Sentences with phrase «high reading achievement»

Another study of low - performing, high poverty schools, shows that years of teaching experience at the 2nd grade level was associated with higher reading achievement, for up to 20 years.

While in that position, Dr. Shanahan put in place instructional time standards, a research - based curriculum framework, and an extensive professional development strategy that resulted in substantially higher reading achievement for the nation's third largest school district.

Not exact matches

And for elementary school students there is no proven correlation between homework and higher academic achievement, except for reading.

Breastfed children had higher mean scores on tests of cognitive ability; performed better on standardized tests of reading, mathematics, and scholastic ability; were rated as performing better in reading and mathematics by their class teachers; had higher levels of achievement in school - leaving examinations; and less often left school without educational qualifications.

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.

By contrast, achievement scores on the Woodcock Word, Passage, and Reading Comprehension tests were higher for breastfed than for bottle - fed children (Table 4).

Read and submit stories about our classmates from Hoosick Falls High School, post achievements and news about our alumni, and post photos of our fellow Panthers.

«Maintaining and improving school integration is important, as previous research has shown that students of all races who attend diverse schools demonstrate higher academic achievement in reading, language, mathematics and science,» reported Frankenberg.

High Schools That Work (HSTW) has required participating sites to administer a set of achievement tests in reading, mathematics, and science.

The failure was exemplified by high drop - out rates, dismal national test scores in math, reading, and other subjects, as well as widening achievement gaps.

Differences between low - and high - income children in reading and math achievement are much larger now than they were several decades ago, as are differences in college graduation rates.

In addition, research provides strong evidence that students participating in the program in grades 3 - 5 continue to have higher science and reading achievement in grades 6 - 8.

Students participating in the CORI program had higher motivation, engagement, and achievement compared to students in the traditional reading / language arts program.

The final evidence collected from the participants may confirm the accumulation of achievement gains in reading and higher levels of parental satisfaction from the program that were evident after three years, or show that those gains have faded.

Achievement in reading and math; growth in reading and math; four - and five - year graduation rates plus percentage of students still enrolled in high school; English - language proficiency

Highlights of this year's NAPLAN results include: • There is evidence of movement of students from lower to higher bands of achievement across year levels and most domains over the last 10 years • Year 3 reading results continue to show sustained improvement • ACT, Victoria and NSW continue to have high mean achievement across all domains • There are increases in mean achievement in the Northern Territory in primary years reading and numeracy since 2008 • WA and Queensland have the largest growth in mean achievement across most domains since 2008 • Percentage of students meeting the national minimum standard remains high — over 90 per cent nationally and in most states and territories, across all domains and year levels

The PIRLS 2016 results and questionnaire also revealed that higher levels of enjoyment of reading are associated with higher levels of achievement, so long as students have books in the home.

While we've made some gains at the 4th - grade level (probably reflecting better instruction in decoding), reading - achievement trends by the end of high school are depressingly flat.

Nor did students with low initial levels of achievement and applicants from SINI schools experience significantly different reading gains from the program than high achievers and non-SINI applicants.

In high - poverty schools, we estimate that the overall effect of all teacher turnover on student achievement is 0.08 of a standard deviation in math and 0.05 of a standard deviation in reading.

Children in smaller groups score higher in all standard achievement tests, especially for reading and maths.

(Disadvantaged high schools were also randomly selected into the program; we focus only on elementary and middle schools since these are the grades for which we can measure math and reading achievement.)

K - 12 Achievement (2016) The K - 12 Achievement Index scores states based on 18 distinct achievement measures related to reading and math performance, high school graduation rates, and the results of Advanced PlaceAchievement (2016) The K - 12 Achievement Index scores states based on 18 distinct achievement measures related to reading and math performance, high school graduation rates, and the results of Advanced PlaceAchievement Index scores states based on 18 distinct achievement measures related to reading and math performance, high school graduation rates, and the results of Advanced Placeachievement measures related to reading and math performance, high school graduation rates, and the results of Advanced Placement exams.

Students made short - term gains in math and reading achievement, were better prepared for high school, and took fewer remedial courses once there.

Among the reform milestones they achieved were a new requirement that 40 percent of a teacher's evaluation be based on student achievement; raising the charter school cap from 200 to 460; and higher student achievement goals on the National Assessment of Educational Progress (NAEP) 4th grade and 8th grade reading tests and Regents exams.

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 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.

They also perform at far higher levels on the Stanford Achievement Tests, which the district administers annually in five subjects: math, reading, language, social science, and science.

Estimates of teacher effects on achievement gains are similar in magnitude to those of previous econometric studies, but the authors found larger effects on mathematics achievement than on reading achievement, and in low socioeconomic status (SES) schools than in high SES schools.

In our balanced budget I proposed a comprehensive strategy to help make our schools the best in the world — to have high national standards of academic achievement, national tests in 4th grade reading and 8th grade math, strengthening math instruction in middle schools, providing smaller classes in the early grades so that teachers can give students the attention they deserve, working to hire more well - prepared and nationally certified teachers, modernizing our schools for the 21st century, supporting more charter schools, encouraging public school choice, ending social promotion, demanding greater accountability from students and teachers, principals and parents.

For example, a student who begins the year at the 50th percentile on the state reading and math test and is assigned to a teacher in the top quartile in terms of overall TES scores will perform on average, by the end of the school year, three percentile points higher in reading and two points higher in math than a peer who began the year at the same achievement level but was assigned to a bottom - quartile teacher.

The resource ensures pace and challenge for learners of different ability levels in order to promote the highest possible achievement for all (for example, the «Reading to Write and Learn» approach used in this lesson is inclusive of all learners and prepares them to read the text with understanding).

They conclude: «Paradoxically, higher long - term achievement in math and reading may require reduced direct emphasis on math and reading and more time and stronger curricula outside math and reading.»

The school characteristics include whether it is in an urban area, grade level (e.g., high school), the number of students enrolled, student - teacher ratio, the percentage of students who are eligible for the free or reduced - price lunch program, the percentage of minority students, and measures of student achievement in reading and math.

Like reading for pleasure, an enjoyment of writing has been linked to higher student achievement.

For a better sense of the magnitude of these estimates, consider a student who begins the year at the 50th percentile and is assigned to a top - quartile teacher as measured by the Overall Classroom Practices score; by the end of the school year, that student, on average, will score about three percentile points higher in reading and about two points higher in math than a peer who began the year at the same achievement level but was assigned to a bottom - quartile teacher.

The study found that after multimedia technology was used to support project - based learning, eighth graders in Union City, New Jersey, scored 27 percentage points higher than students from other urban and special needs school districts on statewide tests in reading, math, and writing achievement.

Like reading for pleasure, an enjoyment of writing has been linked to higher student achievement, but new data from the UK show children and young people's enjoyment of writing is declining.

It is known that reading for enjoyment is associated with higher academic achievement.

High school students in a half - dozen states are scoring much worse in reading on one version of the Stanford Achievement Test - 9th Edition than students in earlier grades.

Schools participating in the initiative agree to accept the assistance of teams of educators from demographically similar schools that have high levels of achievement in reading and mathematics.

Drawing on a study by Stanford education professor Sean Reardon, Ladd says that the gap in reading achievement between students from families in the lowest and highest income deciles is larger for those born in 2001 than for those born in the early 1940s.

For this reason, I performed a variety of sensitivity tests for math achievement because the reliability of the math test across countries and cultures is usually considered higher than it is for reading or science.

First, Common Core's standards are vastly different from those in the one state — Massachusetts — whose pre-Common Core standards led to greatly increased student achievement in reading, mathematics, and science in its common public schools and in its vocational / technical high schools.

By the high - school years, moreover, achievement levels range widely: some students still need basic reading and arithmetic, while others crave university - level coursework and Intel science competitions.

Research shows that students who take part in high - quality summer learning programs that combine academics, enrichment and physical activity benefit from substantial improvements in their academic achievement, vocabulary and reading skills, social skills, work habits and attitudes, and readiness to learn.

Indeed, the most important (and uncertain) premise of Reading First was that it could catalyze and support meaningful change in the SEAs — could help them build agile expert systems that gave high - quality support to schools and districts — and thereby improve reading achievement among the poor, not just in isolated schools and districts as in the past but across entire Reading First was that it could catalyze and support meaningful change in the SEAs — could help them build agile expert systems that gave high - quality support to schools and districts — and thereby improve reading achievement among the poor, not just in isolated schools and districts as in the past but across entire reading achievement among the poor, not just in isolated schools and districts as in the past but across entire states.

The uncertainty surrounding the achievement effects of the DC voucher program is because we set the high standard of 95 % confidence to judge a voucher benefit as «statistically significant», and we could only be 94 % confident that the final - year reading gains from the DC program were statistically significant.

Our plan is grounded in the following two premises: 1) When purposefully synchronized with one another across multiple forms of media («cross-media»), children's and adolescents» exposure to high quality youth - oriented social and ethical story content, i.e. stories of substance specifically about character development, compassion, and courage (CCC), is a powerful way to promote youth academic achievement and ethical values; 2) Especially if these stories, told and «read» across media, in their various genres (human interest, biography, history and historical fiction, civic engagement, coming of age, social change, spiritual awakening, moral issues, etc.), are «taught» by «educators» (broadly defined) using an «evidence - based» pedagogy that A) makes use of peer to peer, and adult facilitated group discussion and debate as a primary form of instruction, and B) takes advantage of access to the texts of the story that are made available cross-media (narratives, scripts, videos, etc.) to foster students» critical thinking and ethical reflection skills.

Until she retired in January, Alabama's Katherine Mitchell was the highest - ranking state administrator in the country whose sole job was to improve reading achievement.