Sentences with phrase «math gain scores»

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New York's school children made incremental progress in math scores but no gains in English tests in the second year of Common Core - related exams.

In touting mostly across - the - board gains, they also noted that 41 of the city's 63 struggling «Renewal Schools» saw an increase in their English scores and 36 saw an increase in math.

Buckley acknowledged that the gains from 2009 to 2011 were modest, taking as an example the one - point rise in math scores among fourth - graders.

Students who practiced the Transcendental Meditation program showed significant increases in math and English scale scores and performance level scores over a one - year period.A significant portion of the meditating students — 41 percent — showed a gain of at least one performance level in math, compared to 15 percent of the non-meditating students in the control group.Among the students with the lowest levels of academic performance, «below basic» and «far below basic,» the meditating students showed a significant improvement in overall academic achievement compared to students in the control group, which showed only a slight gain.

According to the models comparing high - scoring F schools with low - scoring D schools, to achieve the same 5 - point gain in math that the threat of vouchers accomplished, Florida schools would need to increase per - pupil spending by $ 3,484 at previously failing schools.

However, Houston's scores are significantly higher than those of Los Angeles in both reading and math, and the city has experienced greater gains in recent years.

While about two - thirds of SIG schools did register modest gains in reading and math, scores at one - third actually declined over the period.

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.

What explains this disconnect between math and reading test score gains and later - life outcomes?

Even if we ignore the fact that most portfolio managers, regulators, and other policy makers rely on the level of test scores (rather than gains) to gauge quality, math and reading achievement results are not particularly reliable indicators of whether teachers, schools, and programs are improving later - life outcomes for students.

The correlations between our summary measure of fluid cognitive ability and test - score gains in math and reading were 0.32 and 0.18, respectively.

In addition, the differences in test - score gains between bottom - and top - quartile students on each non-cognitive skill amount to almost a full year's worth of learning in math over the middle school years.

Last week Rocketship Education announced the results of an independent 16 - week study by SRI International that showed that students who had greater access to online instruction in math, specifically a learning program called Dreambox Learning, achieved significant gains in mathematics scores.

For example, the effect of a one - hour later start time on math scores is roughly 14 percent of the black - white test - score gap, 40 percent of the gap between those eligible and those not eligible for free or reduced - price lunch, and 85 percent of the gain associated with an additional year of parents» education.

In particular, since 2001 (that is, since NCLB was passed), there have been sizable gains in NAEP 4th - and 8th - grade math tests, small improvements in 4th - and 8th - grade reading tests, and very little change in 12th - grade scores.

At the 4th grade level in math and reading, D.C. students gained 6 scale score points between 2007 and 2009, while the average gain in the other districts was only 1 point and 2.2 points, respectively.

For example, during the Rhee years, 4th - grade students, in both reading and math, gained an average of 3 points each year relative to the scores earned by students nationwide, a gain twice that of Rhee's predecessors.

Eighth - grade math scores among the highest performers also improved substantially over the period, gaining 14 points nationally and 17 points in Texas (Figure 10).

These new systems depend primarily on two types of measurements: student test score gains on statewide assessments in math and reading in grades 4 - 8 that can be uniquely associated with individual teachers; and systematic classroom observations of teachers by school leaders and central staff.

According to an analysis by Eric Hanushek, Ludger Woessmann and Paul Peterson, Indiana was toward the back of the pack when it came to test score gains on the National Assessment of Educational Progress in reading, math, and science from the early 1990s until today.

At the 4th - grade level, D.C. students in math and reading gained 6 scale score points between 2007 and 2009, while the average gain in the other 10 cities for which comparable data are available was only 1 point and 2.2 points, respectively.

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.

Third, the student responses were more correlated with teachers» student - achievement gains in math and ELA than the observation scores were.

In our study, the teachers with larger gains on low - cost state math tests also had students with larger gains on the Balanced Assessment in Mathematics, a more - expensive - to - score test designed to measure students» conceptual understanding of mathematics.

But math scores are up by 0.4 standard deviations, a large gain (see Figure 3).

Students in the middle of the prior test - score distribution also experience substantial gains of roughly 0.10 to 0.12 standard deviations in math and 0.08 to 0.10 standard deviations in English.

Teachers» scores on the classroom observation components of Cincinnati's evaluation system reliably predict the achievement gains made by their students in both math and reading.

A study of test scores from 2010 through 2014, by economists at the Massachusetts Institute of Technology and Duke University, found that Denver's charters produced «remarkably large gains in math,» large gains in writing, and smaller but statistically significant gains in reading, compared to DPS - operated schools.

The council's Beating the Odds VI report, a city - by - city analysis of student performance, recently revealed that urban students» scores on state assessments in reading and math as well as on the more rigorous federal test — the National Assessment of Educational Progress (NAEP)-- are rising, with urban students making the most gains in mathematics.

They found that in both math and science, the positive relationship between lecture - style methods and test score gains was maintained.

When Mr. Obama first moved to phase out the D.C. voucher program in 2009, his Education Department was in possession of a federal study showing that voucher recipients, who number more than 3,300, made gains in reading scores and didn't decline in math.

In contrast, the math - score gains associated with having a career - ladder teacher actually appear to have been concentrated among students with teachers on the lowest rungs of the career ladder.

, is the result of an investigation into whether the dramatic gains in math and reading scores on the Texas Assessment of Academic Skills (TAAS) represented actual academic progress.

Their entire database consists of gains in average scores in math and reading from three specific tests - TAAS, the Texas NAEP, and the national NAEP - for three racial groups.

On the Nation's Report Card's main tests, 4th and 8th grade reading and math scored gains in 49 of 50 states.

In fact, if you look at Table 4 in their paper you will find that teachers with higher verbal SAT scores are negatively associated with student gains in math achievement.

In states that had genuine alternative certification, test - score gains on the NAEP exceeded those in the other states by 4.8 points and 7.6 points in 4th - and 8th - grade math, respectively.

Voucher - threatened schools made the next highest relative gains: 9.2 scale - score points on the math FCAT and 3.5 percentile points on the Stanford - 9 in math.

The sometimes - D schools experienced year - to - year changes in FCAT math scores that were only 2.4 points higher than all other Florida public schools, significantly less than the gains in both voucher - eligible and voucher - threatened schools.

Always - D schools, which, faced with the real danger of receiving their first F, had some incentive to improve, made a relative gain of 4.3 scale - score points on the math FCAT and 1.3 percentile points on the Stanford - 9 math test.

In our analysis, there are 68,677 students for whom the data allow us to compute at least two gain scores in math (and a similar number for the reading estimation).

By extending learning time, concentrating on school leadership, and giving many schools greater autonomy, the district made noticeable gains in reading scores and significant gains in math scores.

Their math scores fell slightly on the retest, but they continued to post extremely large gains.

Black and Hispanic 4th grade math scores leaped forward by 18 points; in reading these gains were a laudable 13 points and 9 points.

Arlington schools as a whole saw notable gains in reading and math scores, with 86 percent and 87 percent of students districtwide passing those subject tests.

Indeed, the social scientists» brief rather cautiously claims the existence of any benefit at all, describing the «positive impact» as «modest,» id., at 13, acknowledging that «there appears to be little or no effect on math scores,» id., at 14, and admitting that the «underlying reasons for these gains in achievement are not entirely clear,» id., at 15.11

Texas students have had a falloff in ACT English scores, but they have made steady gains in math and now outperform the nation in that subject.

Recent years» SAT scores have shown tiny gains in math, offset by declines in verbal performance.

LAUSD kids under @DrDeasyLAUSD outpaced other urban kids in gains on NAEP in reading & math, but raw scores still well behind big - city avg

I find that students in the Milwaukee Parental Choice Program had faster math score gains than, but similar reading score gains to, the comparison groups.