Sentences with phrase «math test scores for»

More than 90 % of New York fourth - grade ELL students who took proficiency tests were in schools that reported math test scores for ELL students.

It found no statistically significant improvement in math test scores for students who participated in the program.

It found no statistically significant improvement in reading or math test scores for students participating in the program.

And attending a school in which blacks and Hispanics make up more than 75 percent of the student body lowers achievement of black, Hispanic, and Asian students but does not affect white students (in some of the analyzed years it actually had a small positive influence on math test scores for whites).

NAEP's long - term study shows no increases since 2008 in reading and math test scores for students aged 9 and 17.

Not exact matches

It is no coincidence that the school system in Finland, the darling of the international educational community for its superior test scores, is built on an experience - based model, where science and math are taught through doing, and labs take precedence over textbooks.

Girls, for example, now make up about half of the enrollment in high - school science and math classes and are scoring almost identically to their male classmates on standardized tests.

Results from the 2015 National Assessment of Educational Progress, a test conducted by Department of Education, also showed average math scores for 4th and 8th graders falling for the first time since 1990.

The United States has been falling behind on math and science test scores for decades — and waiting for help from the federal government is almost always a bad idea, no matter who is in office.

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.

- 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.

If you praise your child for scoring the most goals in the soccer game or for getting the highest grade on his math test, your words will fuel his competitive nature.

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 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!).

Approximately 30,000 students will take up to three - hour - long field tests for new Common Core - based exams starting Monday — a week ahead of official state exams that will count students» scores in math and English.

No consequences for teachers or principals related to student scores on state tests in English language arts and math given in grades 3 - 8 until the start of the 2019 - 20 school year.

For years, this school has lagged behind other schools in New York City on state math and English language arts tests (scoring 30 % in math and 22 % in ELA respectively, in 2014).

New York City's new schools chancellor pledged to boost training for elementary math teachers, after a national test found a drop in average math scores for the city's fourth - graders.

Test scores for third through eighth graders were released Wednesday and they show a dramatic drop in the number of New York state students who are considered proficient in math and English.

This summer, state education officials released statewide test results that showed a drop in the math and English scores for third through eighth graders as the new Common Core standards take hold.

New York City's new schools chancellor pledged to boost training for elementary math teachers on Tuesday, after a national test found a drop in average math scores for the city's fourth - graders.

The school, JHS / MS 80, has come under fire for dismal math and English test scores as well as allegations that its principal downplayed other violent incidents.

The resolution up for discussion in Comsewogue says the board «will seriously consider not administering the New York State standardized ELA and math exams in grades 3 - 8, and the science exam in grades 4 and 8,» citing disagreement with state funding and the linkage of teacher evaluations to student test scores.

In addition to a significant jump in math test scores, students receiving tutoring and mentoring failed two fewer courses per year on average than students who did not participate, and their likelihood of being «on track» for graduation rose by nearly one - half.

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.

Ferguson noted that the quality of the teacher (as determined by test scores, level of education, and experience) accounts for 43 percent of the difference in math scores of students in grades 3 to 5.

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.

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.

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.

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.

Schools were assigned an overall rating based on the pass rate of the lowest - scoring subgroup - test combination (e.g., math for whites), giving some schools strong incentives to focus on particular students and subjects.

The government had previously raised the bar on test scores by introducing higher floor standards, banning calculators for maths tests and introducing a spelling, punctuation and grammar test.

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.

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

After Arizona's Mesquite Elementary School developed a program to provide additional instruction time for students struggling with math, test scores shot to the top.

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.

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.

The correlations between our measures of fluid cognitive skills and 8th - grade math test scores are positive and statistically significant, ranging from 0.27 for working memory to 0.53 for fluid reasoning.

Test scores usually decrease as participation improves, yet in math the proportion of test - takers meeting the standard rose from 61 percent in the spring of 1998 to 67 percent for the class of 2Test scores usually decrease as participation improves, yet in math the proportion of test - takers meeting the standard rose from 61 percent in the spring of 1998 to 67 percent for the class of 2test - takers meeting the standard rose from 61 percent in the spring of 1998 to 67 percent for the class of 2002.

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.

• After adjusting for prior test scores and demographics, the school a student attends explains 34 percent of the variation in their math test scores and 24 percent of the variation in their reading test scores, but just 2 percent of the variation in their fluid cognitive skills.

Henry Levin likewise asserts that «the evaluators found that receiving a voucher resulted in no advantage in math or reading test scores for either [low achievers or students from SINI schools].»

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.

Test scores for the elementary schools have increased 6.5 points in reading and 9.8 points in math.

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» educatiFor 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» educatifor free or reduced - price lunch, and 85 percent of the gain associated with an additional year of parents» education.

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).