Sentences with phrase «percentile points when»

Not exact matches

They were, at worst, in the 99.6 percentile in each of those years, peaking in 1930, when they scored 340 points in eight games, including 320 in six Rocky Mountain Conference contests.

The researchers found that the average nonverbal IQ of the children significantly decreased 2.1 to 3.8 points below the average of the reference group (those with free T4 levels in the middle of the range) when the mothers» free T4 level was at or above the 89th percentile.

When teachers receive well - designed professional development, an average of 49 hours spread over six to 12 months, they can increase student achievement by as much as 21 percentile points (Yoon, Duncan, Lee, Scarloss, and Shapley, 2007).

When it comes to acquiring more advanced skills, however, the situation is reversed: The average student's scores increase 32 percentile points with multimodal interactive lessons, compared with 20 points with noninteractive lessons.

Students whose middle schools started one hour later when they were in 8th grade continue to score 2 percentile points higher in both math and reading when tested in grade 10.

On - site classroom studies have indicated an average 16 percentile point gain in student achievement when teachers employed strategies within the Marzano Causal Model.

The grading system sets a minimum bar: schools get no points for students with growth scores that fall below the 40th percentile, when their growth is compared to their academic peers.

Accordingly, and also per the research, this is not getting much better in that, as per the authors of this article as well as many other scholars, (1) «the variance in value - added scores that can be attributed to teacher performance rarely exceeds 10 percent; (2) in many ways «gross» measurement errors that in many ways come, first, from the tests being used to calculate value - added; (3) the restricted ranges in teacher effectiveness scores also given these test scores and their limited stretch, and depth, and instructional insensitivity — this was also at the heart of a recent post whereas in what demonstrated that «the entire range from the 15th percentile of effectiveness to the 85th percentile of [teacher] effectiveness [using the EVAAS] cover [ed] approximately 3.5 raw score points [given the tests used to measure value - added];» (4) context or student, family, school, and community background effects that simply can not be controlled for, or factored out; (5) especially at the classroom / teacher level when students are not randomly assigned to classrooms (and teachers assigned to teach those classrooms)... although this will likely never happen for the sake of improving the sophistication and rigor of the value - added model over students» «best interests.»

While there were no significant overall gains among students of other ethnic groups, black students in their second year of private - school attendance improved their test scores by 6.3 percentile points — a striking advance at a time when schools around the country are trying to close a persistent gap between scores of white and black students.

Harvard researcher Brian Jacob (2002), for example, conducted an in - depth analysis of test scores in Chicago Public Schools during a period (1993 — 2000) when student achievement increased by.30 standard deviations (12 percentile points) in mathematics and.20 standard deviations (8 percentile points) in reading.

Schools using ST Math increased in statewide standardized test percentile rankings by over 7 points when compared to similar schools that didn't use ST Math.

Jacobs said many West students made academic progress, but only those over a certain bar — above the 40th percentile, when compared to their academic peers — were given points under the new school grades.

When children have the skills to listen, calm down, empathize with others, and solve problems, they can focus more on their studies — in fact, a recent CASEL study showed that students who receive SEL instruction improved an average of 11 percentile points on standardized achievement tests.

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.