Sentences with phrase «higher reading and math»

Higher levels of scaffolding are related to higher reading and math achievement in African American families; thus strategies to increase parental scaffolding may be effective in decreasing the «achievement gap.»

Author's note: A 2006 study by Sara Rimm - Kaufman and colleagues at the University of Virginia showed that Responsive Classroom practices were associated with students having higher reading and math test scores, better social skills, and more positive feelings about school.

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.»

Not exact matches

It found that children of American homeowners scored no better on math and reading tests than renters» kids, nor did they have lower high - school dropout rates.

The 20 - something Richard Branson racked up a résumé that would impress no one: high - school dropout with poor reading and math skills.

States that have recently adopted higher standards are seeing growth in key content areas such as reading and math.

But our aspirations persisted, fed by research showing musicality's uber - benefits: quicker reading acquisition, higher IQ, dexterity and creativity, math mastery!

Studies show that children who eat breakfast at the start of their school day have higher math and reading scores, and demonstrate a sharper memory and faster speeds on cognitive tests.

The Western Australian study, the results of which were published in the Jan 2011 issue of Pediatrics, which «studied more than 2900 children born between 1989 and 1991 from before birth to the age of 10» and «found that boys who were breastfed for the first six months of life received significantly higher scores in math, reading and spelling compared to formula - fed children with the same socioeconomic background.»

When kids eat breakfast they demonstrate broader vocabularies, improved memory and faster speed on cognitive tests, and they score higher in both reading and math.

Consider grade level, age level, and the foundational subjects first (the three R «s - reading, writing, and arithmetic for the younger years, and required courses for credit in higher grades such as biology, math, etc.).

A second reason, as discussed by Oddy, Li, Whitehouse, Zubric, and Malacova (2010), in their study, is that when a mother primarily breastfed for 6 months and longer, there was a statistically significant relationship to 10 year old children having higher scores in math, spelling and reading (p. e142).

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.

Students would continue taking standardized state tests in reading and math annually in grades three to eight and at least once in high school.

Unfortunately, most districts and unions across the state set the bar so low that nearly 60 % of teachers got the highest rating when only a third of students read and do math at grade level.

Though the student bodies in her schools have an overall poverty rate of 77 percent, they regularly register among the highest - scoring schools on standardized math and reading tests.

Reading Stephen Hawking's book made me realize that you can pull together all these topics you learn in high school — not just math and science, but also philosophy and religion.

Others have reported that certain kinds of artificial light can improve sleep and reduce depression and agitation in people with Alzheimer's disease; that higher air temperatures seem to curb calorie consumption; that employees take more sick leave when they work in open - plan offices; and that children in daylight - drenched classrooms progress faster in maths and reading than do those in darker ones.

CPC not only helps children be school ready, but improves reading and math proficiency over the school grades, which led to higher rates of graduation and ultimately greater economic well - being.»

The study also found that factors including family background, health, home learning, parenting and early care and education explained over half the gaps in reading and math ability between children in the lowest versus highest socioeconomic strata.

• Both reading and math skills were closely correlated with the socioeconomic status of the child's family: The higher the family's status, the better the child's scores in both areas.

Children whose parents are more educated and have better jobs and higher incomes tend to have stronger math and reading skills than their peers.

In a new longitudinal study, first - generation immigrant children who took part in a community - based intervention had higher scores on math and reading tests than their first - generation immigrant peers who did not participate in the program.

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.

Ladner found that the reading and math test scores of 3rd graders were higher in schools that offered all - day kindergarten or pre-K, but by 5th grade the differences had disappeared.

When a teacher posts high value - added scores in reading and math, we say, «That's a good (or «highly effective») teacher.»

There is research that shows that schools with high poverty are more likely to focus on reading and math in order to meet AYP at the expense of quality hours studying science.

So, kids could be really high achievers in terms of math and reading but gain nothing from our program if they didn't have these sort of sit - still skills.

The bottom line is that Florida high school students taking Algebra or English I online perform at least as well on state math and reading tests as do students taking the same courses in a traditional format.

We can say everything we want about how much [credibility] we should invest in a one - time test, but some of the most poignant discussions I've had are with parents who didn't find out until their child was in the seventh or eighth grade that she or he was way behind — not reading up to par, not doing math up to par, and not prepared to take on high - school - level work.

However, Houston's scores are significantly higher than those of Los Angeles in both reading and math, and the city has experienced greater gains in recent years.

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.

Some key reforms live on, including the federal requirement that states test their students in reading and math from grades 3 through 8 and once in high school, disaggregate the results, and report the information to the public; and the requirement that states intervene in the bottom five percent of their schools.

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.

But progress is generally much larger in math than in reading; in fourth grade than in eighth grade; in eighth grade than in twelfth grade; for African American and Hispanic students than for whites; and for low performers than for high performers.

States should seize the possibilities for more innovative approaches to school improvement posed by the Every Student Succeeds Act (ESSA), which replaces a law much criticized for its heavy - handed federal role and for focusing schools heavily on teaching for low - level multiple - choice tests in reading and math to the neglect of other subject areas and higher - level skills.

Although elementary schoolers in Los Angeles have made real gains in literacy in recent years, among high - school students, only 23 percent in reading and 34 percent in math meet or exceed the national norm on the Stanford 9.

Statewide, more than three quarters of 4th graders read below grade level, the same share of 8th graders are below grade level in math, and nearly one third of high - school students drop out.

But few people are willing to admit that perhaps college just isn't a good bet for people with seventh - grade reading and math skills at the end of high school.

Under the NCLB law, states must test students in math and reading in grades 3 - 8 and at least once in high school.

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.

He was very clear that he still favors annual statewide assessments in reading and math (3 — 8 and high school).

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 2014 - 15, we not only exceeded national performance levels on all grades for NWEA, but we were second for growth in reading and math in our network of high - performing schools.

Under the NCLB law, states must test students in reading and math in grades 3 through 8 and once in high school.

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.

According to the «nation's report card,» the National Assessment of Educational Progress (NAEP), high - school reading and math scores have hardly budged in 35 years.

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

Nearly two thirds of the public favor the federal government's requirement that all students be tested in math and reading each year in 3rd through 8th grade and at least once in high school, and only 24 % oppose the policy.

(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.)