Sentences with phrase «math performance between»

A February 2012 article — New analysis makes case for higher ranking for U.S. schools — claimed that the problem is not as bad as we thought, because differences in math performance between the U.S. and other countries are actually small.

By 2000, math scores were roughly 0.3 standard deviations higher than predicted, an improvement about one quarter the size of the difference in math performance between Chicago students in consecutive grades in 1995.

One study by Martin Carnoy and Susanna Loeb of Stanford, which was based on state - level NAEP data, found that the within - state growth in math performance between 1996 and 2000 was larger in states with higher values on an accountability index, particularly for African American and Hispanic students in 8th grade.

Not exact matches

Performance gaps between black and Latino students and their white and Asian counterparts remained wide — some 30 points in ELA and even more in math.

Using income as well as math and reading scores, the study also found that the lower the household income during infancy, the worse the children's performance on reading and math in fifth grade — replicating the well - known gap between income and achievement.

Four experiments conducted using groups made up of between 12 and 36 participants revealed that switching between tasksin this case, solving math problems and classifying geometric objectstakes time, thus lowering performance.

By the time someone notices the discrepancy between their math ability and general performance, it may be too late to shore up shaky foundations.

September 21, 2017 • South Carolina researchers have drawn a connection between low - income students» poor performance on math tests and the time of month when their families run low on food stamps.

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.

Between 2002 and 2005, Match High School reversed student performance on MCAS math: in that time, the majority of sophomores went from struggling to excelling on the test.

Peterson also points to research by Harvard University's Martin West and German economist Ludger Woessmann, who examined the impact of school choice on the performance of 15 - year - old students in 29 industrialized countries and «discovered that the greater the competition between the public and private sector, the better all students do in math, science and reading.»

«The textbook deal is part of wider cooperation between the UK and China, and the government hopes to boost British students» performance in maths.»

Moreover, evidence from PISA 2012 found an association between students» reports of the frequency of inquiry - type activities and maths performance.

In absolute terms, the performance of U.S. students in 4th and 8th grade on the NAEP in math, reading, and science improved noticeably between 1995 and 2009.

Across the OECD, there is a strong relationship between the math performance of students from families with high and with low educational backgrounds.

Remarkably, the relationship between performance pay and math achievement remained essentially unchanged, regardless of the sensitivity test that I ran.

The results of this analysis show that, after only one year's time, attending a private - school improved student performance on standardized tests in math and reading by between 5.4 and 7.7 percentile points.

Between 2002 and 2005, 3rd graders in that state exhibited substantial improvements in performance on math assessments, a fact clearly reflected by Minnesota's accountability system.

With this year's IDEA determinations, the Department used multiple outcome measures that include students with disabilities» participation in state assessments, proficiency gaps between students with disabilities and all students, as well as performance in reading and math on the National Assessment of Educational Progress (NAEP) to produce a more comprehensive and thorough picture of the performance of children with disabilities in each state.

Between 1990 and 2009, 4th graders gained 27 points on the MAIN math test (just 7 points less than the size of the gap between DC and U. S. performance in 2000), but they gained only 13 points on the LTBetween 1990 and 2009, 4th graders gained 27 points on the MAIN math test (just 7 points less than the size of the gap between DC and U. S. performance in 2000), but they gained only 13 points on the LTbetween DC and U. S. performance in 2000), but they gained only 13 points on the LTT test.

As Paul Peterson recently pointed out in the Wall Street Journal (August 7, 2013), between 1999 and 2008, on the NAEP, white nine - year - olds gained 11 points in math, African American students gained 13 points, and Hispanic student performance improved by 21 points.

NAEP performances of both black and white students in 8th grade fell by one point in math and rose by just 2 points in reading between 2009 and 2015.

Between 2009 and 2012, the performance of 15 - year - olds on tests administered by the International Student Assessment (PISA) fell by 6 points in math and 2 points in reading.

For example, one study found that students in 6th grade registered a 42 percent increase in reading performance and a 63 percent increase in math learning between 1991 and 1996.

But the performance of the A + Plan improves when schools are assigned significantly different grades.The math learning gap between A and C schools was 11 percent; between A and D schools it was 14 percent, and the gap between A and F schools differed by 25 percent of a standard deviation.

Rather, it says schools would be placed in one of five performance categories based on student achievement and progress in reading and math, how well a school closes gaps between groups of students in academic achievement and in graduation rates, and on overall attendance and graduation rates.

Hill, Ball and Brian Rowan find only modest links between measures of the mathematical knowledge that teachers need for teaching and their students» performance on standardized math tests, and the vaunted Measures of Effective Teaching project had to abandon its content knowledge for teaching measures, designed to assess some aspects of pedagogical content knowledge, as they were not associated with student achievement.

In September 2005, Governor Romney introduced a comprehensive Education Reform bill aimed at closing two gaps: (1) the gap between Massachusetts student performance and our international competition, particularly in math and science; and (2) the achievement gaps within the state, between high - performing and low - performing schools.

Not only was the performance of disadvantaged pupils weak in England, but there was also a significant gap of a whole grade between the maths results they achieved and the grades of their better - off peers.

The main concern I have about the correlation between perceived poverty and educational opportunity is that U. S. students post mediocre performances on the PISA math test in general.

Performance differences between charter school students and their traditional public school peers were especially strong among black and Hispanic students in poverty and Hispanic students who are ELL in both reading and math.

To answer the question, Peterson and his colleagues tracked gains in test performance between the early 1990s and 2011 in 49 countries and in fact found noticeable progress by U. S. students in math, science, and reading in 4th and 8th grade on the National Assessment of Educational Progress (NAEP), but no better than their peers in other countries, who are progressing at least at the same rate.

If early - elementary - age students had more opportunities to experience success and parity with peers (particularly in areas other than math and reading, where large performance gaps between students at this age are common), they would be less likely to give up on school learning.

Principal Kevin Simmons said the «driving force» for the increase in math minutes came as state exam results showed declines in math scores and gaps in performance between racial and socioeconomic student groups.

There is a positive relationship between principal experience and school performance, particularly for math test scores and student absences.

He found significant variability in LAUSD teacher quality, as demonstrated by student performance on standardized tests in reading and math, and he concluded that differences between «high - performing» and «low - performing» teachers accounted for differences in student performance.

And the narrowing of the gap between black and white fourth - grade math students doesn't result from improved performance among black students relative to white students.

The gap in grade 12 performance between white and black students has actually grown since 1992 for reading and has not changed significantly for math since 2005 (the earliest data available).

There was also a marked difference between the performance of disadvantaged pupils (those eligible for the pupil premium) and their more advantaged peers, with just 36.7 % getting five good GCSEs, including maths and English, compared to 64.7 %.

This report outlines initial findings which describe a positive correlation between participation in summer learning programs and math academic performance.

The gap between high - and low - achieving students widened on a national math and science exam, a disparity that educators say is another sign that schools need to do more to lift the performance of their most challenged students.

The study, based on data collected by the OECD's Programme for International Student Assessment, looked at the academic performances of 15 - year - olds in many countries and found that, in places where it is more common to use the Internet at school for schoolwork, reading and math performance declined between 2000 and 2012.