Sentences with phrase «math test scores read»

Over the years, the public education system became vulnerable to education fads - methods of teaching that were unproven but widely adopted, and recent studies are showing us an alarming rate of decrease in math test scores READ MORE HERE.

Not exact matches

It found that children of American homeowners scored no better on math and reading tests than renters» kids, nor did they have lower high - school dropout rates.

Comparing national test scores, Catholic schools in general (as with most private schools) perform better in both reading and math than public schools although the advantage is stronger in reading than in Math though the difference in Math was still statistically significant; however, this could be due to the self selecting nature of the students in Catholic schools where the parents have made the decision to value education to the extent of paying for it.

According to statistics from the U.S. Department of Education, the gap in eighth - grade reading and math test scores between low - income students and their wealthier peers hasn't shrunk at all over the past 20 years.

Students in 4th - 6th grade who went to bed an average of 30 - 40 minutes earlier improved in memory, motor speed, attention, and other abilities associated with math and reading test scores.

- The Department of Education, which has for years pushed an agenda that places paramount importance on schools» test scores, especially in reading and math, leaving no time for the nutrition education which is such an important part of helping children learn to make sensible eating choices.

Studies show that children who eat breakfast at the start of their school day have higher math and reading scores, and demonstrate a sharper memory and faster speeds on cognitive tests.

Even though almost every student at the KIPP Academy... is from a low - income family, and all but a few are either black or Hispanic, and most enter below grade level, they are still a step above other kids in the neighborhood; on their math tests in the fourth grade (the year before they arrived at KIPP), KIPP students in the Bronx scored well above the average for the district, and on their fourth - grade reading tests they often scored above the average for the entire city.

When kids eat breakfast they demonstrate broader vocabularies, improved memory and faster speed on cognitive tests, and they score higher in both reading and math.

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.

When compared to control group counterparts in randomized trials, infants and toddlers who participated in high - quality home visiting programs were shown to have more favorable scores for cognitive development and behavior, higher IQs and language scores, higher grade point averages and math and reading achievement test scores at age 9, and higher graduation rates from high school.

During the early school years, children spend a lot of time learning basics like reading and math — fundamental skills necessary for a productive life (not to mention good test scores!).

Randi Weingarten likes to brag a little about the reading and math test scores posted this year at two New York City charter schools she...

Though the student bodies in her schools have an overall poverty rate of 77 percent, they regularly register among the highest - scoring schools on standardized math and reading tests.

Seizing on a sharp drop in reading and math scores after students took their first Common Core tests, the teachers fed fears that kids would somehow suffer because their grades had fallen, when the opposite was true.

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 new research builds on two previous studies that found the two programs benefitted children in early elementary school, boosting third - grade reading and math - test scores and reducing third - grade special education placements.

Scores on standardized tests of academic areas such as reading, spelling, and math were analyzed.

The dataset included measures of students» academic competence, specifically test scores in math and reading, as well as psychosocial outcomes.

In a new longitudinal study, first - generation immigrant children who took part in a community - based intervention had higher scores on math and reading tests than their first - generation immigrant peers who did not participate in the program.

The failure was exemplified by high drop - out rates, dismal national test scores in math, reading, and other subjects, as well as widening achievement gaps.

Ladner found that the reading and math test scores of 3rd graders were higher in schools that offered all - day kindergarten or pre-K, but by 5th grade the differences had disappeared.

We use common statistical procedures to estimate the effect on math and reading test scores of each additional year of actual attendance at a charter school.

Sources might include reading and math achievement test scores, IQ scores, benchmark and state test results, and grade level progress in the curriculum.

The study found that OMA improved diverse students» test scores in reading, language arts, and math, as well as improving teachers» effectiveness.

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?

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.

It has become a mantra in education that No Child Left Behind, with its pressure to raise test scores, has reduced classroom time devoted to the arts (and science, social studies, and everything else besides reading and math).

For admission, they must score at an 8th - grade level on standardized reading and math tests (the Richmond Tech PLC raised that to 9th grade because it had so many applicants), pass an interview, and sign an achievement contract that also commits them to attend a daily meeting called Morning Motivation.

Third, many schools are developing strategies for goosing math and reading test scores in ways that may not contribute to (and may even undermine) later - life success.

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.

We use reading and math test scores to judge the quality of teachers, schools, and the full array of pedagogical, curricular, and policy interventions.

Applicants are more likely to be minority, more economically disadvantaged, and lower prior math and reading test scores

Consistent with other research on school effects, we find that the school a student attends can explain a substantial share of the overall variation in test scores: that single factor explains 34 percent of the variation in math scores and 24 percent of the variation for reading.

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.

Participants have lower prior math and reading test scores, more likely to be minority, more likely to be free - lunch eligible, less likely to be from «A» or «B» schools, less likely to be English - language learners

Further, one study used standardised test scores and found «significant positive associations between later start times and student maths scores and reading scores».

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.

Over the past seven years, my district has mandated quarterly and mini-testing leading up to the state test at the end of the year, homogeneously - leveled classes according to test scores, double - blocked reading and math classes for students who do not pass the state tests, detailed lesson plans aligned to tested reading skills, and a strict pacing guide designed to cover all skills on the state test.

We look at the students» scores on the Massachusetts Comprehensive Assessment System (MCAS) tests in math and reading (ELA) and improvements in those test scores over time.

Children in smaller groups score higher in all standard achievement tests, especially for reading and maths.

NCLB required that states test students in math and reading each year, that average student performance be publicized for every school, and that schools with persistently low test scores face an escalating series of sanctions.

Mean scale scores on state reading and math tests, median growth percentage, four - and seven - year graduation rates, progress in achieving English - language proficiency

But all previous evaluations of the effects of private schools or of school voucher programs reported test - score results for both reading and math, or a composite measure of the two, even if the researchers thought that one or the other was a better measure of school performance.

Reading and math test scores, English language proficiency, growth, four and seven year graduation rates

Of the 43,996 3rd graders in 2002 for whom we have valid test scores on both FCAT math and reading assessments, 60 percent were actually retained.

The results indicate that the effect of a later start time in both math and reading is more than twice as large for students in the bottom third of the test - score distribution than for students in the top third.

To evaluate the claim that No Child Left Behind and other test - based accountability policies are making teaching less attractive to academically talented individuals, the researchers compare the SAT scores of new teachers entering classrooms that typically face accountability - based test achievement pressures (grade 4 — 8 reading and math) and classrooms in those grades that do not involve high - stakes testing.