Sentences with phrase «increase math test scores»

Under his leadership, the school has seen a dramatic increase math test scores.

Our results show that each year of attendance at an oversubscribed Boston charter school increases the math test scores of students in our sample by 13 percent of a standard deviation.

• Each year of attendance at an oversubscribed charter school increased the math test scores of students in the sample by 13 percent of a standard deviation, a roughly 50 percent increase over the progress typical students make in a school year, but had no impact on their fluid cognitive skills.

Not exact matches

Finally, in Houston in 2010 — 11, he gave cash incentives to fifth - grade students in 25 low - performing public schools, as well as to the parents and teachers of those students, with the intent of increasing the time they spent on math homework and improving their scores on standardized math tests.

In January, arguing to increase the weight of test scores, Mr. Cuomo cited the small number of teachers who were rated ineffective, noting that at the same time only about a third of students were reading or doing math at grade level, as measured by state tests.

The governor's push to increase the weight of test scores upset the teachers» unions and many parents, and was considered a factor when 20 percent of students sat out state math and reading tests — which had been aligned with the Common Core national benchmarks — this year.

The scores of New York City students increased slightly in both math and English language arts on the latest state tests, released on Aug. 14, as students became more familiar with the Common Core Learning Standards and their teachers worked hard with what materials and training they eventually got.

«In contrast, students with poor grades and test scores suffered from a decline in positive emotions and an increase in negative emotions, such as math anxiety and math boredom.

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 its own analysis, ANet says the number of its youngsters who scored proficient or above on state tests last year increased by 7 percentage points in English and 4 percentage points in math in Chicago, and by 5 points in English and 3 points in math in New Orleans.

Both groups of schools saw an increase in the average math and reading scores during the first two years of the bonus program; treatment - group schools, however, did not experience a statistically significant improvement in average test scores relative to the schools in the control group.

The data showed a 14 percent increase in math scores and an 11 percent increase in language arts scores on the state's tests.

The authors found that PLCs have a positive effect on student learning: student scores increased in reading, writing, math, science, and social studies subject tests.

Test scores for the elementary schools have increased 6.5 points in reading and 9.8 points in math.

NCLB required states to test ELLs and report their subgroup scores, increasing pressure on schools to move students to English fluency and raise reading and math scores.

Our estimates indicate that, for each teacher who left under the ERI, test scores increased by 0.01 and 0.04 student - level standard deviations in math and reading, respectively.

The results indicate that a one - hour delay in start time increases standardized test scores on both math and reading tests by roughly 3 percentile points.

Results from a new report on test scores show the nation's students making modest gains in math and science in recent years, while failing to significantly increase their reading and writing performance.

After three years of relatively flat and sometimes declining test scores, K12, Inc.'s full - time students appear to have increased their proficiency levels in both reading and math, even as K12, Inc. serves a population with 62 percent of its student eligible for free - and - reduced price lunch, compared to 49 percent nationally.

We find also that an increase in the number of children from troubled families reduces peer student math and reading test scores and increases peer disciplinary infractions and suspensions.

For both math and science, the study finds that a shift of 10 percentage points of time from problem solving to lecture - style presentations (for example, increasing the share of time spent lecturing from 60 to 70 percent) is associated with a rise in student test scores of 4 percent of a standard deviation for the students who had the exact same peers in both their math and science classes — or between one and two months» worth of learning in a typical school year.

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.

Students participating in arts - integrated lessons show increased language and math scores on standardized tests and improved engagement, motivation, and sense of community (Smithrim and Upitis, 2005).

Carrell and Hoekstra find that adding one troubled student to a classroom of 20 students decreases student reading and math test scores by more than two - thirds of a percentile point and increases misbehavior among other students in the classroom by 16 percent.

Even though, on average, English teachers don't increase English language arts test scores as much as math teachers increase math scores, English teachers have as strong an effect on students» later lives.

Also, the federal law specifies that test increases must occur for handicapped children and for children who speak limited English; it also requires separate score targets for reading and math, while the California law allows a merged reading and math score for annual yearly progress.

Completion of more - advanced math courses increased the predicted probability of college graduation even when the authors controlled for demographic traits, socioeconomic status, family and school characteristics, and overall measures of math ability (i.e., math GPA and grade 10 math test score).

NAEP's long - term study shows no increases since 2008 in reading and math test scores for students aged 9 and 17.

The northwest Tennessee district has maintained a trajectory of increasing academic expectations for many years, netting strong gains in math over the last three years and ACT test scores above the state average.

Under his direction, his students» test scores increased significantly, earning him the nomination as a leading math teacher, acceptance into the Oakland Mathematics Leadership Network, and service on the district's Common Core Standards Task Force.

Peoria High School saw a 27 % increase in students meeting and exceeding standards on the NWEA reading test between 2011 and 2013, and a 29 % increase in math scores.

The district overall showed a 3 percentage point increase in math scores and a 6 percentage point increase in English language arts test scores.

A 2012 study found that middle school students who started class an hour later than usual saw their standardized test scores increase over 2 percentile points in math on average.

When Adair County Elementary School (ACES) staff members were brainstorming ways to get their students excited about using Study Island to prepare for the NWEA MAP test in math, and ultimately increase growth scores, they decided to tap into the spirit of competition and hold their own creative Math Bowl contest.

The final results of the WKCE tests show 48.6 percent of Wisconsin students scored proficient or advanced in math, which is about an increase of 1.8 percentage points from five years ago, according to DPI.

Results have been mixed, ranging from gains in high school graduation and college enrollment rates (e.g., Chingos and Peterson 2012), small increases in reading and math scores (e.g., Greene et al. 1998), or increases in math but not reading scores (Rouse 1998), to no significant change in test scores (e.g., Howell and Peterson 2006; Wolf et al. 2011).

Black students» achievement on state tests in math increased from 17 percent scoring proficient or advanced during the 2009 - 10 school year to 18.3 percent.

In January, arguing to increase the weight of test scores, Mr. Cuomo cited the small number of teachers who were rated ineffective, noting that at the same time only about a third of students were reading or doing math at grade level, as measured by state tests.

So, when Adair County Elementary School (ACES) staff members were brainstorming ways to get their students excited about using Study Island to prepare for the NWEA MAP test in math, and ultimately increase growth scores, they decided to tap into the spirit of competition.

A 2009 study of the Round Rock Independent School District in Texas found that the math and reading test scores of third and fifth grade ELLs increased following the implementation of blended learning and the use of interactive whiteboards.

Eric Taylor, a PhD student who studies the economics of education at Stanford's Center for Education Policy Analysis, found that increasing the amount of time struggling students spend in math class improved math test scores, but the gains did not last in the long run.

«DPS shows progress in rigorous NAEP, being only one of six districts nationally to show increases in student test scores, while beating state's gains on math and reading,» the district said in a press release.

Edwards found that students who started middle schools an hour later in Wake County, North Carolina, saw their standardized test scores increase by 2.2 percentile points in math, and 1.5 percentile points in reading on average.

Teachers are expected to increase the number of students scoring at or above grade level in reading, math and state language tests for English learners, by 25 percent over the next year.

Presentations include: analyzing student - teacher perception to improve school culture and climate; dropping everything to write to increase standardized test scores; using hip - hop to engage students in the writing process; advising math, literacy and test prep boot camp to address fundamental skills; transforming culture through continuity, expectations, and organization; promoting courageous dialogues about the perceptions of race; and discovering bills and taxes through real - life applications.

This is due in large part to federal school classification requirements, which were specific by design to label and differentiate treatment of schools based on whether they met annual reading and math proficiency targets.2 This often led to narrow or simple pass / fail categorization systems based on schools meeting incrementally increasing state targets for test scores and graduation rates.

They enjoy math more, their confidence is higher, their standardized test scores are better, their acceptance into accelerated math programs increased, and graduates of this system report great success as they move into the next years of math.

The purpose of the meeting was to roll out a plan, commonly used by my school district, to significantly increase test scores in math via a strategy of leveled grouping.

Researchers have found no evidence that the D.C. voucher program increases students» math and reading test scores.

Dahl and Lochner say, «Our baseline estimates imply that a $ 1,000 increase in income raises math test scores by 2.1 percent and reading test scores by 3.6 percent of a standard deviation (Available at: http://www.irp.wisc.edu/research/education.htm).»