Not exact matches
Children who performed poorly in agility, speed and manual dexterity
tests and had
poor overall motor performance in the first grade had lower
reading and arithmetic
test scores in grades 1 - 3 than children with better performance in motor
tests.
Especially children in the lowest motor performance third had
poorer reading and arithmetic
test scores than children in the other thirds.
Chicago — Mastery learning has proved its worth as a method of teaching
reading, especially to students whose proficiency is below average, but educators who use the sometimes - controversial method should not regard it as a «quick fix» for
poor basic - skills
test scores.
When reform - friendly commenters and cheerleading journalists write about the NOLA transformation, it's become de rigueur to offer a standard qualifier — words to the effect of, «We still have a long way to go, but...» In this formulation,
poor overall
reading and math proficiency based on standardized
test scores is a mere speed bump before long and laudatory discussions of the remarkable growth demonstrated by the city's charter schools and students since Katrina.
The proposed reforms, outside and inside schools — to reduce the
test -
score gap between whites and
poor minorities; to help
poor minority families increase their income through steady work at livable wages and then their children's
test scores will improve; to establish research - proven
reading programs for every single,
poor, or minority child; to give each kid a laptop computer — are endless and uncertain in their outcomes.
When your third grader just isn't up to par with
reading comprehension (you know that he or she is struggling because of a lack of interest in books,
poor test scores, and teacher input) what are you supposed to do about it?
The money went to states to distribute to their
poorest - performing schools — those with exceedingly low graduation rates, or
poor math and
reading test scores, or both.
The data, part of the benchmark
test known as the National Assessment of Educational Progress, show that New York City fourth graders have made progress in closing the gap between their
scores and the state and national results in
reading, despite the higher percentages of
poor and minority students in the city.
National averages on the 4th and 8th grade mathematics and
reading tests were between 12 and 18
test -
score points lower for students with
poor attendance than for their peers who hadn't missed any school in the reporting period, the analysis found.
It's well known that NCLB's narrow focus on
reading and math
test scores meant that too many students, especially
poor students, ended up with little in their school day other than preparation to take
tests in math and
reading.
Northern had gone from being predominantly white and high performing to having mostly black students and
poor academic results — three quarters of the sophomore and senior classes
scored below the national average on math, science, and
reading tests.