Sentences with phrase «measured by math»

They found that not only did performance (as measured by math achievement of students) increase during the evaluation year, but the gains were sustained in subsequent years.

Significantly, the quality of the labor force as measured by math and science scores proved to be extremely important.

Not exact matches

Researchers measured 11 outcomes previously shown to be impacted by breast - feeding: body mass index (BMI); obesity; asthma; hyperactivity; parental attachment; behavior compliance; and achievement in vocabulary, reading recognition, math ability, intelligence and scholastic competence.

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.

But when the math says that a black hole's store of information is measured by its surface area, does that merely reflect a numerical accounting, or does it mean that the black hole's surface is where the information is actually stored?

Students» self - reported emotions were measured by questionnaires, and their achievement was assessed by year - end grades and scores on a math achievement test.

«We already know from a 2014 evaluation by FPG that the school readiness skills of children who attend Georgia's Pre-K significantly improve across a wide range of language, literacy, math, and other measures,» Early said.

Instead of being measured with real numbers, though, we measure complex manifolds with complex numbers, in which one of the coordinates includes a real number multiplied by the square root of negative 1 — an imaginary number that we call i. [Since the product of two negative numbers is positive, ordinary math suggests the square root of negative 1 can not exist — hence the moniker «imaginary.»]

Daily vitamin and mineral content is given for each herb by weight, however I measured each of these out for you on my handy kitchen scale and figured out all the math.

WHENEVER A cultural milestone lands, pop seismology dictates that it be measured not just by mood, but math.

The public release of these ratings — which attempt to isolate a teacher's contribution to his or her students» growth in math and English achievement, as measured by state tests — is one important piece of a much bigger attempt to focus school policy on what really matters: classroom learning.

Results of the study indicate that LTTA students perform better on math computation and estimation (as measured by the Canadian Achievement Test, CAT · 3) compared to students in similar non-LTTA schools.

The first of the reports, carried out by Education Datalab, measured what the impact of a «modest» 5 per cent pay increase for early - career maths and science teachers in England would have been, had it been introduced in 2010.

As stated by the government, it will put an end to schools aiming to maintain their league table status by simply putting their students through «non-academic» qualifications such as the intermediate GNVQ in ICT, which is measured to be the equivalent of four good GCSE passes, despite only requiring the teaching time of the maths GCSE.

You can measure verbal or math skills by determining whether a student is right or wrong on a test — in other words, whether they're learning or not.

Her child, a creative, bright - by - any - measure child, «just missed» the high math group last year, and Elaine did not realize the consequences until it was too late.

Inquiry based math offers collaborative learning and hands on inquiry requiring the children to solve problems, think critically and apply their knowledge of measure and scale, area, fractions, ratio tables and word problems with the four operations as they explore the journey made by the Pilgrims on board the Mayflower ship.

They will learn the concept by using math manipulatives to measure volume.

The authors justify their omission of half of the available evidence by claiming that math performance is a better measure of school performance than reading, since students likely get nearly all of their math instruction in school but much of their reading instruction at home.

We can't fix the limits of math and reading achievement tests by adding mandatory «grit» surveys or other measures.

Using more recent data, a report by the Center on Education Policy concludes that reading and math achievement as measured by state assessments has increased in most states since 2002 and that there have been smaller but similar patterns in NAEP scores.

Over half of poor and minority students have reading and math skills far below grade level, whether measured by the tough performance standards of the NAEP or by the standards of the various states.

My classmate Ted was a natural at math, one of the Two Talents measured by the SATs at the time, and on a sure path to Most Favored Student status.

Importantly, the schools attended by students in our sample include both open - enrollment public schools operated by the local school district and five over-subscribed charter schools that have been shown to have large, positive impacts on student achievement as measured by state math and English language arts tests.

Another study, by Eric Hanushek and Margaret Raymond, both also at Stanford, evaluated the impact of school - accountability policies on state - level NAEP math and reading achievement measured by the difference between the performance of a state's 8th graders and that of 4th graders in the same state four years earlier.

Yet, barely a day goes by when I'm not having a conversation or reading something in which movement in reading and math scores is treated as a self - evident, unqualified measure of learning.

«It is possible that they haven't mastered the math content measured by the item, but it is also possible that they have difficulties comprehending the English text; or it could be both.»

The achievement gap between middle - school students and K — 8 students is put in stark relief in Figure 1, which displays our estimates of the impact of attending a middle school on student achievement as measured by standardized tests in math and English Language Arts.

In the specific year when students move to a middle school (or to a junior high), their academic achievement, as measured by standardized tests, falls substantially in both math and English relative to that of their counterparts who continue to attend a K — 8 elementary school.

By way of comparison, the authors note that the impact of being assigned to a teacher in the top - quartile rather than one in the bottom quartile in terms of their total effect on student achievement as measured by student - test - based measures of teacher effectiveness is seven percentile points in reading and six points in matBy way of comparison, the authors note that the impact of being assigned to a teacher in the top - quartile rather than one in the bottom quartile in terms of their total effect on student achievement as measured by student - test - based measures of teacher effectiveness is seven percentile points in reading and six points in matby student - test - based measures of teacher effectiveness is seven percentile points in reading and six points in math.

I infer the priorities of administrators and teachers from educational outcomes, as measured by student performance on the state's math test.

Of the elementary and middle schools the survey respondents rated, 14 percent received a grade of «A,» 41 percent received a «B» grade, while 36 percent received a «C.» Seven percent were given a «D» and 2 percent an «F.» These subjective ratings were compared with data on actual school quality as measured by the percentage of students in each school who achieved «proficiency» in math and reading on states» accountability exams during the 2007 - 08 school year.

But not for all the usual reasons that people raise concerns: the worry about whether we've got good measures of teacher performance, especially for instructors in subjects other than reading and math; the likelihood that tying achievement to evaluations will spur teaching to the test in ways that warp instruction and curriculum; the futility of trying to «principal - proof» our schools by forcing formulaic, one - size - fits - all evaluation models upon all K — 12 campuses; the terrible timing of introducing new evaluation systems at the same time that educators are working to implement the Common Core.

Finally, this research helps demonstrate that schools produce important educational outcomes other than those captured by math and reading test scores, and that it is possible for researchers to collect measures of those other outcomes.

Under the new system, grades one through three are measured against a goal of reading by the end of third grade; grades four through six on proficient or advanced performance on the English and math portions of a state test indicating middle school readiness; seven, eight, and nine on high school readiness with passing all ninth - grade; grades 10, 11, and 12 focus on the goal of high school graduation.

We compared a principal's assessment of how effective a teacher is at raising student reading or math achievement, one of the specific items principals were asked about, with that teacher's actual ability to do so as measured by their value added, the difference in student achievement that we can attribute to the teacher.

Our basic value - added model measures the effectiveness of a principal by examining the extent to which math achievement in a school is higher or lower than would be expected based on the characteristics of students in that school, including their achievement in the prior year.

We find a positive correlation between a principal's assessment of how effective a teacher is at raising student achievement and that teacher's success in doing so as measured by the value - added approach: 0.32 for reading and 0.36 for math.

Your students can experience a variety of artifacts by rotating them, zooming in on them, and even measuring them with near - exact accuracy (which can be particularly handy for a science or math lesson).

For a better sense of the magnitude of these estimates, consider a student who begins the year at the 50th percentile and is assigned to a top - quartile teacher as measured by the Overall Classroom Practices score; by the end of the school year, that student, on average, will score about three percentile points higher in reading and about two points higher in math than a peer who began the year at the same achievement level but was assigned to a bottom - quartile teacher.

We can either use reading and math gains as imperfect indicators of effectiveness while working to build better measures — buttressed by school visits and the like — or we can succumb to «analysis paralysis» and do nothing.

We measure the initial impact of the EITP on a school's math and reading achievement by comparing student achievement between the Cohort 1 and Cohort 2 schools at the end of the 2008 — 09 school year, during which Cohort 1 schools implemented the EITP but Cohort 2 schools did not.

We all fantasize about a world in which student learning growth on math and reading tests is calculated and used by central authorities to judge quality, but the reality is that very few school systems actually rely heavily on value - added measures (VAM).

At Blackstone Valley Prep, analysis of the suburban and urban students» scores on the 2013 state exams measuring proficiency in reading and math offers 80 different snapshots, by grade, subject and family income, with Blackstone students faring better than their peers on nearly all.

The authors found that in the specific year when students move to a middle school (or to a junior high), their academic achievement, as measured by standardized tests, falls substantially in both math and English relative to that of their counterparts who continue to attend a K — 8 elementary school.

«There's no way to measure performance other than in math or reading, other than by observing teachers in the classroom, but that's extremely expensive, so no one is talking about that,» says Rothstein.

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.

The Spring Budget has been outlined by the chancellor Phillip Hammond in parliament, which includes measures designed to improve maths and computing in schools.

Standards - based reform was fed by three factors: increased expectations for learning beyond high school, which led to a focus on college readiness for all; the availability of reliable and cheap measures of student proficiency in reading and math; and the push for teacher and school accountability.

Still, it is important to keep in mind that our results are limited to student achievement as measured by the 2003 TIMSS test scores in 8th - grade math and science in the United States.