Sentences with phrase «middle school test scores»

One K — 8 pilot school opened too late to contribute middle school test scores from K2 applicants.

As a further point of comparison I provide results from a study [xvii] of Project STAR that examined the impact on middle school test scores of exposure to class size reduction in the early grades.

Not exact matches

Arlington Heights School District 25, which has seven elementary and two middle schools, boasts above - average state test scores.

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.

I also thought that his time - goals for raising test scores for the middle school students were unrealistic.

A New York City proposal to diversify middle schools on Manhattan's Upper West Side, by setting aside seats for children with low test scores, is facing stiff resistance from parents worried their high - achieving children might lose access to the popular public schools.

The DOE wants the middle school planed for vacant sections of popular P.S. 158 to admit students who meet somewhat stringent admissions criteria, such as good attendance records or test scores, as well as students who would meet lower standards, according to a notice released by the department.

A proposal to diversify middle schools on the Upper West Side, by setting aside seats for children with low test scores, is facing stiff resistance from some parents.

But test scores and other evidence show that many U.S. middle and high school students struggle to understand even basic chemical reactions such as oxidation or photosynthesis.

Based on a study of more than 30,000 elementary, middle, and high school students conducted in winter 2015 - 16, researchers found that elementary and middle school students scored lower on a computer - based test that did not allow them to return to previous items than on two comparable tests — paper - or computer - based — that allowed them to skip, review, and change previous responses.

Late - term infants outperformed full - term infants in all three cognitive dimensions (higher average test scores in elementary and middle school, a 2.8 percent higher probability of being gifted, and a 3.1 percent reduced probability of poor cognitive outcomes) compared to full - term infants.

Although white students comprised 55 % of the representative sample of 122,000 middle school students who took portions of the test, they make up 76 % of those scoring above 176.

- Kids who exercised before school versus those who exercised in the middle of the day had better test scores.

Wrong Answer will be based in part on a New Yorker article about the Atlanta teachers who were in an untenable situation — the No Child Left Behind Act that was passed in 2001 threatened to shut down the Parks Middle School based on standardized test scores with no consideration for testing bias.

Tough presents particularly compelling narratives about the progress of one Promise Academy elementary school and the middle school, the former achieving dramatic increases in test scores, and the latter temporarily closing its doors to new students as a result of poor (albeit improving) performance.

Concern over U.S. students» middling test scores vies with caution about cultural and other factors that shape school improvement.

It'll boost their reading scores; prepare them to succeed in middle school, high school, and beyond, where U.S. test scores (and other metrics) crash; and equalize opportunity in American society in ways that no anti-poverty or compensatory education program can possibly do.

In addition, the differences in test - score gains between bottom - and top - quartile students on each non-cognitive skill amount to almost a full year's worth of learning in math over the middle school years.

On average across middle and high school math, TFA teachers out - performed veteran teachers by 0.07 standard deviations, the equivalent of 2.6 additional months of instruction or helping a student move from the 27th to the 30th percentile on a normal distribution of test scores.

For example, this method would compare the test scores of students at a middle school that had a 7:30 start time from 1999 to 2003 to the scores of students at the same school when it had an 8:00 start time from 2004 to 2006.

[7] And there exists some case study evidence from Wake County, NC, which changed middle school busing schedules, suggesting that later start times for adolescents improves test scores.

A study conducted by Fordham University researchers found that reading and math scores on standardized tests are higher at IS 218 than at comparable middle schools.

Of course, increased sleep is not the only possible reason later - starting middle - school students have higher test scores.

If elementary students are not affected by later start times, as my data suggest (albeit not definitively), it may be possible to increase test scores for middle school students at no cost by having elementary schools start first.

Students who attend middle schools at risk of dropping out of high school As compared to students in K - 8 elementary schools, middle school students also score lower on achievement tests.

In New York City, «roughly a quarter of the city's middle schools and a third of high schools screen applicants based on their grades, test scores, artistic talents and other criteria,» Monica Disare notes in an article for Chalkbeat.

Controlling for student demographics, 8th - grade test scores, English language skills, special education program participation, free or reduced - price lunch status (a measure of family income), and mobility during middle school does not alter the basic patterns of graduation and college attendance seen in the descriptive comparisons.

This 0.04 standard deviation deficit represents roughly one - quarter of the largest test - score declines we attribute to middle - school attendance.

For example, dissatisfaction with performance in a charter middle school that is not captured by test scores (such as discipline issues or a poor fit between the student's interests or ability and the curriculum being offered) could lead parents to choose to send their child to a traditional public high school.

No matter whether students enter a middle school in the 6th or the 7th grade, middle - school students experience, on average, a large initial drop in their test scores.

Controlling for key student characteristics (including demographics, prior test scores, and the prior choice to enroll in a charter middle school), students who attend a charter high school are 7 to 15 percentage points more likely to earn a standard diploma than students who attend a traditional public high school.

We don't yet know whether the troubling slide in test scores for middle - school students persists through the end of high school, a question that is certainly worth studying.

Contrast that decline with the 6th - grade test scores for students who will enter middle school the following year, in the 7th grade.

The scores used to determine whether students demonstrated proficiency on the test were set too low, resulting in unexpectedly high passing rates for the state's elementary and middle school students.

We could not find evidence in our data to support this explanation for the initial drop in test scores upon transitioning to a middle school.

So far, high scores on relatively low - bar state tests have served to assure middle - class parents that their traditional public schools are good and their real - estate investments are safe.

Unlike entering test scores, most demographic characteristics at KIPP schools remain stable throughout middle school.

Using 2015 test - score data and comparing schools with similar percentages of low - income kids, charters outperform DPS - operated schools at the middle and high school level but not at the elementary level, where there are only 10 charters.

As compared to students in K - 8 elementary schools, middle school students also score lower on achievement tests.

But, he says, even though King Middle School and Casco Bay High School score above the state average on standardized tests, there's no way to know how much of that success is due to the laptops, the expeditionary learning, the collaboration among teachers, or something else entirely.

The simple correlation between spending per student and average TIMSS test scores is 0.13 in primary school and 0.16 in middle school, on a scale where 1.0 denotes an absolute positive correlation between the two variables and 0 signals no correlation (see figure 2).

Using students» test scores as one part of evaluations for teachers, principals, and superintendents is associated with better academic performance at schools serving the middle grades, a report released this week has found.

At these schools, the population of entering 9th graders was less likely to be older than usual for their grade, had higher middle - school attendance rates, and had higher average 8th - grade test scores.

The school board decided to require the two - hour reading block at 59 elementary and 12 middle schools where students average scores of 25 or less on the Stanford Achievement Test.

In the program's first year, the bonus program boost to math scores was 3.2 points on the New York state test, or 0.08 standard deviations, in schools with small cohorts of teachers with tested students (approximately ten or fewer such teachers in elementary and K - 8 schools and five or fewer such teachers in middle schools).

At the tracking schools, the test scores of students who started out in the middle of their class do not seem to be affected by which section (top or bottom) the students were later assigned to.

Test scores languished, school buildings were a century old, and middle - class families had long since made an exodus to the suburbs.

Data from the tracking schools allow us to estimate the effect of being taught with a higher - achieving vs. lower - achieving peer group by comparing students with baseline test scores in the middle of the distribution.

This pattern of test - score effects — showing positive results in urban areas with many low - income students, but neutral or even negative effects elsewhere — also appears in a national study of oversubscribed charter middle schools funded by the U.S. Department of Education.

According to a 2002 study of children in Dane County, Wisconsin, by urban - policy consultant David Rusk, low - income children at schools with a middle - class majority scored 20 - 32 percent higher on standardized tests compared with what their scores would be at schools with a lower percentage of middle - class students.