Sentences with phrase «percentile points after»

These findings are similar to the 2010 SRI study of DreamBox in grades K - 1, which found that students improved 5.5 percentile points after 21 hours of DreamBox usage.

The study found that students improved nearly 4 percentile points after just 14 hours of DreamBox usage.

Not exact matches

In the D.C. voucher experiment, African - American students in grades 2 through 5 reportedly increased their scores by an average of 10 national percentile points in mathematics and 8.6 points in reading after two years of private schooling.

Regardless of one's definition, impacts after three years that range between 7 and 8 percentile points are observed for African - Americans in New York City (see Figure 1).

Fourth graders in the bottom10th percentile of performance had a five - point gain after NCLB, but this did not compare to the 10 - point jump in their scores from 2000 to 2002 pre-NCLB (see Figure 1).

While we estimated that, after one year, African - American students scored 7 percentile points higher on the math portion of the Iowa Test of Basic Skills than their peers in public schools, Barnard reports impacts of 6 percentile points for African - American students from low - performing public schools.

The smallest differences after two years were observed in New York City, where the combined test scores of African - American students attending private schools were 4.3 percentile points higher than those of the control group.

After two years, African - American students who used a voucher to enroll in a private school scored 6.3 percentile points higher than African - American students who remained in public schools.

After two years the difference in scores is 4.3 percentile points, which is slightly but not significantly (in statistical terms) less than the 5.8 percentile point difference observed after one After two years the difference in scores is 4.3 percentile points, which is slightly but not significantly (in statistical terms) less than the 5.8 percentile point difference observed after one after one year.

-- After two years, African - American voucher students had combined reading and math scores 6.5 percentile points higher than the control group.

Students who use the voucher to enroll in private schools end up with much lower math achievement than they would have otherwise, losing as much as 13 percentile points on the state standardized test after two years.

-- After one year, voucher students had reading scores 8 percentile points higher than the control group and math scores 7 points higher.

The results of this analysis show that, after only one year's time, attending a private - school improved student performance on standardized tests in math and reading by between 5.4 and 7.7 percentile points.

After one year, the results show that students who used a scholarship to attend a private school scored 5.9 percentile points higher on the math section of the ITBS than comparable students who remained in public schools.

Findings: Dayton, OH — After two years, African American voucher students had combined reading and math scores 6.5 percentile points higher than the control group.

Schools began emphasizing social - emotional learning around 2011, after an analysis of 213 school - based programs teaching such skills found that they improved academic achievement by 11 percentile points.

Findings: New York, NY — Using alternative methods, this study confirms the 2003 finding that, after one year, voucher students had math scores 5 percentile points higher than the control group.

Findings: New York, NY — After one year, voucher students had math scores 5 percentile points higher than the control group.

Findings: New York, NY — After three years, African American voucher students had combined reading and math scores 9 percentile points higher than the control group.

Findings: Charlotte, NC — After one year, voucher students had reading scores 8 percentile points higher than the control group and math scores 7 points higher.

After the reforms, the performance of New Orleans's students shot upward by 0.2 to 0.4 standard deviations by 2012, enough to improve a typical student's performance by 8 to 15 percentile points.

In the decade after the reforms, the city's standardized test scores have increased by eight to 15 percentile points and moved the district from the bottom to almost the state average on many measures.

An evaluation after the first two years of the Achievement Challenge Pilot Project showed that schools implementing the program achieved average gains of approximately seven percentile points for students in mathematics and reading.

After one year of AMSTI implementation, students in the treatment schools scored, on average, two percentile points higher on the SAT 10 mathematics problem solving assessment than their control group counterparts, and the difference was statistically significant.

Specifically, our aggregate data show that three - fourths of those receiving the lowest leadership effectiveness scores who made an effort to improve, rose on average 33 percentile points in their rankings after a year.

The study shows that 3.5 years after their last SEL intervention, students fared markedly better academically than their peers in control groups by an average of 13 percentile points, based on eight studies that measured academics.

It concludes that these programs have short and long term positive consequences for students; in one particularly dramatic finding, «in follow - up assessments an average of 3.5 years after the last intervention, the academic performance of students exposed to SEL programs was an average 13 percentile points higher than their non-SEL peers, based on the eight studies that measured academics.»

This cutoff point corresponds to 80th percentile scores for community samples and has a 95 % sensitivity for diagnosing major depressive disorder (MDD) among low - income women, although the specificity and positive predictive value for MDD are low (70 % and 0.28, respectively).29, 30 The cutoff point of 16 has been used by many investigators assessing depressive symptoms in a variety of cohorts, including pregnant women.28 — 33 When studying depressive symptoms during pregnancy, some investigators chose to use a higher CES - D cutoff point (eg, the 90th percentile) to account for the possibility that symptoms of normal pregnancy may overlap with symptoms of depression.9, 18 There is no evidence that this approach is more accurate or preferable to using the cutoff point of 16, and the use of higher cutoff points increases specificity but decreases sensitivity for MDD.28 We used a consistent cutoff point of 16 to define depressive symptoms before and after parturition.