Sentences with phrase «math test scores meant»
It's well known that NCLB's narrow focus on reading and math test scores meant that too many students, especially poor students, ended up with little in their school day other than preparation to take tests in math and reading.
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Eating breakfast improves academic performance, health, and behavior; that means better performance on standardized tests, improved concentration and memory, better math scores, better attendance and fewer tardies, as well as fewer behavioral referrals to the front office.
And so, for the past 20 years, the question of whether school choice «works» has been understood to mean simply whether a school - choice program boosted reading and math test scores in a given year.
The first paper, released in July 2009 by Roland Fryer and Steven Levitt, found that while there are no mean differences between boys and girls in math when they start school, girls gradually lose ground, so that the gap between boys and girls after six years of schooling is half as large as the black - white test score gap.
For years now, advocates (present company included) have used state math and reading test scores as the primary means to argue that school choice «works.»
It includes the following classroom - level variables: school year and grade indicators, class - type indicators (honors, remedial), class size, indicators for teacher experience, and cubics in class and school - grade means of lagged test scores in math and English each interacted with grade.
The 44 higher - performing schools (those with average school - wide math and English test scores a full standard deviation above the mean) «create a shared, school - wide intense focus on the improvement of student outcomes,» it says.
Calculating mode, median, mean and range of test scores in English and Maths, deciding which average is best to use for comparing the distributions and writing comparisons.
Out of 1,183 Title I schools in Wisconsin, 58 — none in Dane County — were identified as «priority» schools, meaning they have the lowest percentage of students scoring proficient or advanced on math and reading tests.
This means that if your 3rd grader receives a grade equivalent score on an individual achievement test of grade 5.8 in math, that she is working, at least on the questions that were asked, at the level of an average late 5th grader.
To account for the limitations of the tests, Louisiana allows an exception if students score between one and a half and two standard deviations above the mean on three separate tests: the IQ test and the standardized math and English exams.
To be labeled gifted in Louisiana, by and large, students must score at least two standard deviations above the mean on a standardized reading and math test chosen by the district or on an intelligence test (two standard deviations above the mean translates to a score of 130 on the IQ test and is near the 98th percentile).
If these students score poorly on math and reading tests, this doesn't mean they — or their teachers — are fundamentally flawed or failing.
For the past several decades, American education reformers have focused on reading and math test scores as the primary means of holding schools and teachers accountable for improving student performance.
The Collaborative for Academic, Social, and Emotional Learning (CASEL), which works on SEL at a national level, conducted a meta - analysis in 2011 and found that systematic SEL implementation with fidelity led to a 9 - percentage - point drop in problem behaviors, a 9 - percentage - point increase in prosocial skills (meaning managing emotions and conflict appropriately), and an 11 - percentage - point increase in reading and math standardized test scores.