Sentences with phrase «higher percentages of students scoring»

Achieve's report found that more than half the states had a gap of 30 percentage points or more between the higher percentages of students scoring proficient on state tests compared with the lower number hitting what the national assessment tests deem as proficient in 2013 - 14.

Other area schools with high percentages of students scoring fours or fives included Centennial High School in Howard County, South Carroll High, Liberty High and Manchester Valley High in Carroll County, Chesapeake Science Point in Anne Arundel County and Fallston High, C. Milton Wright High and North Harford High in Harford County.

Not exact matches

For high school credit courses, the percentage of CCSD students achieving Developing to Distinguished scores was: 88 % for 9th Grade Literature and Composition (78 % Georgia), 86 % for Algebra (70 % Georgia), 88 % for American Literature and Composition (76 % for Georgia), 87 % for Analytic Geometry (70 % Georgia), 81 % for Biology (68 % Georgia), 79 % for Physical Science (66 % Georgia), 88 % for U.S. History (77 % Georgia) and 87 % for Economics (81 %).

In her view, if an institution is starting with a really selective group of students (that is, those who come in with really good preparation as evidenced by high GPA and SAT scores) they should graduate a larger percentage of these students.

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.

After controlling for average class size, per - pupil spending in 1998 - 99, the percentage of students with disabilities, the percentage of students receiving a free or reduced - price school lunch, the percentage of students with limited English proficiency, and student mobility rates, high - scoring F schools achieved gains that were 2.5 points greater than their below - average D counterparts in reading (see Figure 2).

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.

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).

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.»

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.

Despite widening gaps between highest - and lowest - scoring students, average scores in reading and mathematics were essentially flat from 2015 to 2017, with the exception of eighth - grade reading scores, where the percentage of proficient students increased by two percentage points.

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.

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.

In other words, increasing the share of eighth graders in tracked courses by ten percentage points is associated with an additional 20,000 students scoring 3 or higher on AP exams nationwide.

If the share of enrollment in privately managed schools was 10 percentage points higher, students scored 6 points better in math, 5 in science.

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.

Using a much larger sample and sophisticated statistical methods, Professor Jackson substantially extends these findings and shows higher SAT and ACT scores and percentages of students going to college as a result of the program.

In 2013, Maryland's scores were found to be inflated after it was determined that the state excluded high percentages of special education students from the reading exam.

Nevadas standing increased for several reasons: A higher percentage of the state's public schools are now charters, a higher percentage of the state's public school students are now charter students, there is a diverse array of schools (which increases the innovation score), and Nevada fared well on the new accountability metrics.

For three of the last five years, OCPS was named to the AP District Honor Roll by the College Board for increasing access to Advanced Placement course work while simultaneously maintaining or increasing the percentage of students earning scores of 3 or higher on AP exams.

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.

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.

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.

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.

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.

So the board this year unveiled a new measure that it described as «the best single measure of equity and excellence in AP»: the percentage of the student body or of a graduating class that earns a passing score of 3 or higher on at least one AP exam.

Hispanic students are also scoring higher but again not at the level of white students, while their percentage of all students has dramatically increased.

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.

The selective vocational high schools, those that skim the best students from a county's high schools, also have some of the lowest percentages of students eligible for Free lunch and high mean SAT scores.

Similarly, the average percentage of students scoring Advanced in Writing is almost twice as high for schools with a full - time, certified librarian with support staff vs. those with a full - time certified librarian alone (16.7 % vs. 9.2 %).

White students as a group generally score at the highest level of the three groups, but their percentage of all students has dramatically declined.

The higher the percentage of students with special needs in a school the lower the percentage of students who score proficient or above.

Scores of level 2 or higher, which includes students who are nearly proficient, were up 6.2 percentage points — an increase of 650 students compared to last year.

Readers will notice that the J, I, & H districts have the lowest percentages of students eligible for Free lunch and the highest SAT scores on average, whereas the A, B, & CD districts have the highest percentage of students eligible for Free lunch and lower mean SAT scores.

In math, a relatively high percentage of its students routinely score well on state exams.

Mr. Durbin is proud that his district his ranked 15th highest in the state of Tennessee in its percentage of economically disadvantaged students, while maintaining a district - wide average ACT score in the state's top 20.

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.

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.

College Readiness data reveals the percentage of students in a given high school that scored a 21 Composite or better on the ACT.

Overall score gains may mask increasing or unchanging percentages of students scoring in the lower ranges and wider achievement gaps between high and low scoring students.

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.

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.

• Overall score gains may mask wider achievement gaps between high - scoring and low - scoring students, with percentages of students scoring in the lower ranges stuck or increasing.

At other schools recognized for «improvements» from 1998 to 1999, the percentage of students scoring at higher levels dropped from 1999 to 2000, while the percentage of students scoring at lower levels, including «failing,» increased.

Also, the Student Outcomes score includes «post-secondary enrollment,» a calculation of the percentage of students enrolled in a two - or four - year college at least 16 months after high school graduation.

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.»

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.

Following implementation of TD reforms, the percentage of students scoring in the «unsatisfactory» range on Louisiana's Graduation Exit Examination decreased steadily in Cohen and Carver high schools in New Orleans in both mathematics and English language arts.