Sentences with phrase «of their students scoring»

With an 11 % acceptance rate for the class of 2018 and the middle 80 % of students scoring between 690 and 760 on the GMAT, the HBS admissions process is competitive.

The evaluation system, which Cuomo pushed through in last year's budget, relies heavily on the use of student scores on the state's standardized, Common Core - aligned exams.

A four - year moratorium on use of student scores on Common Core state tests to evaluate job performances by teachers and principals gained quick and overwhelming preliminary approval Monday from the state Board of Regents.

Currently, the results of student scores on the new high stakes testing will be used to evaluate teachers this year, but Silver says that should be delayed for another two years.

Statewide, only 31 percent of students scored proficient or higher on the math and language arts exams.

Currently, the results of student scores on the new high - stakes testing will be used to evaluate teachers this year, but Silver says that should be delayed for another two years.

Look back two years, and some of those student scores double in proficiency.

In fact, because the letter grade is based on the percentage of students scoring above certain thresholds and not on the average score in each school, the high - scoring F schools actually have slightly higher initial reading and math scores than do the low - scoring D schools.

The letter grade that each school receives is determined by the percentage of its students scoring above the thresholds established by these five categories or levels.

At Summit Prep, 82 percent of students scored proficient or above on that test.

A 2007 study of the AP incentive program in Texas found that participating schools not only boosted AP enrollment but also reported an approximate 30 percent increase in the number of students scoring 1100 and higher on the SATs and about an 8 percent increase in college matriculation.

Between 2004 and 2014, the percentage of students scoring at or above grade level in reading, writing, and math increased from 33 to 48, far faster than the state average.

Do you think that U. S. students scored higher than students in most of the nations, U. S. student scores were in the middle of the rankings of student scores, or U. S. students scored lower than students in most of the nations?»

The curricular changes, piloted with his own students in 2002, helped the percentage of students scoring «below basic» on the Stanford 9 test to fall from approximately 80 percent to just 40 percent in one year.

While this sounds both noble and egalitarian, it in fact expects those schools that had a lower percentage of students scoring at the proficient level in 2002 to make more rapid progress over the ensuing years than those with higher - performing students.

The percentage of those students scoring as proficient in English increased from 11 percent...

Central High did not make the Adequate Yearly Progress standard under the federal No Child Left Behind Act, and less than 20 percent of its students score «proficient» on state standardized math tests.

Vallas had based his accountability system almost entirely on what percentage of all students scored at or above national averages on the norm - referenced Iowa Test of Basic Skills.

The NCLB accountability system divides schools into those in which a sufficient number of students score at the proficient level or above on state tests to meet Adequate Yearly Progress (AYP) benchmarks («make AYP») and those that fail to make AYP.

While some exceptions to those requirements are allowed, schools are said to be A-OK only if the percentage of students scoring at the proficient level is moving forward «adequately.»

The curricular changes, piloted with his own students in 2002, helped the percentage of students scoring «below basic» on the Stanford 9 test to fall from approximately 80 percent to just 40 percent in one year, according to the National Teacher of the Year office.

Below is the percentage of students scoring at the «proficient» level or higher on the reading NAEP, meaning they demonstrated mastery over the challenging subject matter.

Far too many of our students score in the bottom category on standardized tests, too few are Proficient and Advanced, and our student suspension rate is too high.

The percentage of students scoring at advanced, proficient, basic, and below basic levels are reported each time the main NAEP is given.

The percentage of students scoring below basic has dropped from 48 % in 1990 to 29 % in 2015.

The four states with 13 percent or more students performing at the advanced level in math are Massachusetts, New Jersey, Minnesota, and Vermont, with the Bay State taking honors with 15 percent of its students scoring at that level.

As for subgroups, let's look at the percentage of students scoring at «satisfactory» or above on mathematics:

The percentage of students scoring at or above grade level on the state's proficiency tests has risen from 56 percent to nearly 75 percent in just six years.

In New York State, the percentage of students scoring proficient in math under the new Common Core Assessments in 2013 plummeted to 31 percent from 65 percent the prior year under the NCLB assessments.

Enrollment has climbed, on - time graduation rates have risen from 39 to 65 percent, and the percentage of students scoring at grade level in core academic subjects has risen by 15 percentage points.

(The smallest decile of schools would have received an even larger share of the assistance teams, except for a rule requiring that the proportion of students scoring below grade level be statistically significantly less than 50 percent.)

On the left, some of the opposition to Common Core and its assessments is related to broader resistance to high - stakes testing, the linking of student scores to teacher evaluations, and other reform measures such as school choice, which some see as «corporate school reform.»

Clearly, such a model does a better job of measuring school «effectiveness» than a model that simply provides a snapshot of the percentage of students scoring above a given benchmark.

Broken down by year, there is a 19 percent increase in the number of students scoring above 1100 on the SAT and above 24 on the ACT exam in the first year of the program, a 22 percent increase the second year, and a 33 percent increase by the third year on (see Figure 3).

I found there is, on average, a 22 percent increase in the share of students scoring above 1100 on the SAT or above 24 on the ACT.

Comparing the number of students scoring at these levels before and after the adoption of APIP, I found that, by the third year of APIP, the number of white and Hispanic students scoring above 1100 on the SAT and above 24 on the ACT increased by 26 percent and 18 percent, respectively.

Unsurprising to anyone in the field, «increasing the number of students scoring at «goal» in their ability to use text evidence to support their thinking» was not prioritized on the list.

The first involved putting schools «on probation» if less than 15 percent of students scored at or above national norms on the ITBS reading exam.

Other area schools with high percentages of students scoring fours or fives included Centennial High School in Howard County, South Carroll High, Liberty High and Manchester Valley High in Carroll County, Chesapeake Science Point in Anne Arundel County and Fallston High, C. Milton Wright High and North Harford High in Harford County.

In the Rochester district, in both English and in math, just 5 percent of students scored at the proficient level.

In one year, he helped generate a 40 % drop in the number of students scoring below proficiency on a standardized math test by doubling the time all kids spent in math class and creating new, more accessible curricula that included using photography to teach calculation skills.

Although less than a third of its students score proficient in reading, Hawthorne's growth puts it in the ninety - fourth percentile of comparable schools statewide.

Under that system, whether a school makes Adequate Yearly Progress is determined primarily based on the share of students scoring at proficient levels in math and reading in a given year.

American eighth graders continue to demonstrate lackluster knowledge and skills when asked basic questions about U.S. history, geography, and civics, with between 18 and 27 percent of students scoring proficient or higher, new data show.

With 88 % of students scoring Proficient or Advanced, Uncommon NYC was # 4 in the state among all districts or CMOs on the 3rd and 4th grade Math exams.

The number of students scoring below basic (approximately score of 40 percent) decreased from 77 percent to 28 percent.

In 2012, 89 percent of students scored proficient.

While no group of students scored particularly well, the PARCC test results released Tuesday highlighted wide disparities in achievement, including low levels of performance for special education students, minorities and the poor.

In 2006, 30 of the 56 nations participating in the Program for International Student Assessment math test had a larger percentage of students scoring at the international equivalent of the advanced level on our own National Assessment of Educational Progress tests than we did.

To explore this, I examined achievement changes by item type for low -, moderate -, and high - performing schools, as measured by the percentage of students scoring at or above national norms on the ITBS reading exam in 1995.