Sentences with phrase «math than their district school»

In 2009, CREDO reported that charter students performed somewhat worse in reading and substantially worse in math than their district school counterparts.

CREDO found that students who attended a public charter received one additional month of learning in reading and five additional months of learning in math than their district schools friends.

Not exact matches

More than 71,000 elementary and middle school students refused to take the state Common Core math test yesterday in 80 of Long Island's 124 school districts that responded to a Newsday survey — nearly 53 percent of those eligible for the exam in those systems.

In just the D.C. district ANet schools, the increases were smaller — 4 percent in English and 6.6 percent in math — but still better than the improvement of less than 2 percent posted by district schools that didn't partner with ANet.

Since 2007, the proportion of D.C. students scoring proficient or above on the rigorous and independent National Assessment of Educational Progress (NAEP) more than doubled in fourth grade reading and more than tripled in fourth grade math, bringing Washington up to the middle of the pack of urban school districts at that grade level, while the city's black students largely closed gaps with African American students nationwide.

And it seems to be working: In spring 2007, Enota students scored higher in math on the Criterion - Referenced Competency Test (CRCT, Georgia's annual standardized exam) than any other school in the district.

In a 2015 report, Stanford University's Center for Research on Education Outcomes (CREDO) found that the average charter - school student in the Bay Area attained significantly more growth in reading and math than similar students in nearby district schools — and that this difference increased the longer he or she stayed in a charter school.

A recent investigation of achievement in one large Tennessee school district (in which I am collaborating with Sanders and Paul Wright of the SAS Institute) has found that 20 percent of math teachers are recognizably better or worse than average by a conventional statistical criterion.

Specifically, I pointed out that gains on the National Assessment of Educational Progress under Rhee's tenure were much larger than average gains for the other ten urban school districts participating in the assessment in 8th grade math and in 4th grade reading and math.

A Brookings Institution study released in September 2002 concluded that student performance in charter schools was significantly lower than that of district schools on state tests in reading and math.

According to the Global Report Card, more than a third of the 30 school districts with the highest math achievement in the United States are actually charter schools.

Viewed as a group, schools managed by our CMOs achieve rates of proficiency on state assessments in reading and math that average about 9 percentage points higher than those of schools in their local districts (see Figure 2).

Conversely, late entrants at district schools had dramatically lower average 4th - grade test scores than on - time enrollees: 0.30 and 0.32 standard deviations lower in reading and math, respectively (in both cases, 0.29 standard deviations below the district average).

The CREDO analysis also shows that Michigan's low - income students, who comprise the vast majority of charter students in Detroit, make modest achievement gains (less than a month of additional learning in math each year) compared to district schools, as do black and Hispanic students.

School and district administrators can apply these suggestions to their own goals, including reminding parents and the community at large that the world is more technologically complex than it was when they studied math in high school and that the typical career is much more likely to require not only competency in statistics and analytics but also problem - solving sSchool and district administrators can apply these suggestions to their own goals, including reminding parents and the community at large that the world is more technologically complex than it was when they studied math in high school and that the typical career is much more likely to require not only competency in statistics and analytics but also problem - solving sschool and that the typical career is much more likely to require not only competency in statistics and analytics but also problem - solving skills.

In a randomized experiment in more than 500 schools within 59 districts for the reading portion of the project, 57 districts for the math portion, and seven states, approximately half of the participating districts were randomly offered quarterly benchmark student assessments and received extensive training on interpreting and using the data to guide reform.

The study found that after multimedia technology was used to support project - based learning, eighth graders in Union City, New Jersey, scored 27 percentage points higher than students from other urban and special needs school districts on statewide tests in reading, math, and writing achievement.

Charter schools in the NewSchools» portfolio achieve proficiency rates in reading and math that are about 9 percentage points higher, on average, than those achieved by schools in their host districts.

For example, some states prohibited districts from spending Title I on school climate supports, counselors, science, or other costs other than reading and math, even though that wasn't required by federal law and didn't reflect state policy priorities.

In 2013, the year before students transferred, fewer than 20 percent of students in the two unaccredited school districts were proficient in reading or math.

Students in district schools with three or more charter schools within a one - mile radius perform significantly better in math than students with just one charter in the neighborhood, and they are also significantly less likely to be retained.

Approximately 95 percent of CSGF's member schools enable students to outperform comparable district schools in both math and reading; nearly 70 percent of schools enable their students to outperform state averages in both math and reading, although they serve much higher than average percentages of low - income and minority students.

The students lucky enough to win the lottery and be admitted to a charter school subsequently scored higher on math and reading tests than did those who lost the lottery and remained in district schools.

At schools under for - profit management, students learned on average 25 percent of a standard deviation more in math each year of the six years of the intervention than they would have had the school been under district management.

At schools under nonprofit management, students learned, on average for the six years, 21 percent of a standard deviation less in math each year than they would have had their school remained under district management.

According to interviews with more than a dozen teachers and school administrators in five different districts, students in New York are taking more practice tests, and they're spending more time on math and reading — and less on other subjects — since Common Core was put into place.

In a ranking of 30 American urban school districts, 18 others performed better in math than Dallas, including Houston and New York City.

The Boston study of just over 2,000 students in the public school district's universal program for 4 - to -5-year-olds found greater gains in vocabulary and math for participating students compared with nonparticipants, after one year, than seen in any other study of other large - scale pre-K programs around the US.

On recent New York State tests, students in city charter schools, serving a population of more than 90 percent African - American and Latino students, exceeded district - wide proficiency rates in math by 13 percentage points and by 5 percent in English.

Even in school districts such as Howard County, where students have generally done well, less than half of students passed math.

• Compared to 41 other regions nationwide, Newark has the second - highest performing charter sector based on charter students» high growth rates in reading and math relative to similar students in district schools, according to a 2015 CREDO study • 30 % of students now attend a charter school, a figure that more than doubled in this period.

Similarly, English teachers in Miami - Dade County Public Schools demonstrate a persistent effect on math that is 46 percent as large as their effect on English, while math teachers in the district have a persistent effect on English that is less than five percent as large as their persistent effect on math.

Rep. Rosa Gill, a Democrat from Wake County and a former high school math teacher, likened Bryan and Brockman's achievement schools districts to little more than a «tangent» and a «knee - jerk» reaction to chronically struggling schools.

If states or districts tested math or literacy proficiency in more than one grade in elementary or in secondary schools, we averaged the percentages across the grades within the building level, resulting in a single achievement score for each school.

The I - Zone schools showed some of the highest gains on reading and math tests in the state last year, higher than both the rest of the district and the ASD.

Four years later, Dara Holt, the curriculum director for Valdosta City Schools (VCS), reports that DreamBox continues to boost achievement rates in K — 5 schools across the district, «We do universal screening three times a year and our math scores are higher than our rating scores every singlSchools (VCS), reports that DreamBox continues to boost achievement rates in K — 5 schools across the district, «We do universal screening three times a year and our math scores are higher than our rating scores every singlschools across the district, «We do universal screening three times a year and our math scores are higher than our rating scores every single time.

CREDO released a 2014 report (http://credo.stanford.edu/pdfs/LA2014ReleaseFinal.pdf) finding that the typical LA charter school student gains more learning in a year than his / her district school peer, amounting to about 50 more days of learning in reading and an additional 79 days of learning in math.

The school's English and math test scores were higher than the district average.

Across that period, charter schools statewide consistently provided greater academic growth than their district peers: on average, charter students over the course of the study saw the equivalent of 34 additional days in reading and 63 in math each year.

URBAN NAEP COVERAGE EdWeek: NAEP: Urban School Districts Improving Faster Than the Nation Baltimore Sun: Baltimore students score near bottom in reading, math on key national assessment Cleveland Plain Dealer: Vast poverty differences create unfair comparisons on Nation's Report Card Miami Herald: Miami and Florida students outperform peers on national test

On Long Island, which has 124 school districts, more than 20,000 students did not take this spring's English and math exams.

As a teacher, Brig learned the power of the PLC process firsthand, as his math team grew students more than any other team in any grade, in any tested subject in his 22,000 - student school district.

Each year, districts and schools were rated based on whether their elementary school kids performed better than the prior year's students in math and English.

the typical student in a New York City public charter school gains more learning in a year than his or her peer in a district public school, amounting to about one more month of learning in reading and five more months of learning in math.

Its graduation rate rose from 64.3 percent in 2007 to 78.8 percent in 2012, according to data provided by the district, and it narrowed the achievement gaps between the district's Hispanic students and Texas» white students by more than 50 percent on state tests in high school math and science.

The Coalition, representing more than two dozen national education organizations, calls for establishing meaningful public reporting and accountability requirements regarding student achievement beyond reading, math, and science at the school, district, and state levels.

The results for the typical student in a Harlem public charter school — approximately 25 percent of the city's charter students — were even more pronounced in math, on average gaining seven more months than his or her peer in a district public school, but less than a full additional month in reading.

Students attending charter schools affiliated with a Charter Management Organization have better learning gains than district school peers in both reading and math.

Traditional district schools, particularly Forest Hill and Cramer Elementary, more than doubled their proficiency in math.

But the majority of charter districts statewide perform even worse than the city school district for African - American students in eighth - grade math, the report noted.