Sentences with phrase «poor reading achievement»

From a total of 19 schools, the three or four most similar schools were identified within each of the five urban areas and randomly assigned to one of three conditions were 1) GBG, 2) the Mastery Learning (ML) program (designed to improve poor reading achievement), and 3) an external control condition with no experimental intervention.

The International Reading Association recently co-published Summer Reading: Closing the Rich / Poor Reading Achievement Gap.

Not exact matches

The fact that math and reading achievement results are overly narrow and easily distorted makes them particularly poor indicators of quality and weak predictors of later - life outcomes.

The study, conducted by McCartney, Boston College Associate Professor Eric Dearing, and Samford University Professor Beck Taylor, looked at reading and math achievement of more than 1,300 children in middle childhood from economic backgrounds ranging from poor to affluent.

Since the causes of most early reading difficulties are similar regardless of whether a poor reader meets the aptitude / achievement - discrepancy definition of LD, it makes no sense to wait for a discrepancy to reveal itself.

For the past decade, school reform has been primarily about «closing achievement gaps» by boosting math and reading proficiency and graduation rates, among black, Latino, and poor students.

Indeed, the most important (and uncertain) premise of Reading First was that it could catalyze and support meaningful change in the SEAs — could help them build agile expert systems that gave high - quality support to schools and districts — and thereby improve reading achievement among the poor, not just in isolated schools and districts as in the past but across entire Reading First was that it could catalyze and support meaningful change in the SEAs — could help them build agile expert systems that gave high - quality support to schools and districts — and thereby improve reading achievement among the poor, not just in isolated schools and districts as in the past but across entire reading achievement among the poor, not just in isolated schools and districts as in the past but across entire states.

They encourage poor practice, waste instructional time, and materially damage reading achievement, especially for our most vulnerable children.

In the process, Obama and Duncan are retreating from the very commitment of federal education policy, articulated through No Child, to set clear goals for improving student achievement in reading and mathematics, to declare to urban, suburban, and rural districts that they could no longer continue to commit educational malpractice against poor and minority children, and to end policies that damn children to low expectations.

No Child Left Behind, first passed in 2002, was an ambitious, bipartisan attempt to close achievement gaps between poor and minority students and their peers by setting a goal for all students to eventually become proficient in reading and math.

A poor - performing North Carolina school under Needs Improvement for a fifth consecutive year (and forced to develop a restructuring plan) improved reading performance by six percent of a standard deviation, while math achievement improved by nearly three percent of a standard deviation.

To raise achievement levels among poor students on a grander scale, the report recommends allowing principals at opportunity schools to train other school leaders and increasing the number of social workers and reading interventionists in schools.

As a result of such disparities, contributor Sean Reardon finds that the gap between rich and poor children's math and reading achievement scores is now much larger than it was fifty years ago.

By Stefan Johansson In a previous issue of Phi Delta Kappan, Yong Zhao (2012) urged readers to stop worrying so much about the relatively poor performance of American students on measures such as the Programme for International Student Assessment (PISA), which compares the mathematics, science, and reading achievement of 15 - year - olds from dozens of countries (OECD, -LSB-...]

In Ohio for example, where the charter sector has been struggling with poor student achievement results for over a decade, charter schools in Cleveland are producing positive learning gains for their students in both reading and math, compared to students attending traditional district schools in the city.22 In Ohio in particular, the Cleveland School District has been a willing participant in partnering with a high - performing charter management organization, Breakthrough Schools, to ensure that these charter schools have the autonomy and accountability, as well as the access to financial resources and school facilities, necessary to produce high - quality results.

While each subgroup of students — including economically disadvantaged children — made progress this year, achievement gaps remained stubbornly large: 92 percent of white students were proficient in reading, for example, compared with 52 percent of Hispanic students, 44 percent of black students and 42 percent of poor children.

More importantly, it serves children struggling with reading and other achievement gaps — especially kids from poor and minority households — abysmally.

Information is not relevant to the job Wordy, vague, unfocused, rambling Focuses on responsibilities rather than achievements Lacks performance results — concrete ways your employers benefited from your skills No examples of achievements or success — awards and promotions Lacks hard numbers to back up achievements Work history is spotty, fraudulent or missing Education is overemphasized Crucial skills are buried and hard to find Layout is too difficult to read quickly Typos, poor grammar, outdated terminology

In a third hypothesis, some individuals with CD and poor achievement especially those with reading disorder (dyslexia) have an underlying disorder of cognitive processing called the Hebb repetition effect, which includes selective impairment in cognitive tasks that involve processing of serial order, even for nonverbal modalities.