Sentences with phrase «math test score data»

A new analysis of reading and math test score data from across the country confirms just how much socioeconomic conditions matter.

Not exact matches

Using longitudinally linked, student - level data collected from two urban school districts, New York City and Washington, DC, Mathematica estimated the impacts of five EL middle schools on students» reading and math test scores.

So on a bright November afternoon three weeks after the test, Hope's math specialist, Christine Madison, and two of the school's 4th - grade teachers huddled over five pages of test - score data assembled for them by ANet.

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

Since the mid-1990s, the North Carolina Department of Public Instruction (NCDPI) has required all districts to submit data that include demographic information, attendance rates, and behavioral outcomes, yearly test scores in math and reading for grades 3 through 8, and subject - specific tests for higher grades.

Study coauthor Matthew Gaertner, who produced calculations for this article that were not part of the published study, said displaced student test scores dropped 12 percent in reading, 9 percent in math, and 19 percent in writing compared with what they would have scored had the school not closed (using modeling developed from historic test data).

We rely upon math test scores from the National Assessment of Educational Progress (NAEP) and various international tests to provide data on the cognitive skills of each state's adult workers.

In addition to test scores in math and science, the TIMSS data include information on teacher characteristics, qualifications, and classroom practices.

Data on state math and reading test scores for all Florida students attending public schools in grades 3 to 10 from the 2000 - 01 through 2008 - 09 years were analyzed.

Using the state test data and the full randomized sample, the evaluators report negative impacts for reading, math, and science scores at the end of third grade for children assigned to TVPK.

Data from 22,000 children involved in this study of the kindergarten class of 1998 — 99 show that, after controlling for family income, children who attended more academically oriented preschools had significantly higher scores in reading, math, and general knowledge when tested in the fall of their kindergarten year than children in preschool settings without academic content.

West's data on Florida includes annual FCAT math and reading test scores as well as two behavioral outcomes: days absent and a measure of whether they dropped out of high school by grade 10.

At Kernan Middle School in Duval County, Florida, charts in the conference room that serves as the data room list students» name, race, gender, homeroom, and scores from annual state reading and math tests.

The results are quite surprising: after adjusting the data for the effects of only a few observable characteristics, the black - white test - score gap in math and reading for students entering kindergarten essentially disappeared.

The initial test - score gaps for Hispanic students in the Early Childhood Longitudinal Study data were even greater than for blacks — 0.72 standard deviations in math and 0.43 standard deviations in reading.

In addition to test scores in math and science, the TIMSS data include background information on students» home and family life as well as data on teacher characteristics, qualifications, and classroom practices.

Thus adjusting the data for the effects of socioeconomic status reduces the estimated racial gaps in test scores by more than 40 percent in math and more than 66 percent in reading.

The data contain state math and reading test scores for all Florida students attending public schools in grades 3 to 10 from the 2000 — 01 through 2008 — 09 school years.

after adjusting the data for the effects of only a few observable characteristics, the black - white test - score gap in math and reading for students entering kindergarten essentially disappeared.

We also linked the lottery data to publicly available CPS data on students» middle schools, including the percentage of 8th graders who scored proficient or better on the math section of the Illinois Standards Achievement Test (ISAT), the percentage scoring proficient or better on the reading section, and the percentage of black or Hispanic students.

The most recent data from state test scores indicates that 95 per cent of the student here are proficient in math with a further 99 per cent proficient in reading.

In 2012, a pair of analyses published by Harvard University's Strategic Data Project found that the students of Board - certified teachers in the Los Angeles Unified School District and in Gwinnett County, Georgia, outperformed their peers by approximately two months in math and one month in English Language Arts, based on gains in student test scores.

It was the No Child Left Behind Act of 2001 (NCLB) that required schools, for the first time, to report truancy data to the federal government, alongside annual test scores in reading and math, as well as high school graduation rates.

Education Equality Index Scores are calculated using proficiency data from annual state assessments taken by students in math and reading across all grades tested.

The academy is a K - 8 school where fewer than half the students scored proficient or above on standardized math and reading tests in 2014 - 2015, the most recent year for which state data are available.

Students attending private schools receiving taxpayer - funded vouchers in a new statewide program did not score as high overall as public school students on state tests in reading and math, according to data released Tuesday by the Department of Public Instruction.

Today's enthusiastic embrace of data has waltzed us directly from a petulant resistance to performance measures to a reflexive and unsophisticated reliance on a few simple metrics — namely graduation rates, expenditures, and the reading and math test scores of students in grades 3 through 8.

The data points may include math scores from the previous year's cumulative tests, scores from a beginning of year inventory, chapter test, and other classroom test results, scores from the New York State Math Assessment (s), NWEA MAP results, and teacher recommendation.

For example, one district's state test data showed that eighth - grade math scores steadily improved over three years.

Critics point to a report released last week showing how school districts in San Mateo and Santa Clara counties ignore objective data like test scores and grades, and they often place black and Latino ninth - graders in math classes below their level.

That statement was based on preliminary test data, but subsequent recalculation revealed that math scores at Shaw declined 4 %, and reading scores declined 9 %.

The current list is based on standardized testing data from the era of No Child Left Behind, a federal law that graded schools heavily on math and reading scores.

Nationally, the data shows that test scores in key subjects like math and reading rose.

Because student performance on the state ELA and math tests is used to calculate scores on the Teacher Data Reports, the tests are high - stakes for teachers; and because New York City uses a similar statistical strategy to rank schools, they are high - stakes for schools as well.

With all states» math tests transformed to the same basis (statewide z - score) it was possible to aggregate and compare data across any state or assessment.

This summer, New York State will release the new iteration of the Teacher Data Reports, ranking English and math teachers in grades four through eight all across the state on their contributions to their students» scores on the state tests.

Using administrative data from the state of Texas, we measure the impact of having a UTeach teacher on student test scores in math and science in middle schools and high schools.

The announcement comes a week after a fresh set of National Assessment of Educational Progress data, for 2013, showed no change in high school seniors» average scores in either reading or math, as compared with 2009, when 12th graders were last tested.

Using panel data from North Carolina, we exploit the state's unique system of financing its local public schools to identify the causal effects of teacher assistants and other staff on student test scores in math and reading and other outcomes.

We use panel data in Washington State to study the extent to which teacher assignments between fourth and eighth grade explain gaps between advantaged and disadvantaged students — as defined by underrepresented minority status (URM) and eligibility for free or reduced price lunch (FRL)-- in their eighth grade math test scores and high school course taking.

The first graph below, in which each data point relates the average socioeconomic index score for a decile of a particular OECD country's students to that decile's average performance on PISA's math test, depicts this relationship.

Using three years of test score data (including the results released last month), the Manhattan Institute's Marcus Winters found that the program is generally boosting math and English scores in elementary and middle schools.

The «layered model,» as it is called by researchers, collects between three and five years of test - score data for each student in as many subjects as possible, including reading, math, science and social studies, in order to make predictions about how a student will score on a given test.

She analyzed data on four variables for the children: reading and math test scores; a measure of behavioral problems; and a measure of home environment, which looked at levels of cognitive stimulation and emotional support.