Sentences with phrase «points in math»

And in closing the white - black achievement gap, the comparison is more pronounced — with fourth graders the gap narrowed by 6 points in math and 10 points in reading during 2000 - 2009 versus no change in the reading gap over the past four years and a one point widening of the gap in math.

In addition, 19 schools recorded drops of at least 20 percentage points in math or reading; six of those schools saw 20 percentage point drops in both subjects.

Those at the 10th percentile fell six points in reading and four points in math.

Rockville got 2 points in English language arts and 1.5 points in math.

In that year, the school's Composite Performance Index, which uses a 100 - point scale to measure progress in narrowing proficiency gaps, jumped by 11 points in English language arts, 4 points in math, and 16 points in science.

Across town, at Garrison Elementary in Logan Circle, which narrowly avoided closure this year, proficiency rates fell into the low 30s, dropping 18 points in math and 14 points in reading.

The overall score decreases were quite small — roughly two points in math and a single...

A bright spot: Hispanic students made the biggest gains during that time, going up six points in math and four points in reading.

Despite confusion over how much New York students are improving, New York City's small gains in proficiency (almost 5 percentage points in math and 1 percentage point in reading) appear to be real progress, experts say, because they mirror similar improvements on national tests (specifically the Trial Urban District Assessment portion of the National Assessment of Educational Progress (NAEP)-RRB-.

And while the students learn 50 percent to 90 percent of their content in Spanish, they beat the state average in the standardized tests (in English) by 20 percentage points in English language arts and 30 percentage points in math.

The overall score decreases were quite small — roughly two points in math and a single point in reading — but continued a trend of lackluster 12th - grade performance on the national test.

• Suburban Chicagoland: In 229 school districts in suburban Chicagoland, low - income enrollment rose by an average of 22 percentage points, but average achievement declined by an average of only 1 point in reading and 3 points in math.

Edwards found that students who started middle schools an hour later in Wake County, North Carolina, saw their standardized test scores increase by 2.2 percentile points in math, and 1.5 percentile points in reading on average.

• Central and Southern Illinois (south of Interstate 80): In 421 school districts in central and southern Illinois, low - income enrollment rose by an average of 19 percentage points; average achievement fell by 9 percentage points in reading and 7 points in math.

As a result of these efforts, student growth scores increased 12 percentage points in math, 13 points in reading, 17 points in history, and 38 points in science.

Gains in proficiency for low - income students were 8 percentage points in English language arts and 5 percentage points in math, twice the statewide rate of improvement for those students.

In year one, students in the voucher program fell 24 percentile points in math compared to students not using a voucher.

Interestingly, a steep increase in student performance on the California Assessment of Student Performance and Progress (CAASPP) was observed last year, with the number of students that met or exceeded standards at Heritage increasing 13 percentage points in English language arts and 8 percentage points in math.

The gain was 3 percentage points in math, one point less than for white students, leaving a 44 percentage point gap.

LA Unified's score jumped six percentage points in the English test — from 33 percent to 39 percent — and three or four percentage points in the math test, from 25 to 28 or 29 percent.

In the first year alone, the restructured schools reduced the number of students scoring below basic levels by 15 percentage points in math and 11.3 in reading.

LA Unified students — in magnets, affiliated charter schools and traditional schools — showed some improvement, about 1 percentage point in ELA and 2 percentage points in math.

On a whole Denver elementary students showed impressive improvement last year: the percent of students meeting or exceeding grade level expectations increased 4.7 points in English Language Arts and 2.3 points in math; on average elementary students scored better than 56 % of their academic peers across the state in ELA and better than 54 % of their peers in math.

The district staff report acknowledges that the school is outperforming area district schools, by 16 percentage points in English and 23 percentage points in math.

They also gained 8.9 percentage points in math.

Magnets that were most improved from 2016 to 2017: Cesar Chavez Learning Academies ArTES Magnet (26 percentage point increase in ELA and 20 percentage points in math) 107th Street Elementary Math, Science, Technology Magnet (24 percentage point increase in math) Humphreys Avenue Elementary Magnet (20 percentage point increase in math)

Eighth - and ninth - graders gained 4 percentage points in math, a significant shift in a district so large.

But the charter chain's sky - high student outcomes have not held up: A 2014 analysis by the California Department of Education found that in the previous five years the number of Rocketship students scoring at the «proficient» level or above on California state tests fell by 30 percentage points in English and 14 percentage points in math.

Once the state introduced the Common Core - aligned tests in the spring of 2012, that percentage dropped 28 points in reading (to 48 percent) and 33 points in math (to 40 percent), according to the Kentucky Department of Education.

Magnets that showed the biggest decline from 2016 to 2017: Banning College Incentive Program B & T (declined 28 percentage points in English) Fremont Senior High Math, Science, Technology Magnet (declined 23 percentage points in math) Canoga Park Senior High LG Magnet (declined 22 percentage points in math)

A 2012 study found that middle school students who started class an hour later than usual saw their standardized test scores increase over 2 percentile points in math on average.

In other words, while fourth graders» scores went down «only» two points in math since the last NAEP assessment two years ago, fourth graders» scores have dropped seven points since de Blasio's first inauguration.

Carr attributed the lack of an increase in national reading scores and a decline of two points in math since 2013 to declining performance of the lowest performers --- those whose scores fall within the bottom 25 percent of students.

Los Angeles Unified's fourth - graders who qualified for free or reduced - price lunch, a poverty indicator, lost 2 points in math.

LA's fourth - graders in poverty lost 2 points in math on the latest national test scores but gained 3 points in reading.

For 17 - year - olds, however, changes in achievement have been so small as to be insignificant — 2 points in math and 1 point in reading.

Between the early 1970s and 2008, 9 - year - olds have made sizable gains in both math and reading — increases of 24 points in math and 12 points in reading on the NAEP scale of 0 - 500.

Statewide, the gap between black and white students has closed by 7.5 percentage points in math and 3.6 percentage points in reading over the past five years.

So while schools are graded on a 4 - point scale, they can earn a subscore of up to 6 points in both math and English.

These students outperformed national averages on MAP by 29 or more percentile points in math and 34 or more percentile points in reading.

All of these gains by racial / ethnic groups were significant, and all exceeded the insignificant overall change of 2 points in math and 1 point in reading at age 17.

To bolster his case, he questions my account by saying that «Shaker Heights blacks outperformed blacks statewide by 13 percentage points in math and nine percentage points in reading.»

The cumulative effect of being assigned to an own - race teacher for four consecutive years is roughly 9 percentile points in math and 8 points in reading (see Figure 3).

Meanwhile, average proficiency rates in a matched set of comparison schools increased by lesser amounts, 9 percentage points in reading and 13 percentage points in math (although the Edison advantage is statistically significant only in math).»

Between 2009 and 2012, the performance of 15 - year - olds on tests administered by the International Student Assessment (PISA) fell by 6 points in math and 2 points in reading.

As Paul Peterson recently pointed out in the Wall Street Journal (August 7, 2013), between 1999 and 2008, on the NAEP, white nine - year - olds gained 11 points in math, African American students gained 13 points, and Hispanic student performance improved by 21 points.

Between 1999 and 2009 black 4th - grade students gained 18 points in math and 14 points in reading on the authoritative National Assessment of Educational Progress (NAEP).

The pass rate at KIPP's 10 charter schools rose almost 12 percentage points in math, from 32.6 to 44.4 percent.

The biggest gains occurred in high schools, where student proficiency increased by 30 points in reading and 34 points in math.

This gap is troubling, to be sure, but Peterson fails to mention that Shaker Heights blacks outperformed blacks statewide by 13 percentage points in math and nine percentage points in reading.