Sentences with phrase «income students in math»

It's generally easier to raise the performance of low - income students in math, probably because math doesn't require the background knowledge and vocabulary that reading comprehension does.

The disparity held true for black, Hispanic, and low - income students in both math and reading, and was particularly strong for black and Hispanic students who live in poverty.

Also, gaps for Black, Latino, and low - income students in math widened in 8th - grade, a crucial gatekeeping year for college preparatory courses in high school.

Not exact matches

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.

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.

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.

Studies indicate most students will lose about two months of a grade level in math skills and low - income students lose more than two months in reading.

- GDP per capita is still lower than it was before the recession - Earnings and household incomes are far lower in real terms than they were in 2010 - Five million people earn less than the Living Wage - George Osborne has failed to balance the Budget by 2015, meaning 40 % of the work must be done in the next parliament - Absolute poverty increased by 300,000 between 2010/11 and 2012/13 - Almost two - thirds of poor children fail to achieve the basics of five GCSEs including English and maths - Children eligible for free school meals remain far less likely to be school - ready than their peers - Childcare affordability and availability means many parents struggle to return to work - Poor children are less likely to be taught by the best teachers - The education system is currently going through widespread reform and the full effects will not be seen for some time - Long - term youth unemployment of over 12 months is nearly double pre-recession levels at around 200,000 - Pay of young people took a severe hit over the recession and is yet to recover - The number of students from state schools and disadvantaged backgrounds going to Russell Group universities has flatlined for a decade

At Success Academy Charter Schools, for example, students who are mainly black and Latino, and who are from many of the city's lowest - income neighborhoods, tested in the top 1 % in math and 3 % in English of all schools in New York State last year.

Choi, Christine Lippard, an assistant professor of human development and family studies at Iowa State; and Shinyoung Jeon, a postdoctoral research fellow at the University of Oklahoma - Tulsa, analyzed data measuring inhibitory control (the ability to pay attention and control natural, but unnecessary thoughts or behaviors) and math achievement for low - income students in Head Start through kindergarten.

And although math and science were her favorite courses, she and the other low - income minority students in her classes were repeatedly told that «becoming a scientist or an engineer are jobs that are too big for us.»

Blaney's argument is relevant, considering that Pennsylvania's private universities accounted for 60 % of the state's minority bachelor's degrees in math, science, and engineering, despite the significantly higher tuitions.9 There is evidence to show that decreasing and eliminating debt for lower - income students would likely increase the number of minority students majoring in science and engineering at elite schools and overall.

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.

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).

As examples, he points to Rocketship, a group of schools in California serving low - income students that credits their high achievement in part to a daily two - hour computer lab; Carpe Diem, a top math performer in Arizona; and Robert A. Taft Information Technology High School, a Cincinnati school that converted to a technology focus and saw its graduation rate soar from 21 percent to more than 95 percent.

The evidence would suggest that No Child Left Behind has led to modest improvements in student achievement in math that were most pronounced for low - income students and traditionally disadvantaged minorities — exactly the students whom the law was attempting to reach.»

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.

Yet many U.S. schools have succeeded in boosting the math achievement of their low - income students.

As a close look at the data from PISA reveals, the income gap in the United States does not explain the inability of our schools to teach our students basic math, science and reading skills.

The CREDO analysis also shows that Michigan's low - income students, who comprise the vast majority of charter students in Detroit, make modest achievement gains (less than a month of additional learning in math each year) compared to district schools, as do black and Hispanic students.

Each summer most youth lose about two months» worth of math skills, while low - income students also lose morethan two months in reading achievement despite the fact that their middle - class peers make slight gains over the summer break.

To no one's surprise, that graph shows that in every country students who come from higher - income families score higher on math and reading tests.

When they calculate the simple correlation between income and math achievement, Helen Ladd's approach, they find that a $ 4,000 increment (a 50 percent increase in the $ 8,000 average income reported by the families in this study) in the income of the poor family will lift student achievement by 20 percent of a standard deviation (close to a year's worth of learning in the middle years of schooling), a substantial impact that seems to support the Broader, Bolder claims.

Approximately 95 percent of CSGF's member schools enable students to outperform comparable district schools in both math and reading; nearly 70 percent of schools enable their students to outperform state averages in both math and reading, although they serve much higher than average percentages of low - income and minority students.

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.

At Blackstone Valley Prep, analysis of the suburban and urban students» scores on the 2013 state exams measuring proficiency in reading and math offers 80 different snapshots, by grade, subject and family income, with Blackstone students faring better than their peers on nearly all.

Schools across the U.S. — especially those with high - needs, low - income populations — are finding they just do nt have the time in a typical day to do much more than prepare students for high - stakes tests in reading and math.

As they explain in the podcast, they were intrigued by data showing that students» reading scores are much more correlated with their family's income than math scores are.

Similarly, a Chicago study of an intensive math - tutoring intervention with low - income minority students in 9th and 10th grades suggested impacts of 0.19 to 0.31 standard deviations — closing a quarter to a third of the achievement gap in one year.

And while many parents want to avoid a «summer slide,» a term to describe the tendency for students, especially those from low - income families, to lose some of the achievement gains they made during the previous school year, many experts say it's important to keep in mind that summers don't have to be packed with worksheets and math camps for kids to keep their brains active and learning.

After collecting a century's worth of academic studies, summer - learning expert Harris Cooper, now at Duke University, concluded that, on average, all students lose about a month of progress in math skills each summer, while low - income students slip as many as three months in reading comprehension, compared with middle - income students.

Sylmar's low - income students scored 29 percent in math compared to the state average of 21 percent.

Researchers looked at nationally representative data from the National Center for Education Statistics and compared the reading, writing, and math skills of about 17,000 incoming kindergarten students in 2010 to 20,000 students from 1998.

Nevertheless, whether it's my data or yours, or the 2013 New York State Department of Education's report that 50 % of students in NYS two - year institutions of higher education take at least one remedial course, or a recent report that 84 % of incoming students at Bakersfield College in California must complete remedial courses before taking college math or English, I think we can all agree that these numbers are too high.

In DC ~ schools chancellor Michelle Rhee boasted that all subgroups improved reading and math test scores between 2007 and 2010 ~ with low - income and minority high school students showing double - digit gains.

Today, KIPP's schools catapult low - income students from the 30th percentile in math to the 70th or 80th, positioning them for success in high school and beyond.

For example, just 8 to 13 percent of low - income students were proficient in reading or math on the National Assessment of Educational Progress in 2000, rising to 18 to 24 percent by 2015.

And a 2015 Stanford University study cited by the National Alliance for Public Charter Schools showed that low - income Black students in charter schools gain the equivalent of 29 extra days of learning in reading and 36 extra days of learning in math per year compared with their Black counterparts in traditional district schools.

Add this to California school boards» to - do lists for 2016: Create a clear - cut, objective policy for determining which incoming 9th - grade students qualify to accelerate their sequence of math courses in high school.

«Learning gains for charter school students are larger by significant amounts for Black, Hispanic, low - income, and special education students in both math and reading.»

On average, charters outperform their host districts in math and English, and they are doing so with larger populations of low - income students and students of color.

In 2013, BART's composite performance index (a measure of how all students are progressing in the school) in both English and math was higher than the state's: in aggregate, for special education students and for low - income studentIn 2013, BART's composite performance index (a measure of how all students are progressing in the school) in both English and math was higher than the state's: in aggregate, for special education students and for low - income studentin the school) in both English and math was higher than the state's: in aggregate, for special education students and for low - income studentin both English and math was higher than the state's: in aggregate, for special education students and for low - income studentin aggregate, for special education students and for low - income students.

Analysts divided students into four socio - economic levels and found that U.S. students in the second highest quarter were outperformed by students in similar income levels in 15 other countries in science and 24 countries in math.

In the statewide math test, only 30 percent of low - income students scored proficient or advanced on...

The study showed a significant increase in math performance, especially among low - income high school students.

To get a sense of how many students could become newly «invisible,» consider public elementary schools in Washington, D.C. Applying the same minimum group size currently used for entire schools to the fifth grade only, about half of the city's 119 elementary schools with fifth graders taking math tests would not be held accountable for the progress of low - income or African - American students, because there aren't enough of them in that grade to constitute a reliable sample size.

The percentage of incoming ninth - grade students who test below basic or far below basic in math has increased sharply in recent years; more ninth - grade students need special education services; and enrollment in the freshmen class has been declining.

A sample of 36 Great Expectation model elementary schools were matched with 556 Oklahoma non-Great Expectations elementary schools based on the following variables: ethnicity, free and reduced lunch eligibility, school size, average number of days students absent, percent of parents attending conferences, percent of teachers with advanced degrees, percent passing third grade reading test, district population size, unemployment rate, average household income, teachers per administrator, percent of student's in special education, instructional support budget, and district percent passing Algebra I. Five years of pass rates on third grade reading and third grade math state exams were examined.

For instance, schools participating in the Carnegie Foundation's Student Agency Improvement Community, a network of researchers and practitioners applying the science of learning mindsets to daily classroom practice, have seen stronger outcomes among low - income black and Latino students since implementing interventions focused on learning mindsets.34 Equal Opportunity Schools, a national nonprofit organization, has also partnered with school, county, and district leaders to increase the number of black and Latino students enrolled in advanced placement courses and has seen gains in both participation and passage rates as a result.35 In addition, several studies show that learning mindsets interventions can reduce the effects of stereotype threat among female, black, and Latino students in math and science classes.in the Carnegie Foundation's Student Agency Improvement Community, a network of researchers and practitioners applying the science of learning mindsets to daily classroom practice, have seen stronger outcomes among low - income black and Latino students since implementing interventions focused on learning mindsets.34 Equal Opportunity Schools, a national nonprofit organization, has also partnered with school, county, and district leaders to increase the number of black and Latino students enrolled in advanced placement courses and has seen gains in both participation and passage rates as a result.35 In addition, several studies show that learning mindsets interventions can reduce the effects of stereotype threat among female, black, and Latino students in math and science classes.in advanced placement courses and has seen gains in both participation and passage rates as a result.35 In addition, several studies show that learning mindsets interventions can reduce the effects of stereotype threat among female, black, and Latino students in math and science classes.in both participation and passage rates as a result.35 In addition, several studies show that learning mindsets interventions can reduce the effects of stereotype threat among female, black, and Latino students in math and science classes.In addition, several studies show that learning mindsets interventions can reduce the effects of stereotype threat among female, black, and Latino students in math and science classes.in math and science classes.36

Statewide, only 22 percent of low - income black students — among the lowest performing groups, along with students with disabilities and students not yet fluent in English — passed English tests, while just 13 percent passed the math exams.