Sentences with phrase «higher reading proficiency»
JACKSON — For the 2015 - 2016 school year, Davis Magnet IB Elementary School in downtown Jackson had the highest reading proficiency of elementary schools in the state.
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Reading proficiency by third grade is an important predictor of high school graduation and career success.
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.»
She cites a 1997 University of California, Los Angeles, study that found, among 25,000 students, those who had spent time involved in a musical pursuit tested higher on SATs and reading proficiency exams than those with no instruction in music.
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).
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
Of course, it could be argued that the math proficiency standard is correct but the reading standard has been set too high.
Viewed as a group, schools managed by our CMOs achieve rates of proficiency on state assessments in reading and math that average about 9 percentage points higher than those of schools in their local districts (see Figure 2).
Meanwhile, just one in four Newark high school students passed state proficiency tests in reading and math.
In 1994, 9 -, 13 -, and 17 - year - old students who reported reading for fun at least once a week had higher average reading proficiency scores than students who reported never or hardly ever reading for fun.
Those precious resources were spent developing the EngageNY curriculum materials that schools and teachers in other states have eagerly downloaded in enormous numbers; rigorous exams that reflect real - world standards of proficiency in math and reading; and teacher certification standards that are now among the highest in the nation.
Children are then offered lots of books at their «just right» level on the theory that if they read extensively and independently, language growth and reading proficiency will follow, setting the child on a slow and steady climb through higher reading levels.
The first state standardized test scores are in, and the 11th graders did no better than those at other comprehensive, non-selective city high schools: about one - quarter of the students met proficiency standards in reading and a mere 7 percent in math.
Everything I know about the slow growing, cumulative nature of language proficiency suggests it is all but impossible to test prep your way to a high score on a third to eighth grade reading test, especially the more challenging Common Core tests.
Charter schools in the NewSchools» portfolio achieve proficiency rates in reading and math that are about 9 percentage points higher, on average, than those achieved by schools in their host districts.
Oral reading fluency reflects the complex combination of both lower - level and higher - level processes, and it can be considered a reliable indicator of overall reading proficiency.
As states aimed toward these higher targets, many began by ratcheting up their proficiency bars (see «States Raise Proficiency Standards in Math and Reading,» features, Suproficiency bars (see «States Raise Proficiency Standards in Math and Reading,» features, SuProficiency Standards in Math and Reading,» features, Summer 2015).
Other analyses showed KIPP schools, and other high - poverty charter schools, narrowing the reading proficiency gap compared with schools in more affluent areas.
High - poverty schools can meet student, professional, and system learning agendas by strengthening instructional framework, targeted interventions, reading proficiency, reflective practice, and data - based inquiry.
In many states, the new Common Core - aligned tests of reading and math that have recently reported student and school results from 2014 - 15 have set a higher bar than ever before, and — if accurately and honestly reported to parents — should go a long way to deflating the «proficiency illusion» under which many schools have sheltered.
Levels of increasing reading proficiency are shown here, with the lowest level at the bottom and the highest at the top.
Standards - based reform was fed by three factors: increased expectations for learning beyond high school, which led to a focus on college readiness for all; the availability of reliable and cheap measures of student proficiency in reading and math; and the push for teacher and school accountability.
Over the two - year study, 57 percent of students saw gains in reading proficiency through access to high - quality books, enriching resources, books for summer reading, and professional development.
There is a clear correlation between reading proficiency and poverty when it comes to high school graduation rates.
The biggest gains occurred in high schools, where student proficiency increased by 30 points in reading and 34 points in math.
Connellsville Area Senior High School makes AYP for the first time as reading proficiency rates rise 10 % and math gains 16 %.
During the last four years of her tenure, special education student proficiency on state reading and math assessments increased between 13 and 34 points at the elementary, middle, and high school levels.
The writers of Risk believed that the goal of the early grades is to gain proficiency in the skills of reading, writing, thinking, and arithmetic in order to «provide a sound base» for high - school study.
As is well known, the federal No Child Left Behind Act of 2002 (NCLB) required states to test students annually in grades 3 - 8 (and once in high school), to report the share of students in each school performing at a proficient level in math and reading, and to intervene in schools not on track to achieve universal student proficiency by 2014.
But when you compare the charters to the DCPS schools they're actually competing with — the ones outside of Ward 3 — the gap becomes more dramatic: The proficiency rate among charter students last year was about 34 percent higher in math and 30 percent higher in reading.
Students in grades 3 and 4 had the District's highest level of proficiency at 8.3 percent, which indicates that the District's focus on helping students to read on grade level by third grade is yielding results over time.
Ensuring that Kentucky's young children benefit from high quality early learning that keeps each and every child on a path toward proficiency in reading and mathematics by the end of third grade
In eighth grade reading, Missouri had the highest standards, though its proficiency rating was well below NAEP's, while Texas set the lowest bar for proficiency.
Even more suggestive, CSUSA's net proficiency growth in reading, math, writing and science is almost ten times higher than the state of Florida.
The original goal of all students achieving high academic standards by attaining proficiency or better in reading and mathematics by the 2013 — 2014 school year was missed by a mile.
To achieve this purpose the law established the following goals: (1) all students will attain proficiency or better in reading and mathematics by 2014; (2) all limited English proficiency students will become proficient in English; (3) all teachers will be highly qualified by 2005 - 2006; (4) all students will be educated in a safe, drug - free environments; and (5) all students will graduate from high school.
It is widely known that third grade reading proficiency is one of the strongest predictors of high school graduation, postsecondary attainment and career success.
Their study showed charter school students in Arizona and California score 7 percent to 8 percent higher in reading and math proficiency compared to the nearest public school.
The analysis showed that higher teacher reports of the presence of goals, processes, and supports believed necessary for school success were not generally linked to higher rates of reading proficiency, math proficiency, or attendance rates.
For poor and minority students, risks are higher: 26 percent of those who face the «double jeopardy» of poverty and low reading proficiency fail to earn high school diplomas, and Hispanic and African American children who lack proficiency by third grade are twice as likely to drop out of school as their white counterparts.
The high school had no system in place to determine the reading proficiency of incoming 9th graders.
Math today requires a high level of English proficiency, even beyond being able to read and understand traditional word problems.
New York's expectations are even higher than NAEP's: Proficiency rates on its 4th grade reading and 8th grade math tests are 3 percentage points to 10 percentage points lower than those rates on the NAEP, Achieve reports.
Not only does this put low - income students behind their higher - income peers in regard to reading achievement, it also slows their progress towards meeting grade - level proficiency standards.
The report paints a similarly discouraging picture in terms of reading proficiency — just 17.4 % of 3rd graders, 10.1 % of 8th graders, and 14.4 % of high school students with disabilities were able to meet the proficiency mark (all down by at least 25 percentage points from 2011 - 12).
Today, it is estimated that 8 million middle level and high school students can not read with proficiency.
Schools will continue to administer numerous state tests, and while assessment models have yet to be determined, my state's plan outlines goals for student growth and proficiency in reading and math but little in the way of high school writing.
Private voucher schools have 4 - 5 % higher proficiency in Reading and Math than their public school peers.
The foundation recommends six strategies to help move low - income families onto the path to prosperity and ensure the nation's next generation is able to compete in our global economy, including preserving and strengthening programs that supplement poverty - level wages, offset the high cost of child care, and provide health insurance coverage for parents and children; promoting responsible parenthood and ensuring that mothers - to - be receive prenatal care; ensuring that children are developmentally ready to succeed in school; and promoting reading proficiency by the end of 3rd grade.
Virginia, under No Child Left Behind Act flexibility waivers granted by USED, established annual measurable objectives (AMOs) in reading and mathematics for reducing proficiency gaps between students in the commonwealth's lowest - performing and highest - performing schools.