Sentences with phrase «high percentage of students testing»

Greg and his team improved student attendance and redesigned the instructional program that resulted in a very high percentage of students testing well on the SAT.

Not exact matches

Assemblyman Jim Tedisco (R,C,I - Glenville) today is calling on New York State Education Commissioner MaryEllen Elia to stop intimidating New York parents and school districts with threats of pulling funding from schools with high percentages of students who opt out of grades 3 - 8 Common Core standardized tests — in essence, telling them to stop trying to «kill the messenger» for their introduction of a flawed system.

More than 220,000 students in New York didn't take the tests last spring, by far the highest percentage of any state in the nation.

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.

This year, a slightly higher percentage of students skipped the tests — 22 percent, compared to 20 percent in 2015.

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.

Before then, the high school dropout rate was almost 16 percent; the percentage of our elementary students meeting national norms on the Iowa Test of Basic Skills in reading was less than 37; the percentage of our students testing in the bottom quarter was about 32.

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.

But if percentages of students identified as proficient are higher on a state's own tests than on NAEP tests, then it may be concluded that the state has set its proficiency bar lower than the NAEP standard.

Moreover, if an income gap made America unique, you would expect the percentage of American students performing well below proficiency in math to be much higher than the percentage of low performers in countries with average test scores similar to the United States.

The success has been astounding: over the past decade, the percentage of students meeting provincial standards in the annual literacy and numeracy tests for grades 3 and 6 has risen from 54 % to 71 %, and the high school graduation rate has grown from 68 % to 83 %.

For example, Ohio adjusts value - added calculations for high mobility, and Arizona calculates the percentage of students enrolled for a full academic year and weighs measures of test score levels and growth differently based on student mobility and length of enrollment.

(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.)

Scope: Compares the percentage of students passing or receiving high marks on standardized state tests in reading, math, writing, and science in various grade levels.

The percentage of parents choosing to «opt out» of statewide testing grew sharply; for example, about 15 percent of high - school juniors in New Jersey and sophomores in Colorado skipped testing in 2015, and 20 percent of all students did so in New York State.

We tested a baseline model with no covariates (i.e., only the five policy attributes and no other predictors), and then a full model, which included novice teacher and percentage of high - achieving students, low - achieving students, students with IEPs, and percentage of ELL 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.

Dee Alpert says that New York City, like other big cities, provides test accommodations to a higher percentage of students than do schools across the nation.

PISA tests show a lower - than - average percentage of U.S. students were high - performing in math, while a higher - than - average percentage of U.S. students were below proficient in math last year.

Maryland's scores on a national reading test may have been inflated because the state's schools excluded a higher percentage of special - education students than any other state, according to data from the U.S. Department of Education.

[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.

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.

In general, the higher the percentage of students in a school eligible for Free Lunch, the lower the percentage of students who score proficient or above on state tests.

For example, states with high - stakes high - school graduation requirements must find effective ways to intervene in high schools with high failure and / or dropout rates, even if the percentage of students passing the test increases significantly each year.

In 2009 a higher percentage of U. S. students (than those in the other six countries) told PISA, the international testing agency, that they came from a family with few books in the home.

The higher the percentage of students with English language learning needs (second language learners) in a school the lower the percentage of students scoring proficient or above on state tests.

Although the percentage of London Elementary students performing at or above state standards in mathematics was acceptable (and high, relative to similar schools in neighboring districts), the principal «s goals emphasized the success of all students and the need to boost learning outcomes beyond those touched on by the tests.

That percentage is higher than the state average for students who speak only English, meaning these students closed the gap on an English test after spending most of their educational career learning in Spanish.

This study found the percentage of students scoring «Proficient or Above» on standardized Language Arts and Mathematics Mississippi Curriculum Tests, Grade 4 Mississippi Writing Assessment Tests, and 5th Grade Mississippi Science Tests was significantly higher at schools participating in the Whole Schools Initiative that had effectively implemented the WSI integration model when compared to student performance statewide and when compared to district level student performance for the school district within which the WSI school was located.

Too many districts enrolling high percentages of Black, Latino, low - income, and English Language Learner students feel pressured to narrow the curriculum to emphasize those subjects tested (math and English language arts).

In addition, in many districts that enroll high percentages of historically underserved students, standardized testing has led to teaching to the test and narrowing of the curriculum that has sapped the curiosity out of students.

In WSI schools that effectively implement arts integration, a higher percentage of economically disadvantaged students score «Proficient or Above» when compared to all students (not just economically disadvantaged students) at the district and state level, across multiple grade levels, and across multiple subject areas on standardized tests.

In general, the subject tests are taken by a higher percentage of high - achieving students than the regular SAT.

SAT Subject Test scores aren't comparable to general SAT scores because the Subject Tests tend to be taken by a higher percentage of high - achieving students than the SAT.

One of the questions posed to the panelists was whether Los Angeles Unified School District's Superintendent John Deasy's statement that «The graduation rate must rise from 55 % to 70 % in four years; the percentage of middle and high school students who test as «Proficient» in math must nearly double; and the percentage of students who pass courses required to attend state four - year universities must nearly triple...» was realistic.

But the charter chain's sky - high student outcomes have not held up: A 2014 analysis by the California Department of Education found that in the previous five years the number of Rocketship students scoring at the «proficient» level or above on California state tests fell by 30 percentage points in English and 14 percentage points in math.

The SAT performance score for each school is based on the percentage of students scoring 1,550 or better on the annual tests, a benchmark the DOE says is «associated with a high likelihood of college success.»

All states, both waived and unwaived, must report the number and percentage of students in each subgroup, how many pass the reading / language arts and mathematics tests, the number who graduate high school with a standard diploma, and so on.

Preliminary numbers in New Jersey showed that 15 percent of high school juniors opted out of the tests though the percentage was lower among younger students.

While the rising percentage of high school graduates described by Murnane occurred at the peak of the testing and accountability movement, it is clear that high stakes accountability disproportionately affects those students in need of the most support.

The data, part of the benchmark test known as the National Assessment of Educational Progress, show that New York City fourth graders have made progress in closing the gap between their scores and the state and national results in reading, despite the higher percentages of poor and minority students in the city.

Among the four regions in China that currently participate in the PISA test (Shanghai, Beijing, Jiangsu and Guangdong), a higher percentage of test - takers hit the advanced level, but that still produces fewer top science students — roughly 180,000.

The AMOs represent the percentage of students within each subgroup in the lowest - performing schools that must pass Standards of Learning (SOL) tests in reading and mathematics in order to reduce — by half — the gaps separating these students from their peers in the highest - performing schools within six years.

The recently released Common Core - aligned test results show the percentage of California high school students identified as ready, or on pace to be ready by the time they graduate, for college - level English coursework increased.

Similarly, the development of 21st century skills is measured by percentage of students passing 3 out of 5 core subjects, which, again is only a meaningful goal if we know that core subject classes are rigorous, providing grade level instruction, and leading to high levels of performance on state standardized tests.

This designation comes as a result of strong math gains in all grades tested, with jumps as high as nine percentage points; gains in English III, social studies and science; and continued growth among all student subgroups.

This is because the subject tests are taken by a higher percentage of high - achieving students than the regular SAT.

But four continued to struggle, with some schools actually having a higher percentage of students performing worse on standardized tests.

Taking the growth percentiles as a valid measure of teaching would have you believe that the distribution of ineffective teachers in New Jersey just happens to directly concentrate into schools with high percentages of students in poverty and low overall proficiency levels on standardized tests.

All four schools were chosen for the grant because they have much higher percentages of students receiving subsidized lunches than the district average, and their test scores are also below Wake's average.