Sentences with phrase «of progress in math»

You may have heard about «summer slide», where over the summer students can lose two to three months of progress in math and reading and fall behind when they return to school in the fall.

(The lack of progress in math is due to the extremely strong math scores in the charter sector, a value - added.3.

After collecting a century's worth of academic studies, summer - learning expert Harris Cooper, now at Duke University, concluded that, on average, all students lose about a month of progress in math skills each summer, while low - income students slip as many as three months in reading comprehension, compared with middle - income students.

Additionally, 90 per cent of pupils made two Levels of progress in maths, an eight per cent increase from 2010.

Also, for either a primary or a secondary school to be considered underperforming, more pupils than the national average must be failing to make the expected amount of progress in maths and English.

Not exact matches

Look at STEM (science, technology, engineering and math)-- if we focused on finding early indicators of high performers in our education system, then treated them differently as they progressed through school as potential Canadian innovators, by the time they got to Grade 12 and were thinking about university, they would be wildly ahead of the innovation curve.»

Private school students, on average, score better than public school students in reading, math and a host of other subject areas, according to the National Assessment of Educational Progress.

New York's school children made incremental progress in math scores but no gains in English tests in the second year of Common Core - related exams.

«How long before the simple math of reductions in state aid, and the tax levy [increase] limit, make it impossible for us to sustain our progress?»

Now a primary school with fewer than 60 per cent of pupils achieving the basic standard of level 4 in reading, writing and maths (that increases to 65 per cent next year), and fewer pupils than average making the expected levels of progress between KS1 and KS2 will be taken over.

The phaseout of the MSP program would be a blow to university researchers, who use NSF funding to link up with educators from local school districts to train teachers, improve curriculum, and devise better ways to measure student progress in math and science.

Others have reported that certain kinds of artificial light can improve sleep and reduce depression and agitation in people with Alzheimer's disease; that higher air temperatures seem to curb calorie consumption; that employees take more sick leave when they work in open - plan offices; and that children in daylight - drenched classrooms progress faster in maths and reading than do those in darker ones.

If things become complicated, we just add transistors,» says Jim Handy, an analyst with the semiconductor market research firm Objective Analysis in Los Gatos, Calif. «As flash storage has progressed, it's common to have more errors, so we have needed more algorithms with fancier math and a greater number of transistors to perform the corrections.»

U.S. students may be holding their own in math and science at the elementary level, but international comparisons indicate they are falling behind most of their global peers as they progress through the system.

For the study, which was funded by the National Institutes of Health, the researchers followed the progress of 989 graduates of the Chicago Public School District's CPC program, which provided intensive instruction in reading and math from preschool through third grade as part of a school reform model.

Last year, Florida students posted the best results ever on the National Assessment of Educational Progress (NAEP) in both reading and math.

Florida's students had been performing near the bottom on the National Assessment of Educational Progress (NAEP) when Bush took office, but by 2007 they had made remarkable gains in both reading and math; this was particularly true of Hispanic students.

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.

Unfortunately, the United States educates only a little more than 6 percent of its students to an advanced level in math according to the National Assessment of Educational Progress (NAEP), a small percentage when compared to the proportion in many other countries that score at a comparable level on the international PISA test.

Yet according to the National Assessment of Educational Progress, high - school seniors perform no better today in math, reading, or science than they did when Carter held office.

We have already exceeded our primary target and are making sustained progress in secondary — including in key subjects like English, maths, physics and chemistry, where we are ahead of last year's performance.

According to the «nation's report card,» the National Assessment of Educational Progress (NAEP), high - school reading and math scores have hardly budged in 35 years.

Only 35 percent of U.S. 8th graders were identified as proficient in math by the 2011 National Assessment of Educational Progress (NAEP).

We've known for a long time, since the 1970s, that girls outscore boys in the National Assessment of Educational Progress (NAEP) reading tests, while boys tend to outperform girls in math and science.

On April 10, the U.S. Department of Education will release the latest results of the National Assessment of Education Progress (NAEP), which will tell us how fourth - and eighth - grade students are faring nationally, in every state, and in most big cities in math and reading.

As can be seen in Figure 1a, states with higher percentages of students from low - income families report lower average scale scores in 8th - grade math on the National Assessment of Educational Progress (NAEP).

• Each year of attendance at an oversubscribed charter school increased the math test scores of students in the sample by 13 percent of a standard deviation, a roughly 50 percent increase over the progress typical students make in a school year, but had no impact on their fluid cognitive skills.

The 2009 National Assessment of Educational Progress shows that reading and math scores for the highest - achieving 10 percent of 8th and 12th graders have barely budged in the past five years, which is evidence, Kronholz notes, that many of the country's brightest youngsters are «stuck in an academic rut.»

On the 2011 Trial Urban District Assessment of the National Assessment of Educational Progress (NAEP), Boston ranked third out of 21 comparable districts in 8th - grade math and seventh in reading.

Their advantage in math and reading test scores in 5th grade is roughly 0.7 of a standard deviation, which amounts to well over two years of academic progress (see Figure 1).

For example, after a year of funding and interventions, 38 percent of schools went backward and 7 percent made no progress in math.

On the 2017 National Assessment of Educational Progress, Chicago was the sole district to narrow its test - score gap between white students and black students in 4th - grade math compared to 2015.

Moving from 6 percent of Washington, D.C., 4th graders scoring proficient or advanced on the 2000 NAEP math test to 11 percent in 2005 is progress.

In a front - page story in the Times in November of 2007, the paper reported «no significant progress in reading and math» and «little narrowing of the achievement gap» on the NAEPIn a front - page story in the Times in November of 2007, the paper reported «no significant progress in reading and math» and «little narrowing of the achievement gap» on the NAEPin the Times in November of 2007, the paper reported «no significant progress in reading and math» and «little narrowing of the achievement gap» on the NAEPin November of 2007, the paper reported «no significant progress in reading and math» and «little narrowing of the achievement gap» on the NAEPin reading and math» and «little narrowing of the achievement gap» on the NAEP.)

The 2005 National Assessment of Educational Progress (NAEP), the Nation's Report Card, showed that nine - year - olds made «more progress in reading over the past five years than in the previous 28 years combined... and posted the best scores in math in the history of the reportProgress (NAEP), the Nation's Report Card, showed that nine - year - olds made «more progress in reading over the past five years than in the previous 28 years combined... and posted the best scores in math in the history of the reportprogress in reading over the past five years than in the previous 28 years combined... and posted the best scores in math in the history of the report.»

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 small storm has blown up around the fact that certain math items on the 2015 National Assessment of Educational Progress (NAEP) do not align with what fourth and eighth graders are actually being taught in a few states — mainly places attempting to implement the Common Core State Standards within their schools» curricula.

According to an analysis by Eric Hanushek, Ludger Woessmann and Paul Peterson, Indiana was toward the back of the pack when it came to test score gains on the National Assessment of Educational Progress in reading, math, and science from the early 1990s until today.

Instead, increasingly, leaders of the education establishment (i.e., school boards, administrators, and the teacher unions) were doing their Adequate Yearly Progress (AYP) math in the context of the 2014 deadline.

To see whether states are setting proficiency bars in such a way that they are «lowballing expectations» and have «lowered the bar» for students in 4th - and 8th - grade reading and math, Education Next has used information from the recently released 2009 National Assessment of Educational Progress (NAEP) to evaluate empirically the proficiency standards each state has established.

The authors use data from state tests and the National Assessment of Educational Progress (NAEP) to estimate changes to each state's proficiency standards in reading and math in grades 4 and 8 by identifying the difference between the percentages of students the state identifies as proficient and the percentages of students identified as proficient by NAEP, an internationally benchmarked proficiency standard.

Scores on the National Assessment for Educational Progress have been impossibly low since 2009; just 4 percent of 4th - grade students were proficient in math and 7 percent in reading in 2013.

In the third instructional program, the only one that meets the definition of bilingual education in the theoretical literature, students are taught initial literacy and subjects like math and science in their native tongue as they progress toward fluency in EnglisIn the third instructional program, the only one that meets the definition of bilingual education in the theoretical literature, students are taught initial literacy and subjects like math and science in their native tongue as they progress toward fluency in Englisin the theoretical literature, students are taught initial literacy and subjects like math and science in their native tongue as they progress toward fluency in Englisin their native tongue as they progress toward fluency in Englisin English.

Not only will such rhetoric keep it in the forefront as implementation progresses, it has the potential to build support for the CCSS among those who wonder if ELA and math standards are all we want out of our children's education.

Detroit is the lowest - scoring metropolitan area on the Trial Urban District Assessment (TUDA), a series of math, science, reading, and writing tests administered in 21 urban school districts as part of the National Assessment of Educational Progress (NAEP).

Results reported thus far have been mixed: an analysis of 2013 cohort data by Wayne State University professor Thomas C. Pedroni found that the majority of EAA students failed to demonstrate progress toward proficiency on the state's assessments in reading and math, and some students» performance (approximately one - third) declined.

The trial was delivered by researchers from the University of Bristol and Harvard University and independent evaluators from Queen's University Belfast found that pupils receiving the intervention made an additional month's progress in maths compared with a similar group whose parents didn't get the texts.

-- Only 55 percent of 8th graders taking the National Assessment of Educational Progress (NAEP) exam in math correctly answered the question, «How many pieces of string will you have if you divide 3/4 yard of string into pieces each 1/8 yard long?»

She said: «I can't say definitely based on my research but we do know that teacher expectation and assessments can have a longterm effect on pupil progress, because it can affect their interaction, in terms of the groups they are put in... If you are an average - scoring boy from a lower income family, or an average - scoring girl in maths, and you are placed in a lower set then that is going to potentially depress your longterm trajectory.»

Just 37 percent of our seniors were college - ready in math last year — but 53 percent of our sophomores are at this point, so there is progress.