Sentences with phrase «in lower reading scores»

Exposure can result in lower reading scores and cause behavioral problems.

Not exact matches

In your article around Baltimore's technology gap («Computer - based tests a challenge for low - income students, some Baltimore teachers say,» April 22), we read that students who took the PARCC scored lower when they took the test on a computer than when they used paper and pencil.

Recent analysis of the widely followed voucher experiment in Milwaukee shows that low - income minority students who attended private schools scored substantially better in reading and math after four years than those who remained in public schools.

This should be a low scoring affair, if we consider recent head to head's, but in Yann Kermorgant Reading could just pip it.

In the pros, speed is fetishized by teams and fans alike, the reading on each pitch displayed right alongside the score in the corner of the TV, a CG flame occasionally flaring up when a fastball reaches the high - 90s or low - 100In the pros, speed is fetishized by teams and fans alike, the reading on each pitch displayed right alongside the score in the corner of the TV, a CG flame occasionally flaring up when a fastball reaches the high - 90s or low - 100in the corner of the TV, a CG flame occasionally flaring up when a fastball reaches the high - 90s or low - 100s.

-- The College Football season is right around the corner, so before you place any bets make sure to read our 2014 College Football Betting Against the Public Report and our system analyzing how good rushing teams are undervalued in low scoring games.

They scored just 31 goals - the lowest in League One, and the lowest ever by any Oldham side in the club's history, but also let in only 44 goals, the fourth best defensive record in the league Continue reading →

According to statistics from the U.S. Department of Education, the gap in eighth - grade reading and math test scores between low - income students and their wealthier peers hasn't shrunk at all over the past 20 years.

In those schools, a greater number of suspensions corresponded to lower end - of - semester math and reading scores for the students who were never suspended — even after correcting for various demographic indicators.

Even though almost every student at the KIPP Academy... is from a low - income family, and all but a few are either black or Hispanic, and most enter below grade level, they are still a step above other kids in the neighborhood; on their math tests in the fourth grade (the year before they arrived at KIPP), KIPP students in the Bronx scored well above the average for the district, and on their fourth - grade reading tests they often scored above the average for the entire city.

However, teacher - rated reading, writing and subjects other than mathematics all scored lower in the exclusively breastfed group (all p ≤ 0.033).

I don't believe in fast food, and was intrigued when I read a study that suggested that the more often kids eat the junk, the lower they score on standardized tests.

Using income as well as math and reading scores, the study also found that the lower the household income during infancy, the worse the children's performance on reading and math in fifth grade — replicating the well - known gap between income and achievement.

Children who performed poorly in agility, speed and manual dexterity tests and had poor overall motor performance in the first grade had lower reading and arithmetic test scores in grades 1 - 3 than children with better performance in motor tests.

Especially children in the lowest motor performance third had poorer reading and arithmetic test scores than children in the other thirds.

Researchers find that even at low levels, lead exposure is associated with lower reading and math scores in young children.

I was reading Mackenzie's blog post the other day about how she has scored RL sweaters in kids sizes for a much lower price, and I was inspired to do some searching of my own.

The largest gains for the test — the Kentucky Instructional Results System, or KIRIS — came in reading and mathematics, with fewer students scoring at the «novice,» or lowest, level and more students scoring at the «proficient» and «distinguished» levels.

On the 2003 National Assessment of Educational Progress (NAEP) tests, 46 percent of the city's students scored «below basic» in mathematics, and 38 percent were below that low threshold in reading (compared with 33 and 28 percent for the nation, respectively).

In 4th grade reading in 1998, for example, scores ranged from a low of 17 percent in Hawaii to a high of 46 percent in ConnecticuIn 4th grade reading in 1998, for example, scores ranged from a low of 17 percent in Hawaii to a high of 46 percent in Connecticuin 1998, for example, scores ranged from a low of 17 percent in Hawaii to a high of 46 percent in Connecticuin Hawaii to a high of 46 percent in Connecticuin Connecticut.

If the same approach is applied to the STAR sample to adjust for the fact that some students did not enroll in the class they were assigned to - and a comparable sample of low - income black students is used - the gains in test scores after two years of attending a small class (average of 16 students) as opposed to a regular - size class (average of 23 students) is 9.1 national percentile ranks in reading and 9.8 ranks in math.

Drawing from math test scores from PISA 2009 in which the United States performed lower than the OECD average, the report argues that while demand for STEM labor is predicted to increase over the next few decades, a shortage of STEM labor in the United States, along with inadequate performance in science, math, and reading compared to other countries, endangers U.S. future competitiveness and innovation.

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 schoolIn 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 schoolin each school, the high - scoring F schools actually have slightly higher initial reading and math scores than do the low - scoring D schools.

For example, Florida State University's 2017 study of the Florida Tax Credit Scholarship Program found that participants were four percentage points less likely to be white, one percentage point more likely to qualify for free lunch, and had prior math and reading scores that were two to four percentile points lower than eligible students that did not participate in the choice program.

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.

Results from the 2016 Progress in International Reading Literacy Study (PIRLS), released on 5 December, show Australia's average score was lower than those of 13 other countries, including Singapore, Hong Kong, Ireland, Northern Ireland and England, which all tested in English, as well as other top - performing countries the Russian Federation, Finland and Poland.

English vocabulary scores improved somewhat over time, but were consistently and considerably low even in first grade, a crucial year for learning how to read.

NCLB required that states test students in math and reading each year, that average student performance be publicized for every school, and that schools with persistently low test scores face an escalating series of sanctions.

For me, one thing that really jumped out of your report was that while Australia's average scores are declining in all three domains — that's scientific literacy, reading literacy and mathematical literacy — the proportion of low performing students is increasing.

Students with multiple teachers scored, on average, slightly lower in both math and reading relative to students with one teacher.

Henry Levin likewise asserts that «the evaluators found that receiving a voucher resulted in no advantage in math or reading test scores for either [low achievers or students from SINI schools].»

Retained students performed better than low - scoring students who were promoted by 0.13 standard deviations (4.10 percentiles) on the FCAT and 0.11 standard deviations (3.45 percentiles) on the Stanford - 9 in reading.

A translation of the results finds that being surrounded by peers who score 1 point lower on average has the following effects: it lowers a Hispanic student's own score by 0.439 points in reading and 0.587 points in math, and it lowers a white student's own score by 0.176 points in math.

That is especially remarkable given that students in the South Bronx have a history of scoring lower on reading and writing tests than any other students in the country.

And in the absence of a coherent, content - rich curriculum, schools have struggled to boost reading scores for kids coming from low - income families.

A translation of the results shows that being surrounded by peers who score 1 point lower on average has the following effects: it lowers a black student's own score by 0.676 points in reading and 0.402 points in math; it lowers a Hispanic student's own score by 0.266 points in reading and 0.185 points in math; and it lowers a white student's own score by 0.168 points in reading and 0.092 points in math.

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.

The U.S. score in reading is tied for 23rd place, but its true ranking is more complicated than that: When statistical significance is taken into account, 14 systems scored higher than the U.S., 13 scored about the same, and a considerable 42 scored lower.

Washington moved on, as did Chris, and then a few years ago something funny happened: NAEP scores in fourth - grade reading jumped significantly, especially for the low - income, low achieving students who were Reading First'sreading jumped significantly, especially for the low - income, low achieving students who were Reading First'sReading First's focus.

Scores on the National Assessment for Educational Progress have been impossibly low since 2009; just 4 percent of 4th - grade students were proficient in math and 7 percent in reading in 2013.

Conversely, late entrants at district schools had dramatically lower average 4th - grade test scores than on - time enrollees: 0.30 and 0.32 standard deviations lower in reading and math, respectively (in both cases, 0.29 standard deviations below the district average).

Detroit is the lowest - scoring metropolitan area on the Trial Urban District Assessment (TUDA), a series of math, science, reading, and writing tests administered in 21 urban school districts as part of the National Assessment of Educational Progress (NAEP).

Of the 11 cities participating in the NAEP Trial Urban District Assessment in 2005, Washington, D.C., had the lowest scores in math and reading in both grades tested.

Since 2000, the gap in reading scores between the highest - and lowest - performing 10 percent of 4th graders has narrowed to 90 points from 103 points on the National Assessment of Educational Progress.

For example, students who entered in 6th grade score 0.23 standard deviations lower in math and 0.14 standard deviations lower in reading by the end of 8th grade than would have been expected had they attended a K - 8 school.

Only in Dayton were there minor differences in the pre-lottery test scores: those offered a voucher scored 6.5 percentile points lower in math and 3.1 points lower in reading than those not offered a scholarship, a statistically significant difference.

Regardless of the reason for missing school, the absences add up to lower reading scores and weaker social skills in the early grades.

Among the 43 states that in 1998 were gathering information on their students» performance on the National Assessment of Educational Progress (NAEP), Florida had the fifth - lowest 4th - grade reading scores.

Although the increases were most significant in the lower grades, the number of seventh - grade students with limited English proficiency who scored above the 50th percentile also increased — by 2 percent in language, reading, and spelling and by 3 percent in math.

Bucktown's applicants had similar reading scores but lower math scores (7 percentile points lower) compared with students in neighboring regular public schools.