Sentences with phrase «higher achievement in math»

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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.

High Achievement New York, a group that has been supportive of the Common Core standards, praised on Tuesday the state's transparency in releasing some English Language Arts and math test questions this year.

By the end of the school year a distinct trend in the math group emerged, where more frequent use of the app with parental involvement was associated with higher achievements.

Therefore, even a modest increase in high - quality parent - child math talk boosted their children's math achievement.

«Students with higher intelligence had better grades and test scores, but those who also enjoyed and took pride in math had even better achievement.

A new report from the Royal Society on improving U.K. science and mathematics education contains a lengthy wish list: Upper - level students should take a lot more science and math; more college graduates with science degrees should go into teaching; current teachers should continually upgrade their skills and have a larger voice in the educational process; and the government should de-emphasize the high - stakes tests used to measure student achievement.

Researchers found that a fifth graders» understanding of fractions and division accurately predicts their high school competency in general math achievement.

Children that performed best in the image test also scored the highest in standard math achievement tests.

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.

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

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 readinIn 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 readinin math and 0.05 of a standard deviation in readinin reading.

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

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

Examining longer - term effects, however, the study's authors found that double - dosed students» scores on the math portion of the ACT (taken in the spring of 11th grade) were 0.15 standard deviations higher, the equivalent of closing roughly 15 % of the black - white achievement gap.

As examples, he points to Rocketship, a group of schools in California serving low - income students that credits their high achievement in part to a daily two - hour computer lab; Carpe Diem, a top math performer in Arizona; and Robert A. Taft Information Technology High School, a Cincinnati school that converted to a technology focus and saw its graduation rate soar from 21 percent to more than 95 perchigh achievement in part to a daily two - hour computer lab; Carpe Diem, a top math performer in Arizona; and Robert A. Taft Information Technology High School, a Cincinnati school that converted to a technology focus and saw its graduation rate soar from 21 percent to more than 95 percHigh School, a Cincinnati school that converted to a technology focus and saw its graduation rate soar from 21 percent to more than 95 percent.

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.

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 parentIn 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 parentin 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 parentin 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 parentin 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 parentin 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.

This comports with the interpretation that average peer achievement influences everyone's test scores, since Asians score higher than whites in math overall (the Asian - white score gap is positive and relatively large in math, 0.62 of a standard deviation in the 4th, 5th, and 6th grades).

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 study, part of the Program on Education Policy and Governance Working Papers Series at Harvard University, found that students moving from grade 5 into middle school show a «sharp drop» in math and language arts achievement in the transition year that plagues them as far out as 10th grade, even risking thwarting their ability to graduate high school and...

Our high school seniors ranked near the bottom in math and science achievement when compared with their peers around the world, according to the TIMSS test results.

In the specific year when students move to a middle school (or to a junior high), their academic achievement, as measured by standardized tests, falls substantially in both math and English relative to that of their counterparts who continue to attend a K — 8 elementary schooIn the specific year when students move to a middle school (or to a junior high), their academic achievement, as measured by standardized tests, falls substantially in both math and English relative to that of their counterparts who continue to attend a K — 8 elementary schooin both math and English relative to that of their counterparts who continue to attend a K — 8 elementary school.

The gains in schools that received «high - dosage tutoring in math were dramatic,» and the study found that although the tenets of the program worked together to produce strong overall results, tutoring was, on its own, «highly effective in increasing achievement.»

«The Accountability Plateau,» by Mark Schneider, just published by Education Next and the Fordham Institute, makes a big point: that «consequential accountability,» à la No Child Left Behind and the high - stakes state testing systems that preceded it, corresponded with a significant one - time boost in student achievement, particularly in primary and middle school math.

According to the Global Report Card, more than a third of the 30 school districts with the highest math achievement in the United States are actually charter schools.

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.

Those in the upper right - hand corner — North Dakota, South Dakota, Minnesota, Texas, Massachusetts, and Virginia — have enjoyed both significantly higher levels of math achievement and higher rates of economic growth.

Our basic value - added model measures the effectiveness of a principal by examining the extent to which math achievement in a school is higher or lower than would be expected based on the characteristics of students in that school, including their achievement in the prior year.

Now, perhaps we should be worried about the six estimates in ELA and seven in math where achievement and high school graduation outcomes pointed in opposite direction.

An analysis of National Educational Longitudinal Survey (NELS) data, the report goes on, indicates that the kind of mathematics courses students take in high school are more related to math achievement than is the type of high school students attend.

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.

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 achievement growth in math was not statistically significant relative to the achievement growth of the matched district - school students, but the study concluded that Milkwaukee district - school students were «performing at somewhat higher levels as a result of competitive pressure from the school voucher program.»

Why do boys outperform girls in math, especially at the highest levels of math achievement?

In spite of increased expenditures, U.S. high school achievement levels have improved only marginally and still trail many other nations in math and sciencIn spite of increased expenditures, U.S. high school achievement levels have improved only marginally and still trail many other nations in math and sciencin math and science.

Unfortunately, despite these changes in high - school course taking over the past two decades, student achievement in core liberal - arts courses has not shown dramatic improvement, and American students have repeatedly fallen short on international comparisons of achievement, particularly in math and science.

The authors found that in the specific year when students move to a middle school (or to a junior high), their academic achievement, as measured by standardized tests, falls substantially in both math and English relative to that of their counterparts who continue to attend a K — 8 elementary school.

Manufacturing jobs started to disappear, other countries were bypassing the United States in math and science achievements, and the boom in technology started to demand higher skills.

Students who use newspapers tend to score higher on standardized achievement tests — particularly in reading, math, and social studies — than those who don't use them.

In fact, if you look at Table 4 in their paper you will find that teachers with higher verbal SAT scores are negatively associated with student gains in math achievemenIn fact, if you look at Table 4 in their paper you will find that teachers with higher verbal SAT scores are negatively associated with student gains in math achievemenin their paper you will find that teachers with higher verbal SAT scores are negatively associated with student gains in math achievemenin math achievement.

Bilingual students also attain higher levels of achievement on standardized tests in reading, writing, social studies, and math and report higher levels of self - confidence (Tochon, 2009).

Schools can win a Blue Ribbon award without demonstrating high levels of reading and math achievement or attaining large gains in these subjects.

A research team led by Carnegie Mellon University's Robert Siegler found that 5th graders» understanding of fractions and division predicted high school students» knowledge of algebra and overall math achievement and that U. S. students» inadequate knowledge of fractions and division is a major source of the stagnant growth in the subject.

In addition to addressing the academic potential of out - of - school programs, the Investing in Innovation (i3) grant will allow Higher Achievement to expand to nine additional centers, strengthen its standards» alignment, and write new English Language Arts and math curricula for the mentorIn addition to addressing the academic potential of out - of - school programs, the Investing in Innovation (i3) grant will allow Higher Achievement to expand to nine additional centers, strengthen its standards» alignment, and write new English Language Arts and math curricula for the mentorin Innovation (i3) grant will allow Higher Achievement to expand to nine additional centers, strengthen its standards» alignment, and write new English Language Arts and math curricula for the mentors.

Although, as the authors note, «most non-urban students do reasonably well in any case,» the causal effect of a year of non-urban charter attendance is a substantial reduction in achievement in all levels and subjects, on the order of 0.16 standard deviations in middle school with almost a quarter of a standard deviation decline in high school math.