Sentences with phrase «in reading achievement at»

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(Look back at so many more achievements, read our Year in Review here.

His plaque at the society's headquarters in Alexandria, Virginia, reads «Dr. Fabian Garcia, a man of humble origins, but a gentleman of extraordinary achievements.»

Garcia's plaque at the society's headquarters in Alexandria, Va., reads simply: «Dr. Fabian Garcia, a man of humble origins, but a gentleman of extraordinary achievements.»

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.

I hope at some point to be recognised for my speedreading achievement - the 500 - plus pages of End of the Party read in three days flat in preparation for hosting Andrew Rawnsley's public launch.

Speaking at the second edition of the Ghana Renewable Energy fair themed, «Energy and Energy Efficiency, Accelerating Energy Access and Security,» Mr. Terkper, whose speech was read on his behalf by Deputy Minister of Finance, Mona Quartey, said the government is well aware of the important role renewable energy can play in accelerating and catalyzing the country's socio - economic development and the achievement of universal access ahead of the target date of the UN Sustainable Energy for All Initiative.

A program aimed at reducing behavior problems in order to boost academic achievement has improved performance in math and reading among low - income kindergartners and first graders, according to a study by researchers at New York University's Steinhardt School of Culture, Education, and Human Development.

Our region, transforming now Middle East Annual Review looking at our achievements over the past year and illustrate some of the Fy17 highlights Read the In December 2010, a man in Tunisia burned himself to death in protest at his treatment by policIn December 2010, a man in Tunisia burned himself to death in protest at his treatment by policin Tunisia burned himself to death in protest at his treatment by policin protest at his treatment by police.

If improvements continue at the same rate as seen since 1965, it will be two and a half centuries until racial achievement gaps are closed in math and over one and a half centuries for them to close in reading.

At KIPP Ascend, where many fifth - graders start one or two grades behind in reading and math, after four years at the school, 100 percent of eighth - graders passed math and 94 percent passed reading on the Illinois Standards Achievement TesAt KIPP Ascend, where many fifth - graders start one or two grades behind in reading and math, after four years at the school, 100 percent of eighth - graders passed math and 94 percent passed reading on the Illinois Standards Achievement Tesat the school, 100 percent of eighth - graders passed math and 94 percent passed reading on the Illinois Standards Achievement Test.

The study includes observations of math and reading achievement at 9 and 10 different points in time, respectively.

The study, conducted by McCartney, Boston College Associate Professor Eric Dearing, and Samford University Professor Beck Taylor, looked at reading and math achievement of more than 1,300 children in middle childhood from economic backgrounds ranging from poor to affluent.

The most extreme claim in the essay, among many, is that «the effect of vouchers on student achievement is larger than the following in - school factors: exposure to violent crime at school...» Yep, you read that correctly: selecting a private school for your child is as damaging to them as witnessing school violence.

While we've made some gains at the 4th - grade level (probably reflecting better instruction in decoding), reading - achievement trends by the end of high school are depressingly flat.

Another parent with two children in the OSP may have hinted at a reason achievement impacts were observed specifically in reading:

In 1999, Michigan increased the reward for good academic performance by offering the Michigan Merit Award, a one - year $ 2,500 scholarship for any student who scores at Level I or Level 2 on the Michigan Educational Achievement Program (MEAP) tests in reading, mathematics, science, and writinIn 1999, Michigan increased the reward for good academic performance by offering the Michigan Merit Award, a one - year $ 2,500 scholarship for any student who scores at Level I or Level 2 on the Michigan Educational Achievement Program (MEAP) tests in reading, mathematics, science, and writinin reading, mathematics, science, and writing.

This analysis uses data on math and reading achievement from the state NAEP, which offers a representative sample of student achievement in each state at regular intervals.

Another study, by Eric Hanushek and Margaret Raymond, both also at Stanford, evaluated the impact of school - accountability policies on state - level NAEP math and reading achievement measured by the difference between the performance of a state's 8th graders and that of 4th graders in the same state four years earlier.

They also perform at far higher levels on the Stanford Achievement Tests, which the district administers annually in five subjects: math, reading, language, social science, and science.

Read «Early Retirement Payoff: Incentive programs for veteran teachers may boost student achievement» online at http://educationnext.org and available in the Summer issue of Education Next.

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.

But not for all the usual reasons that people raise concerns: the worry about whether we've got good measures of teacher performance, especially for instructors in subjects other than reading and math; the likelihood that tying achievement to evaluations will spur teaching to the test in ways that warp instruction and curriculum; the futility of trying to «principal - proof» our schools by forcing formulaic, one - size - fits - all evaluation models upon all K — 12 campuses; the terrible timing of introducing new evaluation systems at the same time that educators are working to implement the Common Core.

The only tests that got a modicum of respect were the Metropolitan Achievement Tests, which were given in reading and math at every grade level except kindergarten, with school - by - school results published in the Boston newspapers.

The increase in peer prior achievement from 5th to 8th grade at KIPP schools was 0.15 standard deviations greater in reading and 0.19 standard deviations greater in math than for students who attended feeder elementary schools (see Figure 4).

We compared a principal's assessment of how effective a teacher is at raising student reading or math achievement, one of the specific items principals were asked about, with that teacher's actual ability to do so as measured by their value added, the difference in student achievement that we can attribute to the teacher.

In reading, the achievement gap has improved slightly more than in math (0.3 standard deviations), but after a half century, the average black student scores at just the 22nd percentile of the white distributioIn reading, the achievement gap has improved slightly more than in math (0.3 standard deviations), but after a half century, the average black student scores at just the 22nd percentile of the white distributioin math (0.3 standard deviations), but after a half century, the average black student scores at just the 22nd percentile of the white distribution.

At the elementary school level, the lion's share of focus goes to building achievement in reading.

We find a positive correlation between a principal's assessment of how effective a teacher is at raising student achievement and that teacher's success in doing so as measured by the value - added approach: 0.32 for reading and 0.36 for math.

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.

Some of the best examples that I write about in the book include back - to - school rallies at the start of the school year, book reading contests, achievement fairs, and achievement «gangs» or community - based honor societies for youngsters who earn B averages or better in school.

Using the National Assessment of Education Progress (NAEP) as our measure, we found some states had raised the achievement of economically disadvantaged students the equivalent of a full grade level or more in just eight years, 2003 - 2008 — this at grades four and eight and in reading and math.

Is it any wonder that, even as national assessment data have shown decent gains in math achievement in recent years (at least in the early grades), reading outcomes remain dismal?

For younger students, research has shown that chronic absenteeism in kindergarten is associated with lower achievement in reading and math in later grades, even when controlling for a child's family income, race, disability status, attitudes toward school, socioemotional development, age at kindergarten entry, type of kindergarten program, and preschool experience.

A story and chart in the May 14, 2008, issue of Education Week about states that have curtailed bilingual education should have said that trends in student achievement identified by Daniel J. Losen of the Civil Rights Project at the University of California, Los Angeles, were based on test scores in reading of English - language learners in 4th grade, not 4th and 8th grades.

The most enduring achievement of Reading First may be that it has nurtured a group of state leaders who have developed deep expertise in the science of reading instruction and have been able to get steadily better at helping the districts teach more children how tReading First may be that it has nurtured a group of state leaders who have developed deep expertise in the science of reading instruction and have been able to get steadily better at helping the districts teach more children how treading instruction and have been able to get steadily better at helping the districts teach more children how to read.

For example, in Alabama's 94 Reading First schools, the percentage of all 4th graders deemed to be proficient (stanine 5 and above) on the Stanford Achievement Test rose 12.7 points, from 40.1 percent in 2003 to 52.8 percent in 2007, more than twice as fast as the gain for students at other schools (which rose 5.5 points, from 64.2 percent to 69.7 percent in the same period).

Arthur Levines 2006 study, Educating School Teachers, for example, found no significant difference in mathematics or reading achievement in students taught by teachers educated at NCATE - and non-NCATE-accredited institutions.

Analysts have cited a legion of reasons for the state's slide in achievement: the steady leaching of resources from the schools that was the inevitable result of the infamous 1970s property - tax revolt led by Howard Jarvis; a long period of economic woes caused by layoffs in the defense industry; curriculum experiments with «whole language» reading instruction and «new math» that were at best a distraction and at worst quite damaging; a school finance lawsuit that led to a dramatic increase in the state's authority over school budgets and operations; and a massive influx of new students and non-English-speaking immigrants that almost surely depressed test scores.

If you look at student achievement data, say in New York state, results on the typical New York state test correlate to socioeconomic status in reading, one and a half to two times as much as they do in math.

There are 1.9 million more children in good or outstanding schools than in 2010, 9 out of 10 schools were given this rating at their last inspection and our recent rise up the international rankings for reading and literacy puts England's achievements on a global scale.

Thus, evidence from the NAEP indicates improvement over the last 10 to 15 years in reading and mathematics achievement among students entering high school at the bottom of the skill distribution.

California will continue to land at the very bottom of every measure of how well we're preparing our students for the future — graduation rates, social and emotional wellbeing, math and reading achievement — unless we make serious changes to ensure every student has a great teacher, in every subject, every year.

These must include content standards in at least reading and mathematics, aligned «high - quality» assessments, and achievement standards for at least grades 3 - 8 and once in high school.

According to research by Richard Allington and Anne McGill Franzen, summer reading loss is a big factor in achievement and accounts for at least 80 percent of the reading achievement gap by the ninth grade.

All states participating in Title I must implement assessments of student achievement, linked to state content and academic achievement standards, for all public school students in each of grades 3 - 8 plus at least once in grades 10 - 12, in reading and mathematics and at three grade levels (at least once in each of grades 3 - 5, 6 - 9, and 10 - 12) in science.

A Different Look at the Causes of the Achievement Gap: The Matthew Effect In this hour - long presentation, David Liben provides a thorough review of research on the causes of the reading achievement gap and offers practical suggestions — and free resources — for teachers to narrow the gap and increase aAchievement Gap: The Matthew Effect In this hour - long presentation, David Liben provides a thorough review of research on the causes of the reading achievement gap and offers practical suggestions — and free resources — for teachers to narrow the gap and increase aachievement gap and offers practical suggestions — and free resources — for teachers to narrow the gap and increase achievementachievement.

In the first micro-credentialing effort at Kettle Moraine, about 40 teachers signed up to be part of a learning group on «close reading» to improve students» literacy achievement.

Students in the 3rd, 6th, 8th, and 9th grades could be held back if they failed to score at the district benchmark in math and reading on nationally normed tests - the Iowa Test of Basic Skills (ITBS) or the Test of Achievement and Proficiency (TAP) for 9th graders.

Patrick J. Wolf, education policy professor at the University of Arkansas, reports on a meta - analysis of 16 experimental studies of private - school - choice programs, which found achievement gains in reading.

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.