Sentences with phrase «more in reading achievement»

A separate study of the ECLS - K data, also by Peterson and Llaudet, similarly showed that private school students gained significantly more in reading achievement than demographically similar public school students in schools with similar student populations.

Not exact matches

(Look back at so many more achievements, read our Year in Review here.

The scale of the achievement can be seen in the fact that, barring a second place finish in the following season, Alania have never broken back into the top five of the... [Read more...]

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.

To read more about the biggest scientific achievements of 2014, as well as the see the biggest breakdowns of the year, find out about exciting areas to watch in 2015, and judge us on last year's predictions, check out our full Breakthrough of the Year special issue.

MAUNAKEA, Hawaii — The W. M. Keck Observatory in Hawaii has just been awarded the 2015 NASA Group Achievement Award for pioneering the Keck Observatory Archive (KOA) ten years ago, which has... Read more»

I very rarely watch a film twice, I never read a book more than once, and unless it's to pick up a couple of super easy achievements, I'll never ever play through the same story campaign in a blockbusting AAA game once those credits have rolled.

It's more focused on attacking the right - wing detractors and Mel Gibson's Passion than in acknowledging the achievements of Scorsese's film, but it's an okay read nonetheless.

The study, conducted by McCartney, Boston College Associate Professor Eric Dearing, and Samford University Professor Beck Taylor, looked at reading and math achievement of more than 1,300 children in middle childhood from economic backgrounds ranging from poor to affluent.

Read more stories from The Achievement Alliance about successful schools in the Education World feature Turnaround Tales.

Earlier experimental evaluations of voucher programs were somewhat more likely to report achievement gains from the programs in math than in reading — the opposite of what was observed for the OSP.

Reading achievement is more dependent on learning activities in the home than is math or science achievement (The College Board, 1994) and the single most important activity for building knowledge required for eventual success in reading is reading aloud to children (Anderson et al.,Reading achievement is more dependent on learning activities in the home than is math or science achievement (The College Board, 1994) and the single most important activity for building knowledge required for eventual success in reading is reading aloud to children (Anderson et al.,reading is reading aloud to children (Anderson et al.,reading aloud to children (Anderson et al., 1985).

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.

You can read more about her life and achievements in this article from the Chicago Tribune.

In our balanced budget I proposed a comprehensive strategy to help make our schools the best in the world — to have high national standards of academic achievement, national tests in 4th grade reading and 8th grade math, strengthening math instruction in middle schools, providing smaller classes in the early grades so that teachers can give students the attention they deserve, working to hire more well - prepared and nationally certified teachers, modernizing our schools for the 21st century, supporting more charter schools, encouraging public school choice, ending social promotion, demanding greater accountability from students and teachers, principals and parentIn our balanced budget I proposed a comprehensive strategy to help make our schools the best in the world — to have high national standards of academic achievement, national tests in 4th grade reading and 8th grade math, strengthening math instruction in middle schools, providing smaller classes in the early grades so that teachers can give students the attention they deserve, working to hire more well - prepared and nationally certified teachers, modernizing our schools for the 21st century, supporting more charter schools, encouraging public school choice, ending social promotion, demanding greater accountability from students and teachers, principals and parentin the world — to have high national standards of academic achievement, national tests in 4th grade reading and 8th grade math, strengthening math instruction in middle schools, providing smaller classes in the early grades so that teachers can give students the attention they deserve, working to hire more well - prepared and nationally certified teachers, modernizing our schools for the 21st century, supporting more charter schools, encouraging public school choice, ending social promotion, demanding greater accountability from students and teachers, principals and parentin 4th grade reading and 8th grade math, strengthening math instruction in middle schools, providing smaller classes in the early grades so that teachers can give students the attention they deserve, working to hire more well - prepared and nationally certified teachers, modernizing our schools for the 21st century, supporting more charter schools, encouraging public school choice, ending social promotion, demanding greater accountability from students and teachers, principals and parentin middle schools, providing smaller classes in the early grades so that teachers can give students the attention they deserve, working to hire more well - prepared and nationally certified teachers, modernizing our schools for the 21st century, supporting more charter schools, encouraging public school choice, ending social promotion, demanding greater accountability from students and teachers, principals and parentin the early grades so that teachers can give students the attention they deserve, working to hire more well - prepared and nationally certified teachers, modernizing our schools for the 21st century, supporting more charter schools, encouraging public school choice, ending social promotion, demanding greater accountability from students and teachers, principals and parents.

In addition, a series of studies by David Grissmer and colleagues found that early math and reading achievement tests are not even very good predictors of later test results relative to other types of skills and more general knowledge.

They conclude: «Paradoxically, higher long - term achievement in math and reading may require reduced direct emphasis on math and reading and more time and stronger curricula outside math and reading.»

In reading, the achievement gap has improved slightly more than in math (0.3 standard deviations), but after a half century, the average black student scores at just the 22nd percentile of the white distributioIn reading, the achievement gap has improved slightly more than in math (0.3 standard deviations), but after a half century, the average black student scores at just the 22nd percentile of the white distributioin math (0.3 standard deviations), but after a half century, the average black student scores at just the 22nd percentile of the white distribution.

Using the National Assessment of Education Progress (NAEP) as our measure, we found some states had raised the achievement of economically disadvantaged students the equivalent of a full grade level or more in just eight years, 2003 - 2008 — this at grades four and eight and in reading and math.

Four years later, she takes it as almost a personal failure that the 4th graders in her Reading First schools, more than 3,700 students, have cut the achievement gap with the state by more than half but haven't eliminated it.

The most enduring achievement of Reading First may be that it has nurtured a group of state leaders who have developed deep expertise in the science of reading instruction and have been able to get steadily better at helping the districts teach more children how tReading First may be that it has nurtured a group of state leaders who have developed deep expertise in the science of reading instruction and have been able to get steadily better at helping the districts teach more children how treading instruction and have been able to get steadily better at helping the districts teach more children how to read.

To provide a more rigorous evaluation of the program's impact, we compare the reading and English performance of individual students attending NLP and comparison schools in 1997 and 1998, while taking into account a wide variety of school characteristics that could also influence student achievement.

For example, in Alabama's 94 Reading First schools, the percentage of all 4th graders deemed to be proficient (stanine 5 and above) on the Stanford Achievement Test rose 12.7 points, from 40.1 percent in 2003 to 52.8 percent in 2007, more than twice as fast as the gain for students at other schools (which rose 5.5 points, from 64.2 percent to 69.7 percent in the same period).

Low - income students are particularly sensitive to this phenomenon some research suggests that more than half of the achievement gap seen in reading between these students and their wealthier peers can be attributed to summer loss.

They include Emily Callahan and Amber Jackson, who are using their skills and intellect to turn oil rigs into coral reefs; Nate Parker, the activist filmmaker, writer, humanitarian and director of The Birth of a Nation; Scott Harrison, the founder of Charity Water, whose projects are delivering clean water to over 6 million people; Anthony D. Romero, the executive director of the ACLU, who has dedicated his life to protecting the liberties of Americans; Louise Psihoyos, the award - winning filmmaker and executive director of the Oceanic Preservation Society; Jennifer Jacquet, an environmental social scientist who focuses on large - scale cooperation dilemmas and is the author of «Is Shame Necessary»; Brent Stapelkamp, whose work promotes ways to mitigate the conflict between lions and livestock owners and who is the last researcher to have tracked famed Cecil the Lion; Fabio Zaffagnini, creator of Rockin» 1000, co-founder of Trail Me Up, and an expert in crowd funding and social innovation; Alan Eustace, who worked with the StratEx team responsible for the highest exit altitude skydive; Renaud Laplanche, founder and CEO of the Lending Club — the world's largest online credit marketplace working to make loans more affordable and returns more solid; the Suskind Family, who developed the «affinity therapy» that's showing broad success in addressing the core social communication deficits of autism; Jenna Arnold and Greg Segal, whose goal is to flip supply and demand for organ transplants and build the country's first central organ donor registry, creating more culturally relevant ways for people to share their donor wishes; Adam Foss, founder of SCDAO, a reading project designed to bridge the achievement gap of area elementary school students, Hilde Kate Lysiak (age 9) and sister Isabel Rose (age 12), Publishers of the Orange Street News that has received widespread acclaim for its reporting, and Max Kenner, the man responsible for the Bard Prison Initiative which enrolls incarcerated individuals in academic programs culminating ultimately in college degrees.

There are 1.9 million more children in good or outstanding schools than in 2010, 9 out of 10 schools were given this rating at their last inspection and our recent rise up the international rankings for reading and literacy puts England's achievements on a global scale.

; Scott Harrison, the founder of Charity Water, whose projects are delivering clean water to over 6 million people; Anthony D. Romero, the executive director of the ACLU, who has dedicated his life to protecting the liberties of Americans; Louise Psihoyos, the award - winning filmmaker and executive director of the Oceanic Preservation Society; Jennifer Jacquet, an environmental social scientist who focuses on large - scale cooperation dilemmas and is the author of «Is Shame Necessary»; Brent Stapelkamp, whose work promotes ways to mitigate the conflict between lions and livestock owners and who is the last researcher to have tracked famed Cecil the Lion; Fabio Zaffagnini, creator of Rockin» 1000, co-founder of Trail Me Up, and an expert in crowd funding and social innovation; Alan Eustace, who worked with the StratEx team responsible for the highest exit altitude skydive; Renaud Laplanche, founder and CEO of the Lending Club — the world's largest online credit marketplace working to make loans more affordable and returns more solid; the Suskind Family, who developed the «affinity therapy» that's showing broad success in addressing the core social communication deficits of autism; Jenna Arnold and Greg Segal, whose goal is to flip supply and demand for organ transplants and build the country's first central organ donor registry, creating more culturally relevant ways for people to share their donor wishes; Adam Foss, founder of SCDAO, a reading project designed to bridge the achievement gap of area elementary school students, Hilde Kate Lysiak (age 9) and sister Isabel Rose (age 12), Publishers of the Orange Street News that has received widespread acclaim for its reporting, and Max Kenner, the man responsible for the Bard Prison Initiative which enrolls incarcerated individuals in academic programs culminating ultimately in college degrees.

For more information on the grading framework for Quality Counts 2014, read Equity in Achievement, Funding a Hurdle for States Amid Progress.

For more information on New Orleans, read «Good News for New Orleans: Early evidence shows reforms lifting student achievement,» by Douglas N. Harris, and «Many Options in New Orleans Choice System: School characteristics vary widely,» by Paula Arce - Trigatti, Douglas N. Harris, Huriya Jabbar, and Jane Arnold Lincove.

«Common Core is pushing us toward a higher level of achievement, and that depth is predicated on an ability to use language in sophisticated... read more

The results, however, also revealed wide disparities in achievement among student groups, with 65 percent of English language learners, 46 percent... read more

You can learn more about how family background influences student achievement by reading the full article in our Spring 2016 issue, which commemorated the fiftieth anniversary of James S. Coleman's «Equality of Educational Opportunity» report.

More than 63 percent of TFA teachers generated achievement gains in reading that were higher than the median achievement gains for new non-TFA teachers (see Figure 3).

This is consistent with a number of studies that show larger effects in math than in reading, presumably because reading achievement is more strongly influenced by family and other factors besides schooling.

The correlation appeared once more in the 2006 data set, where all 56 countries had a significant correlation between reading and science achievement, ranging from 0.603 to 0.902.

In both cases, the connection between reading achievement and science achievement seems to be more than just an artifact of reading difficulty of the science questions, as it remains high even when reading difficulty decreases.

«In all countries, students in the upper tercile of reading achievement answered more science questions correctly» That's fairly convincing that all students deserve high - quality reading instructioIn all countries, students in the upper tercile of reading achievement answered more science questions correctly» That's fairly convincing that all students deserve high - quality reading instructioin the upper tercile of reading achievement answered more science questions correctly» That's fairly convincing that all students deserve high - quality reading instruction.

One researcher analyzed three different sets of PISA scores, representing more than 800,000 students in more than 50 countries.1 For the 2000 data set, there was a statistically significant correlation between reading and science achievement in all 43 countries examined, with correlations ranging from 0.675 to 0.916.

In all countries, students in the upper tercile of reading achievement answered more science questions correctly, on average, than students in the other two tercileIn all countries, students in the upper tercile of reading achievement answered more science questions correctly, on average, than students in the other two tercilein the upper tercile of reading achievement answered more science questions correctly, on average, than students in the other two tercilein the other two terciles.

In a follow - up intervention study of first - grade teachers engaged in small - group instruction, Anderson, Evertson, and Brophy (1979) found that greater achievement was related to more time spent in reading groups, more active instruction, shorter transitions, introduction of lessons with an overview, and follow - up by teachers to incorrect responses with attempts to improve upon theIn a follow - up intervention study of first - grade teachers engaged in small - group instruction, Anderson, Evertson, and Brophy (1979) found that greater achievement was related to more time spent in reading groups, more active instruction, shorter transitions, introduction of lessons with an overview, and follow - up by teachers to incorrect responses with attempts to improve upon thein small - group instruction, Anderson, Evertson, and Brophy (1979) found that greater achievement was related to more time spent in reading groups, more active instruction, shorter transitions, introduction of lessons with an overview, and follow - up by teachers to incorrect responses with attempts to improve upon thein reading groups, more active instruction, shorter transitions, introduction of lessons with an overview, and follow - up by teachers to incorrect responses with attempts to improve upon them.

More than two - thirds of charter students were found to perform better in reading and math and to have a significant achievement advantage over students in the nearest regular public school.

After a two - month period (40 consecutive school days) implementing this poetry lesson plan, Ms. Eikenberry found that her third graders made over a year's worth of growth in reading achievement as measured by the i - Ready reading comprehension standards, while her fourth grade students made more than three - quarters of a year's growth.

One of the few large - scale national studies of magnet schools found that magnet schools were more effective than traditional public schools, Catholic schools, and secular private schools at raising student achievement in reading and social studies.

The initial study reported in 1992 (Romance & Vitale, 1992) showed that 4th grade Science IDEAS students displayed higher achievement on nationally - normed tests in reading comprehension and in science (in comparison to demographically similar students) and more positive attitudes and self - confidence toward reading comprehension and science.

It can also help students make significant gains in academic achievement — on average, a gain of 11 percentile points in reading and math, according to a 2011 review of more than 200 studies published in the journal Child Development.

How can simple tools — already at your fingertips — work more effectively to improve student achievement in reading, math, and more?

After more than a decade of heavy investment in closing achievement gaps and bringing all students to proficiency in reading and mathematics, the United States has fewer low - performing students on the Program for International Student Assessment — but only in science.

Authors of the world's largest annual study of the reading habits of K — 12 students — the report for the 2015 — 2016 school year encompassed nearly 9.9 million students in more than 30,000 schools across the U.S. — examined both third - grade and sixth - grade students who started the year in the bottom quarter of reading achievement.

Teacher turnover costs more than $ 2.2 billion in the U.S. each year and has been shown to decrease student achievement in the form of reading and math test scores.

Low - income students also lose more than two months in reading achievement, despite the fact that their middle - class peers make slight gains.»