Sentences with phrase «higher average math scores»

Eighth graders in only five states — Massachusetts, New Hampshire, New Jersey, Minnesota and Vermont — achieved higher average math scores than Virginia students, compared with seven states in 2011.

They found that girls had higher average math scores until age 11 and higher mathematical reasoning scores between 11 and 13.

Not exact matches

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.

Share Our Strength's No Kid Hungry campaign reported in 2013 that on average, students who eat school breakfast attend 1.5 more days of school per year and score 17.5 percent higher on standardized math tests; when combined, these factors translate into a student being twenty percent more likely to graduate high school.

Before classes even started, my academic advisor suggested that I might want to choose something easier than physics and astronomy, despite coming in with an A + average in high school and scoring in the top 5 percent on the math assessment.

In fact, because the letter grade is based on the percentage of students scoring above certain thresholds and not on the average score in each school, the high - scoring F schools actually have slightly higher initial reading and math scores than do the low - scoring D schools.

The 309 schools included in the study differed from other city schools in the following ways: They had a higher proportion of English Language Learners (ELL), special education, minority students, and students eligible for the Title I free or reduced - price lunch program, as well as lower average math and reading scores.

As can be seen in Figure 1a, states with higher percentages of students from low - income families report lower average scale scores in 8th - grade math on the National Assessment of Educational Progress (NAEP).

On average across middle and high school math, TFA teachers out - performed veteran teachers by 0.07 standard deviations, the equivalent of 2.6 additional months of instruction or helping a student move from the 27th to the 30th percentile on a normal distribution of test scores.

This will be a huge challenge for students, particularly in high school, as NAEP proficiency is the equivalent of an SAT score in verbal and math of nearly 1200 — or 200 points higher than the average student taking the SAT today achieves.

Students who scored in the top quarter of the sixth - grade math exam averaged anywhere from 19 to 26 on the high school ACT math test; the variations correlated with the effectiveness scores of their high school math teachers.

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.

Peggy Carr, acting commissioner of the National Center for Education Statistics (NCES), drily noted that, compared to the international average, «we also have a higher percentage of students who score in the lowest performance levels... and a lower percentage of top math performers.»

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.

If the translated effects were taken literally, one would conclude that being surrounded by peers whose math scores were on average 1 point higher would raise a student's own score by 1.7 to 6.8 points, depending on the grade.

Using information from the longitudinal Study of Early Care and Youth Development, which was carried out under the auspices of the Eunice Kennedy Shriver National Institute of Child Health and Human Development, they discovered that children who spent more time in high - quality (that is, above - average) child care in the first five years of their lives had better reading and math scores.

The correlation between ratings by principals and the average test scores of a teacher's students is significantly higher than the correlation between ratings by principals and the teacher's value - added rating in reading (0.56 versus 0.32), though not in math.

As shown in Figure 1, Portugal exhibits the lowest average combined test scores in math and science among the 18 countries in our sample, Singapore the highest.

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.

But on TIMMS, only eight nations have a higher average math scale score among eighth graders.

On average in the three cities, African - American students who switched from public to private schools scored 6.3 percentile points higher than their peers in the control group on the reading portion of the test and 6.2 points higher on the math portion.

On average, students in countries with performance - related pay score 24.8 percent of a standard deviation higher on the PISA math test; in reading the effect is 24.3 percent of a standard deviation; and in science it is 15.4 percent (see Figure 1).

Given the same initial effectiveness as a traditionally certified teacher, an uncertified third - year teacher's students would score 3 percent of a standard deviation higher, on average, in math.

Taking the average of students» scores on math and literacy exams, we find that students in tracking schools scored 0.14 standard deviations higher than students in nontracking schools overall.

Specifically, the average teacher's students score 0.05 standard deviations higher on end - of - year math tests during the evaluation year than in previous years, although this result is not consistently statistically significant across our different specifications.

Given the same initial effectiveness as a traditionally certified teacher, our results indicate that, after two years on the job, a teaching fellow's students would score 3 percent of a standard deviation higher on average in math and reading.

Their SAT scores are higher than for similar students elsewhere — an average of 51 points higher on the math SAT.

Most recently, multiple analyses of the New York City Choice Scholarships Foundation program found that students who received scholarships as a result of a lottery had math scores that were five percentage points higher on average than the control group.

We found that the positive effects of higher grading standards were restricted to those students who were no more than 0.8 and 0.9 standard deviation below the average score in reading and math, respectively.

The 44 higher - performing schools (those with average school - wide math and English test scores a full standard deviation above the mean) «create a shared, school - wide intense focus on the improvement of student outcomes,» it says.

After statistically controlling for several variables, the author concludes that nations with some form of merit pay system have, on average, higher reading and math scores on this international test of 15 - year - old students.»

On average, Finnish students do only about three hours of homework a week, yet in 2012 they scored sixth highest in the world in reading and 12th highest in math on the OECD's international test, known as PISA or Programme for International Student Assessment.

One out of every two Newark students didn't graduate from high school, and average SAT scores were 311 in verbal and 363 in math.

The researchers then took the average DC CAS math proficiency score from the 2012 - 2013 school year for each of these four groups and found that schools offering more physical activity posted higher math scores.

The school's English and math test scores were higher than the district average.

On the plus side, 36 states scored above the international average in math and 47 states scored higher than the international average in science.

Asian charter students showed the biggest gains in English and math scores when compared to the state average for Asian students, scoring 12 percentage points higher in ELA than their peers and 11 points better in math.

By third grade, the average charter student scored 5.8 points higher in math on standard achievement tests than those who lost the lottery and 5.3 points higher in English.

The Times reported that students with teachers rated in the top 10 percent for effectiveness had scores averaging 17 percentile points higher in English and 25 points higher in math than students whose teachers were in the bottom 10 percent.

The average math and reading scores in high school have flat - lined with only marginal improvement among 9 and 13 year olds according to federal testing.

Their average maths, science and reading scores are also significantly higher than for young people who attend schools in the bottom two Ofsted categories — «requires improvement» and «inadequate».

Only 6 percent of U.S. students scored at the highest levels on the math tests, which was lower than the international average of 11 percent.

At Hinsdale Central High School, for example, students taking all general classes in math posted an average ACT score of 23.9, exceeding the ACT's target for college readiness.

McKenna also pointed out that the math scores and graduation rate were lower than the district's average and the suspension rates were higher.

The standardized math and English Language Arts test scores of her students are consistently higher than the state average.

A closer look at 30 extended - day schools found that these schools generally reached more disadvantaged students, and that students» state math and reading scores were on average five percent higher — up to 20 percent higher — than their peers.

The authors provided extensive data confirming that «If U.S. adolescents had a social class distribution that was similar to the distribution in countries to which the United States is frequently compared, average reading scores in the United States would be higher than average reading scores in the similar post-industrial countries we examined (France, Germany, and the United Kingdom), and average math scores in the United States would be about the same as average math scores in similar post-industrial countries... This re-estimate would improve the U.S. place in the international ranking of all OECD countries, bringing the U.S. average score to sixth in reading and 13th in math.»

To remove this barrier, a new paradigm is evolving in math education — one that calls for teachers at all grade levels to help District Administration The average score for eighth - graders on the latest National assessment of educational Progress (NaeP) was the highest ever, but only 39 percent scored at or above the proficient level (Lee, grigg, & Dion, 2007).

Expanding the School Breakfast Program: On average, students who eat school breakfast have been shown to achieve 17.5 % higher scores on standardized math tests and attend 1.5 more days of school per year (No Kid Hungry).