio and the Department of Ethology from Eötvös Loránd University of Budapest have carried out a research on canine behavior showing that gender, age, context and individual recognition can be identified with a high percentage of success through statistical and computational methods of pattern recognition applied to their barking.

While states under ESSA need to identify for intervention only the lowest performing 5 percent of schools, high schools with graduation rates under 67 percent, and some unspecified percentage of schools in which at - risk subgroups are underperforming, the National Governors Association reports that «40 percent of all students and 61 percent of students who begin in community colleges enroll in a remedial education course at a cost to states of $ 1 billion a year.»

We chose three urban districts with high percentages of minority and low - income students (at least 60 percent on both counts) in each region (Northeast, Midwest, South, West).

The measures used in the NEPC report — whether schools make AYP, state accountability system ratings, the percentage of students that score proficient on state tests, and high - school graduation rates — are at best rough proxies for the quality of education provided by any school.

It serves students in Boston's neighborhood schools, which have traditionally had a high percentage of low - income and at - risk students.

We look at level of school (high school, middle school, or elementary school), total enrollment, percentage of the student body that is white, average experience of teachers, and school performance, as measured by the school's academic rank within the state.

A higher percentage of students in West Virginia attend small schools at all three levels — elementary, middle, and high school — than in most other states.

The state has some of the lowest percentages of students in small schools at the elementary, middle, and high school levels.

Since 1998 our union has asked its members what they thought about incentives for «teaching at schools with the highest percentage of high - need students.»

While this sounds both noble and egalitarian, it in fact expects those schools that had a lower percentage of students scoring at the proficient level in 2002 to make more rapid progress over the ensuing years than those with higher - performing students.

Concerned about the absence of black and Latino students in the field of computer science, Margolis launched a three - year study of students» computing experiences at three high schools in Los Angeles — one with a predominately African - American student population, one with a largely Latino student body, and a third with a significant percentage of white students from wealthy families.

I am not an ELL teacher, but I do work at a school with a high percentage of students for whom English is not a first language.

(Moskowitz and Kittredge define a «persistently failing school» as one in which 10 percent or fewer of the students are proficient in reading and math — or, in the case of high schools, where the same percentage or lower is testing at college - ready levels.)

At the same time, charter schools served a higher percentage of students whose parents are college educated and a lower percentage of students whose parents are high school dropouts.

Below is the percentage of students scoring at the «proficient» level or higher on the reading NAEP, meaning they demonstrated mastery over the challenging subject matter.

And around 4 per cent of students — roughly one per class — reported that they are hit or pushed at least a few times per month, a percentage that varies from 1 per cent to 9.5 per cent across countries, with Australian students (at 6 per cent) at the high end as well.

More than twice as high a percentage of Canadians, Japanese, Czechs, New Zealanders, Dutch Swiss and Belgian students are achieving at that high level than the students in the United States.

To assess overall performance, we identify the percentage of students in the high school class of 2015 who are performing at proficient and advanced levels of achievement in math.

The higher the threshold — say, requiring a subgroup to represent at least 15 percent of the student body, as opposed to 5 or 10 percent — the lower the failure rate will be for schools with small percentages of disadvantaged minority students.

According to a 2002 study of children in Dane County, Wisconsin, by urban - policy consultant David Rusk, low - income children at schools with a middle - class majority scored 20 - 32 percent higher on standardized tests compared with what their scores would be at schools with a lower percentage of middle - class students.

Indeed, when we calculate effects by the percentage of students at a high school who attend college, we find no evidence of effects on college choice in the schools with the lowest college - sending rates.

Since improved AP outcomes may not necessarily reflect increased learning and could come at the expense of other academic outcomes, I also looked beyond these immediate effects to the broader set of outcomes, such as high school graduation rates, SAT and ACT performance, and the percentage of students attending college.

These include a relatively standard set of student and family demographics: an indicator for whether anyone in the family received free or reduced - price meals at school in the past year, the family's income as a percentage of the federal poverty line, whether the child was born in the United States, whether the child lives with a single mother, and the highest level of education either parent has attained.

The Commission will examine factors that impact spending in education, including: school funding and distribution of State Aid; efficiency and utilization of education spending at the district level; the percentage of per - pupil funding that goes to the classroom as compared to administrative overhead and benefits; approaches to improving special education programs and outcomes while also reducing costs; identifying ways to reduce transportation costs; identifying strategies to create significant savings and long - term efficiencies; and analysis of district - by - district returns on educational investment and educational productivity to identify districts that have higher student outcomes per dollar spent, and those that do not.

In 2010, the U.S. Department of Education found that students who were offered a voucher in the Washington, D.C., voucher lottery graduated high school at a rate 12 percentage points higher than students in the control group.

During that same period, the percentage of students reading at the highest levels rose 24 percent.

As the percentage of students reading at grade level changes little between 8th and 12th grades, it means that more than 90 percent of Black students in these states are unlikely to graduate from high school college - and career - ready.

In this case, the CEP schools in the first two groups would all be capped at a 100 percent low - income student percentage for school selection, but higher grants per low - income child would be provided to schools with a higher percentage of Identified Students.

We would ask all schools, including those with a high percentage of poor students, to identify at least 10 percent of their students for special programs, and then allow these kids the opportunity to spend part of their day learning with other high - achieving peers, and to go faster or deeper into the curriculum.

Findings: New York, NY — African American and Hispanic students offered vouchers to attend private elementary schools in 1997 attended college within five years of expected high school graduation at a rate 4 percentage points higher than the control group and obtained a bachelor's degree at a rate 2.7 percentage points higher than the control group's rate (11.7 percent vs. 9.0 percent, respectively).

The percentage of low - income students and English Learners meeting the standards increased, but these increases were not at fast enough rates to close substantial achievement gaps with higher income students who are fluent in English.

For high school students, participation rate means the percentage of designated students in at least their fourth year of high school, as designated by the commissioner, who received a valid score on the required assessments for high schools, as set forth in subparagraph (v) of this paragraph.

But students at both ends of the spectrum — that is, with either high or low grades — were significantly (about 2 to 4 percentage points) more likely to attend college in 1993 - 94 when they lived in a state with minimum - competency exams.

Of the vetoed funding, more than $ 250 million had been earmarked to lower class sizes in urban areas and help schools with high percentages of at - risk studentOf the vetoed funding, more than $ 250 million had been earmarked to lower class sizes in urban areas and help schools with high percentages of at - risk studentof at - risk students.

The press release at least mentioned the study's finding that «having a higher percentage of teachers with master's degrees and extensive teaching experience appears to have comparatively little effect on student achievement across states.

[4] In other words, over 90 percent of those in recent age cohorts are not performing at a reasonably high level on any externally administered, subject - specific examination, a possible explanation for the much lower percentage of US students than students in many other advanced industrial societies who are performing at the «advanced» level on international tests.

To explore this, I examined achievement changes by item type for low -, moderate -, and high - performing schools, as measured by the percentage of students scoring at or above national norms on the ITBS reading exam in 1995.

For this reason, we also examine two U.S. subgroups conventionally thought to have better preparation for school — white students and students from families where at least one parent is reported to have received a college degree — and compare the percentages of high - achieving students among them to the (total) populations abroad.

But its «proficiency index» — which looks at the percentage of students getting to proficient and above — is a lowly C. Or perhaps not so lowly — almost no high - poverty schools in the state broke into the B range, because the proficiency index is almost perfectly correlated to school poverty levels.

When, however, my colleagues and I analyzed longitudinal data that adjusted for the grades and test scores of students in 8th grade, we found that students at schools with minimum - competency exams with C - grades in 8th grade, while not more likely to drop out, were about 7 percentage points less likely to get a high - school diploma or a General Education Diploma (GED) within six years.

To see how well schools in the United States do at producing high - achieving math students, we compared the percentage of U.S. students in the high - school graduating Class of 2009 with advanced skills in mathematics to percentages of similarly high achievers in other countries.