Sentences with phrase «on state tests compared»

In Orange County, students using the software increased their math proficiency by 8.3 percentile points on state tests compared with a 2.5 point increase at similar schools without it.

Achieve's report found that more than half the states had a gap of 30 percentage points or more between the higher percentages of students scoring proficient on state tests compared with the lower number hitting what the national assessment tests deem as proficient in 2013 - 14.

Students engaged in game experiences and weekly tutoring sessions over a four year period were 82 % more likely to score in the proficient category on state tests compared to their peers.

Not exact matches

Their first step of the evaluation is comparing scores on state assessment tests to «statistical expectations for the state» and pulling those that have a high gap.

New York City girls in grades 3 to 8 outscored boys on state math tests for the second straight year, with 35.2 percent passing this year, compared to 33.4 percent of the boys passing.

The changes made to the state's tests have made it difficult to compare student performance on the assessments over time — a fact that has not stopped the de Blasio administration from publicly celebrating rising scores.

According to federal statistics, inmates have the highest rate of HIV in New York, compared to any other state, and many of those inmates are co-infected with hepatitis C. To fight that, the National Black Leadership Commission on AIDS has a campaign that emphasizes public awareness, education and access to testing and treatment.

A review of the states implementing evaluations shows two central components to conduct and compare teacher evaluations: in - class observation and growth in student performance on assessments, including standardized tests.

After digesting short literary excerpts, people performed better on the Reading the Mind in the Eyes Test — a common measure of the ability to judge others» mental states — compared with readers of popular fiction.

1 In a 10 - day study conducted at Ohio State University on 31 weight - trained test subjects randomly assigned to one of three groups, subjects consuming the same form of creatine found in Six Star ® CreatineX3 ™ with a training program increased their strength capacity on the bench press by 18.6 % compared to baseline (6,658 vs. 5,613 joules).

1 In a 10 - day study conducted at Ohio State University on 31 weight - trained test subjects randomly assigned to one of three groups, subjects consuming the same form of creatine found in Six Star reatineX3 ™ with a training program increased their strength capacity on the bench press by 18.6 % compared to baseline (6,658 vs. 5,613 joules).

In 2012, third - grade students in warning on the state's standardized test in reading dropped to 15 percent, compared with 24 percent last year and 39 percent in 2008.

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.

Unfortunately, none of the studies released by the Economic Policy Institute confirm the validity of the state testing results by comparing them to the results on national exams.

The percentage of 10th - graders in four SIG schools scoring proficient or above on state tests in 2011 was 12.5 percent, compared to 0 percent in 2010.

Based on preliminary results from the spring 2000 state test, 88 percent of the school's first 8th grade class scored proficient or above in language arts (compared with 47 percent citywide), and 66 percent scored proficient or above in math (versus 21 percent citywide).

Rick Hess and Paul Peterson, for example, have compared state cut scores for proficiency on their state tests to results on the U.S. Department of Education's National Assessment of Educational Progress (NAEP) to show that the level of achievement required to be declared proficient in many states has been dropping over the last decade.

The GRC compares academic achievement in math and reading across all grades of student performance on state tests with average achievement in a set of 25 other countries with developed economies that might be considered economic peers of the U.S..

Gary Phillips at the American Institutes for Research has also conducted a series of analyses comparing state achievement on NAEP to international performance on a different international test, the Trends in International Mathematics and Science Study (TIMSS).

Lessons Learned from State SAT and ACT Scores,» researchers Brian Powell, Lala Carr Steelman, and Robert M. Carini compared states that are strongly teacher unionized with those that are not and found a clear link between teacher unions and higher state performance on certain standardized tState SAT and ACT Scores,» researchers Brian Powell, Lala Carr Steelman, and Robert M. Carini compared states that are strongly teacher unionized with those that are not and found a clear link between teacher unions and higher state performance on certain standardized tstate performance on certain standardized tests.

«How do you think students in the United States performed on this international test (PISA) as compared to students in other countries?

The overall grade for each state was determined by comparing the difference with the standard deviation from the average for all states for all four years on the tests for which the state reported proficiency percentages.

When compared with such crude indicators, the combination of student achievement gains on state tests, student surveys, and classroom observations identified teachers with better outcomes on every measure we tested: state tests and supplemental tests as well as more subjective measures, such as student - reported effort and enjoyment in class.

During Lewis - Carter's four years as principal, she has led these children — disadvantaged by every conventional measure and further handicapped by the hardships of Katrina — to a stunning performance record on state - mandated standardized tests, one that compares favorably with the city's selective - admissions schools.

Compared with 2000, the proportion of 2003 Blue Ribbon public schools that performed well or in the middle tier on state tests increased, while the number of low - performing schools dropped.

Scope: Compares the percentage of students passing or receiving high marks on standardized state tests in reading, math, writing, and science in various grade levels.

These sites all offer users the ability to compare their school with others in the same school district or state (because standard tests in each state vary, it's difficult to make such comparisons across districts in different states), and a few rank schools based on test performance or other factors.

All but one of the eight elementary turnaround schools show substantial gains in closing the achievement gap, with the percentage of students meeting or exceeding standards on the state test rising 8 - 28 percent, compared to the school's pre-turnaround status.

In a study first reported in the Brookings Institution's Brown Center Report on American Education in September 2000, we compared the test scores of Blue Ribbon schools with those of an average school in several states.

As a result, respondents» grades for their local schools could be compared to the actual performance of those schools on state math and reading tests.

With passage of the Local Control Funding Formula, California became the first state to require schools to consider how best to serve a small subset of at - risk students: youth in foster care.According to 2016 California Department of Education data, in English language arts, 56.2 percent of foster students did not meet standards on the Smarter Balanced tests (compared to 30.5 percent of non-foster students) and for mathematics, 64 percent of foster students did not meet standards (compared to 37.3 percent of non-foster students).

New Jersey measures growth for an individual student by comparing the change in his or her achievement on the state standardized assessment from one year to the student's «academic peers» (all other students in the state who had similar historical test results).

Peterson's staff looks at what percentage of students in each state received passing grades on the NAEP and compared it to what percentage passed their individual state tests.

Because the assessments aren't linked to any local or regional set of learning standards, NAEP can be used as a barometer to compare results on state tests, especially when it comes to reading and mathematics.

The growing number of states that are choosing to give their own exams, coupled with the different definitions of «proficient» on PARCC tests, is unraveling one of the central promises of the Common Core academic standards — the idea that states would have the same math and reading standards and use the same tests, making it possible to directly compare student performance across state lines.

Some critics worry that states will create systems where a student's results on a district test one year can not be compared with results on a state test the next year.

So in total: The Department will be hands - off about the test systems states choose; the consortia will sink or swim based on their ability to create products states want; states may chose to go in different directions, making comparing results difficult; but the Department will use its peer - review process to ensure state systems are aligned with standards and set the proficiency bar high.

Johanson et al. (2001) used comparison groups of mathematics and science students to look at student attitudes towards these subject areas; Shanahan et al. (2006) compared results on state tests in mathematics of students of teacher leaders with average student scores at the district and state levels.

That number is small compared to the Atlanta and Philadelphia scandals, yet with more state policies — like teacher evaluations, merit pay, and takeovers of schools with poor ISTEP + scores — riding on students» scores on state tests, state officials, education experts, and parents told StateImpact Indiana they see these pressures to get results as incentives for teachers who can't hack it to bend the rules on state tests.

This REL Northwest study compared gaps in performance on state achievement tests between eighth - grade American Indian and Alaska Native students and all other eighth - grade students in 26 states serving large populations of American Indian and Alaska Native students.

They then compared those to four different measures of science achievement: score on state science test, grade in the science course, score on a multiple - choice science comprehension test, and score on an open - ended science comprehension test.

«Meanwhile,» he wrote, «student achievement remains low» for all student subgroups, compared with the performance of students in other states on national tests.

To calculate the results, the department compared average proficiency rates on state tests in the 2011 - 12 school year to earlier scores.

The Department of Education's continued emphasis on comparing students across state lines is clearly aimed at implementing a scheme of national standardized testing controlled, at least in a de facto fashion, by the federal government.

LA School Report just published a district database that for the first time allows parents to compare how students at all of the district's magnet schools and programs performed on state tests...

The state agreed to have researchers at Harvard University analyze the scores and compare them with results on national exams and Regents tests, the subject exams that high school students are required to take for graduation.

In WSI schools that effectively implement arts integration, a higher percentage of economically disadvantaged students score «Proficient or Above» when compared to all students (not just economically disadvantaged students) at the district and state level, across multiple grade levels, and across multiple subject areas on standardized tests.

Comparing the first lesson to the second, the two entrenched reasons for not using the graphing calculator to make connections among representations and solution strategies were perceived time constraints and the fact that students would not be explicitly asked to make such comparisons on the state's standardized test.

The report will also feature a graphic that will show how a student's score compares with the average score on the «practice» Smarter Balanced tests in math and English language arts that students in California and other consortium states took last year.

In the latest release of data, we have a sense of how much progress students show on state assessments from one year to the next (as it's been two years since the last time we had growth data, here's a quick reminder on how it is calculated: a student's performance on the test is compared to her «academic peers» — other students who had the same test score she had the previous year, resulting in the individual's student growth percentile.