Sentences with phrase «percent grade achieving»

Not exact matches

Researchers at Baylor College of Medicine studied eighth grade math students and found gum chewers scored 3 percent better on standardized math tests and achieved better final grades (Wrigley Science Institute, 2009).

It can be encouraging to know that they have already achieved twenty to forty percent of the grade.

Emma attends a school where more than 95 percent of the students achieve at grade level, including Emma.

In schools that had a chance to achieve a Recognized rating, low - scoring students who were not designated as eligible for special education in 8th grade were 2.4 percentage points more likely to be newly designated as such in 10th grade, an increase of more than 100 percent relative to the 2 percent designation rate in other schools.

By 2029, 80 percent of students achieving a test - based grade - level proficiency score.

Among the reform milestones they achieved were a new requirement that 40 percent of a teacher's evaluation be based on student achievement; raising the charter school cap from 200 to 460; and higher student achievement goals on the National Assessment of Educational Progress (NAEP) 4th grade and 8th grade reading tests and Regents exams.

In 1989, the mark needed to achieve a grade C in one mathematics examination for the General Certificate of Secondary Education was 48 percent.

Of the elementary and middle schools the survey respondents rated, 14 percent received a grade of «A,» 41 percent received a «B» grade, while 36 percent received a «C.» Seven percent were given a «D» and 2 percent an «F.» These subjective ratings were compared with data on actual school quality as measured by the percentage of students in each school who achieved «proficiency» in math and reading on states» accountability exams during the 2007 - 08 school year.

In fact, a 2011 Fordham Institute study found that somewhere between 30 percent and 50 percent of early - grade «high - flyers» descend and no longer achieve at the most advanced levels.

For example, on the 4th - grade math test in 2009, West Virginia reported that 60.8 percent of its students had achieved proficiency, but 28.1 percent were proficient on the NAEP.

In 1995, the year before initial implementation, 57 percent of children at Key Stage 2 (what would be the end of 6th grade in the United States), achieved at least a level 4 in their overall English assessment.

According to findings released by researchers at the Strategic Data Project (SDP), as many as 16 percent of the students in SDP partner districts who are high achieving, as indicated by superior grades and SAT scores, do not attend college once they complete high school.

At the eighth grade, for example, 75 percent of the curriculum standards in high - achieving countries address the «doing» of math — such things as solving word problems or equations.

Thirty - two percent of Virginia students in grade eight met or surpassed the proficiency standard, which was not a statistically significant change from 2007, when 34 percent achieved at or above the proficient level.

As the principal of Belmont - Cragin, a school community of 575 students in Pre-K through 8th grade, including more than 90 percent who qualify for the free and reduced meal program and 68 percent English - language learners, she tackles all challenges to ensure that staff and students can achieve.»

This holistic approach has yielded results in places like Putnam City West High School in Oklahoma City, where educators have engaged parents and the community to boost the graduation rate of Hispanic students by 70 percent; and Denver, where the teacher - led Math and Science Leadership Academy is taking a collaborative approach that focuses on mentoring and professional development to boost student achievement; and in Las Vegas, where a teacher empowerment program has led to remarkable gains, including at Culley Elementary School, a «high achieving» school where only five years ago, less than a quarter of students were at grade level.

The bill eliminates certain standards, one of which participating schools must achieve — either that 70 percent of voucher students advance one grade level, 80 percent demonstrate significant academic progress, average attendance rates among participants of 90 percent or 70 percent of voucher parents meet participation goals.

At the high school level, more students are taking the ACT — up 11 percent in the last two years — and more eleventh grade students are achieving a 3.0 GPA, according to the report, demonstrating that «more students are graduating with higher skills.»

It also came after new results showed that 96 percent of the state's graded teachers achieved the two highest ratings, and fewer than 1 percent were given the lowest, an outcome that angered the governor.

«By 2017, we intend to have 90 percent of our 20,000 students reading on or above grade level and 100 percent achieving or exceeding one year's growth annually,» said Rowan - Salisbury Superintendent Dr. Lynn Moody.

A monthly «heat map» highlights in bright yellow each grade in each school that has achieved average daily attendance goal of 95 percent.

Our research shows that when students achieve a 92 percent attendance rate, earn 11 or more credits and pass at least one Regents exam in ninth grade, they are far more likely to graduate on time and be ready for entry into a college or career path.

The Kennewick School District had set and achieved the goal of getting 90 percent of its 3rd graders reading at grade level.

The state had some of the biggest gaps that Achieve found on last year's tests: 60 percent more scoring proficient in fourth - grade reading on the state test than on national assessment; a 43 percent gap on fourth - grade math; a 65 percent gap on eighth - grade reading; and a 53 percent gap on eighth - grade math.

«Simply measuring growth will not provide an understanding as to whether students are achieving grade - level proficiency, because even if 100 percent of students are making growth, there could be zero percent of students that are proficient,» the reviewers wrote.

The most recent state results indicate that nearly 30 percent of our schools improved performance grades, and the district overall achieved a five - point gain in state ranking.»

When looking at the percent of students in one grade who achieved math proficiency on their state test at a given school, ST Math had an average effect size of 0.36 on statewide ranking (z - score).

Aligning a high - quality PreK experience with its overall education reform goals has helped MCPS achieve significant results: almost 90 percent of Kindergarteners enter first grade with essential early literacy skills; nearly 88 percent of third graders read proficiently; achievement gaps between different racial and ethnic groups across all grade levels have declined by double digits; 90 percent of seniors graduate from high school and about 77 percent of them enroll in college.

West High received an F grade because fewer than 95 percent of its lower - achieving students took the required statewide tests.

23 percent of black fourth graders, and 32 percent of Hispanic fourth graders achieved at or above the proficient level, compared with 63 percent of white fourth - grade students.

Thirty - six percent of Virginia eighth - grade students achieved at or above the proficient level in reading, with three percent achieving advanced scores.

Thirty - nine percent of the nation's grade - 4 public school students demonstrated achievement at or above the proficient level in mathematics, with seven percent achieving advanced scores.

Nationwide, 35 percent of fourth - grade public school students demonstrated reading skills at or above the proficient level, with eight percent achieving advanced scores.

ACT has conducted research for years to determine the level of performance a student would have to achieve on its widely used college admissions test to have a 50 percent chance of earning a grade of B or higher, or a 75 percent chance of earning a C or higher, in an entry - level college class.

Thirty - six percent of Virginia eighth - grade students achieved at or above the proficient level in reading on the 2013 NAEP, the same percentage as in 2011.

Over the last few years, students» scores on the Massachusetts Comprehensive Assessment System have shown steady upward progress, but the school still has a long way to travel to achieve universal proficiency: In 2006, fewer than 50 percent of students in any grade reached proficiency in any tested subject.

Nationwide, only 40 percent of public school fourth - grade students achieved at or above the proficient level in mathematics, with eight percent achieving advanced scores.

National tests of Washington DC in 4th grade reading in 2009 indicates 56 percent that have failed to achieve the basic level.

To be eligible for support, schools needed to have examination results above the then Key Stage 4 floor target of at least 30 percent of pupils achieving 5 A * - C grades at GCSE including English and mathematics.

Additionally, the entire Atenza range, including front - wheel drive (FWD) and four - wheel drive (4WD) grades, qualify as Super-Ultra-Low Emission Vehicles (SU - LEV) by achieving exhaust emissions that are at least 75 percent lower than the levels set in the Japanese Government's 2005 exhaust emissions standard.

All model grades qualify as Super-Ultra-Low Emission Vehicles (SU - LEV), achieving exhaust emissions that are at least 75 percent lower than the levels required by the Japanese government's 2005 exhaust emissions standard

According to the American Temperament Testing Society, Inc., which tests dogs for stability, aggressiveness, and friendliness, the American Pit Bull Terrier achieved a passing rate of 86.8 percent, which is better than collies, golden retrievers, and beagles, ranking pit bulls fourth in highest passing grades of the 122 breeds tested.

Try something more like this:» I achieved a perfect grade in Corporate Law and placed in the top ten percent of all law students at my university.»