Sentences with phrase «level by the end of third grade»

With a goal to have all students reading at or above grade level by the end of third grade, Arizona's Literacy Director Terri Clark seized the opportunity to utilize the 16 memos, sharing them with partners as well as the communities that signed on to work with Read On Arizona — a public - private partnership that includes the Arizona Department of Education, Arizona Head Start Collaboration Office, First Things First, and other state - based foundations.

The goal is to help children read at grade level by the end of third grade.

Among those goals are children prepared to start kindergarten, students performing at grade level by the end of the third grade, making sure students are prepared for a high school curriculum and on track to graduate once they start.

The same reviews also provide compelling evidence that children who do not learn to read fluently and independently in the early grades have few opportunities to catch up to, and virtually no chance to surpass, their peers who are reading on grade level by the end of third grade.

Read to Achieve: The Read to Achieve law, enacted in 2012 as part of Senate leader Phil Berger's Excellent Public Schools Act, was designed to ensure that all students are reading at or above grade level by the end of the third grade.

Finally, the plan to eliminate the waiting list for pre-kindergarten students over the next two years is a huge win for early childhood efforts throughout the state, and will reap great rewards for the state's efforts to have every child reading on grade level by the end of third grade.

According to the Education Commission of the States, 16 states plus Washington, D.C. have laws that require retention for students not reading at a certain level by the end of third grade.

Why Reading by the End of Third Grade Matters (PDF), and Early Warning Confirmed (PDF) by The Annie E. Casey Foundation point to the importance of ensuring students are reading on grade level by the end of third grade.

The goal: to have all elementary - level students reading at or above grade level by the end of third grade.

A child's ability to read on grade level by the end of third grade is a strong predictor of school performance, high school graduation, and college entry and graduation.

Robert Slavin and collegues have developed a program designed to ensure that every child in a school is reading on grade level by the end of the third grade (Slavin, Madden, Karweit, Livermon, & Dolan, 1990).

Couple that with the state's Read to Achieve law which mandates all students will be reading on grade level by the end of third grade, and North Carolina is taking the first steps in the right direction of a long journey to improved student outcomes in K - 3 and beyond.

He chose early literacy based on research suggesting that young people who are not reading on grade level by the end of third grade are more likely to require interventions, be designated for special - education services and are less likely to graduate high school.

Lawmakers in at least four states (Colorado, Iowa, New Mexico and Tennessee) want to hold back students who aren't reading at grade level by the end of third grade.

Oklahoma's Reading Sufficiency Act requires that all students read at grade level by the end of the third grade.

We can not significantly increase the nation's high school graduation rate unless and until we increase dramatically the number and proportion of children from low - income families who are reading on grade level by the end of third grade.

She works directly with Flamboyan «s partner schools and teachers to help further our goal of guaranteeing that every public school student reads at an appropriate level by the end of third grade.

Despite the advances, only 40 percent of students can read and write at grade level by the end of third grade.

Yet, in their public Montessori program, 100 % of their students read at or above grade level by the end of third grade.

The Read to Achieve law, enacted in 2012 as part of Sen. Phil Berger's Excellent Public Schools Act, was designed to ensure that all students are reading at or above grade level by the end of the third grade.

This annual gathering, held on November 13 in Orlando, FL., creates opportunities for leaders to exchange ideas on advancing the work of ensuring that children read at grade level by the end of third grade.

Not exact matches

This, it was widely believed, was the recipe for helping children in general, and low - income students in particular, to achieve «grade - level reading» by the end of the third grade.

In a 2014 report, called «Opportunity Mississippi,» the governor wrote, «My «Third Grade Gate» literacy measure... will improve literacy achievement by ending social promotion of third grade students who are not reading on grade level... As this policy is fully implemented, we will gain a better understanding of how many children are struggling with literacy, and we will in turn be able to prove the need for additional resources.&rThird Grade Gate» literacy measure... will improve literacy achievement by ending social promotion of third grade students who are not reading on grade level... As this policy is fully implemented, we will gain a better understanding of how many children are struggling with literacy, and we will in turn be able to prove the need for additional resources.&rthird grade students who are not reading on grade level... As this policy is fully implemented, we will gain a better understanding of how many children are struggling with literacy, and we will in turn be able to prove the need for additional resources.»

The Campaign focuses on an important predictor of school success and high school graduation — grade - level reading by the end of third grade.

The report comes at a time when two - thirds of all American children are not reading at grade level by the end of Third Grade.

Children who do not learn to read proficiently by the end of third grade are unlikely ever to read at grade level.

A study conducted by the UEPC showed that first, second, and third grade students in Utah who were chronically absent during the school year were significantly less likely to read on grade level at the end of the year.

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