Sentences with phrase «percent performed at that level»

Not exact matches

This 70 percent performance standard allows the CEO to aggressively move tasks to team members and have them perform the tasks at an acceptable level.

«Short - season corn is expected to perform better under drought, however we discovered there was not generally a yield advantage under water deficit and instead, long - season hybrids outperformed at the 100 and 75 percent ET levels.»

Only 50 percent of students awarded As and 11 percent of those with Bs performed at an A or B level on the corresponding section of the Florida Comprehensive Assessment Test.

In May, a new organization called Learning Heroes released a survey with a startling finding: 90 percent of parents believe that their children are performing at «grade level» or higher in their schoolwork.

Whereas only 32 percent of U.S. 8th graders are proficient in math, 50 percent of Canadian students and nearly 60 percent of Korean and Finnish students perform at that level.

The study found that if a school had 25 percent more students performing at a proficient level in math and reading, the school was rated a half grade higher by parents.

In 2007, just 32 percent of 8th graders in public and private schools in the United States performed at or above the NAEP proficiency standard in mathematics, and 31 percent performed at or above that level in reading.

Within the United States, Massachusetts is again the leader, with 43 percent of 8th - grade students performing at the NAEP proficient level in reading.

Based on its own tests and standards, the state claimed in 2009 that over 90 percent of its 4th - grade students were proficient in math, whereas NAEP tests revealed that only 28 percent were performing at a proficient level.

Shanghai students perform at a higher level, however, with 55 percent of young people proficient in reading.

For example, 58 percent of Korean students and 56 percent of Finnish students performed at or above a proficient level.

Shanghai students perform at a higher level, however, with 56 percent of its young people proficient in reading.

When we compare this present value to that of Scenario 1, where all states move to perform at the level of the best state, we see that joint action yields gains that are 65 percent larger than the gains that would accrue to each state acting on its own.

With less than 7 percent of students performing at the advanced level, New York and California rank 31st, just ahead of Turkey and Greece.

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.

The same states — Massachusetts, New Jersey, Minnesota, and Vermont — are top performers on this measure for students from families with high educational backgrounds; in all four plus Colorado, 18 percent or more of such students perform at the advanced level.

Six percent of American students, but over 20 percent of the students in Taiwan, Hong Kong, Korea and Finland perform at the advanced level.

Last year, 63 percent of the students performed at or above grade level in reading, and 55 percent performed at or above grade level in math, according to Levin, the KIPP principal.

In this post I cited a report which asserted that, in some American classrooms, as many as fifty percent of students are performing above grade level, and, in the majority of schools, at least ten percent are.

On average across all countries, 6 percent of students performed at that high level.

In 2013, the National Assessment of Educational Progress (NAEP) reported that 91 percent of eighth - grade learners with disabilities performed at or below the basic reading level, with 60 percent performing below basic.

In 2014, eighteen percent of eighth - graders performed at or above the Proficient level in U.S. history, 27 percent performed at or above the Proficient level in geography, and 23 percent performed at or above the Proficient level in civics.

Identification of, and comprehensive, evidence - based intervention in, the lowest - performing five percent of title I schools, all public high schools with a graduation rate below 67 percent, and public schools in which one or more subgroups of students are performing at a level similar to the performance of the lowest - performing five percent of title I schools and have not improved after receiving targeted interventions for a State - determined number of years; and

That debate often overlooks the considerable progress since then: a record - high national high school graduation rate for 2014 - 2015, above 83 percent, and double the number of students performing at grade level in reading and math, compared with 20 years ago.

Over 13 percent of the students in both Germany and in Canada are high achievers, while only about 7 percent in the U.S. perform at the advanced level.

By the end of 8th grade, 84 percent of the students perform at or above grade level, compared to a figure for the district schools in the area of 16 percent.

[4] In other words, over 90 percent of those in recent age cohorts are not performing at a reasonably high level on any externally administered, subject - specific examination, a possible explanation for the much lower percentage of US students than students in many other advanced industrial societies who are performing at the «advanced» level on international tests.

The percentage performing at the advanced level was only 3.7 percent in 1996 and 4.7 percent in the year 2000.

Relying on data that showed L.A.'s progress would still leave about 40 percent of students performing below grade level by 2014, Villaraigosa pushed at first for complete control over the district.

Eighteen percent of African - American fourth graders in Virginia performed at or above the proficient level, which was little changed from 2007 when 19 percent met or surpassed the NAEP standard.

While these very low - performing schools may not have every indicator in the bottom 5 percent, it is obvious when looking at their data that these are the schools in need of the highest level of support.

But the percentage performing at an advanced level climbed steadily to the 7.9 percent attained in 2009.

Minnesota, with more than 10 percent of its students at the advanced level, ranks second among the 50 states, but it trails 16 countries and performs at the level attained by Slovenia and Denmark.

The quality of schools in New York City is catastrophically uneven, ranging from ones where over 95 percent of the students are performing at or above grade level, to ones where less than 5 percent are.

According to the New Jersey Department of Education, «High Performing» schools are classified as schools that show proficiency levels at the top 10 percent of the state in all categories of students.

The AFT report also showed that 68 percent of charter school students are performing at or above basic levels in math, the same level as in the broader public school system.

, ranging from ones where over 95 percent of the students are performing at or above grade level, to ones where less than 5 percent are.

The proportion of students performing at grade level rose to 36 percent from 16 percent in its first year, she said.

Under the new law, states and districts are required to provide comprehensive support and improvement to: the lowest - performing 5 percent of schools, high schools that fail to graduate one - third or more of their students, and schools in which subgroups perform at the same level as students in the lowest - performing schools despite local interventions.

During the 2009 - 10 school year, the school was designated in North Carolina as a Priority School, with 50 - 60 percent of students performing at grade level, including more than 50 percent below grade level in reading.

In the fall of 2013, the year before St. Paul adopted the new curriculum, Kromer said, just 37 percent of its students were performing at or above grade level in math, and just 62 percent in reading.

At St. Therese, the school reports that the proportion of students performing at or above grade level in reading has risen from 68 percent to 84 percent, and in math from 49 percent to 64 percent since 201At St. Therese, the school reports that the proportion of students performing at or above grade level in reading has risen from 68 percent to 84 percent, and in math from 49 percent to 64 percent since 201at or above grade level in reading has risen from 68 percent to 84 percent, and in math from 49 percent to 64 percent since 2014.

During the 2009 — 10 school year, the school was designated in North Carolina as a Priority School, with 50 — 60 percent of students performing at grade level, including more than 50 percent below grade level in reading.

The Nashville experiment, known as POINT (Project on Incentives in Teaching), doled out the $ 15,000 bonuses to those teachers whose students performed «at a level that historically had been reached by only the top 5 percent of middle school math teachers.»

In 2010 — 11, after instituting changes that supported the whole child, the school became a School of Progress, with 60 — 80 percent of students performing at grade level.

In the fall of 2015, 72 percent of students at I.S. 126 Albert Shanker School for Visual and Performing Arts were performing below grPerforming Arts were performing below grperforming below grade level.

The school clearly moves the needle: while 80 percent of students who enter are performing below grade level, 65 percent leave at or above it, according to a school official.

In fact, the poorest 10 percent of students in Shanghai perform at a level in math that is on average 28 months ahead of the poorest 10 percent of students in the United States.

In the U.S., these gaps are particularly wide in Algebra I and English I. Nationally, 33 percent of eighth - grade students performed at or above the Proficient level on 2015 National Assessment of Educational Progress (NAEP) mathematics assessments; 34 percent performed at or above the same level on 2015 NAEP reading assessments.

Thirty - one percent of fourth - grade and 24 percent of eighth - grade students perform at the below basic level in reading.