Sentences with phrase «proficient in reading»

The state remained 2nd in the nation for its students» high performance on academic measures, surpassing national averages for more children attending preschool, more 4th and 8th grade students scoring at or above proficient in reading and math and more high school students graduating on time.

New Jersey 2nd in Education Despite increases in children not attending preschool and fourth graders not proficient in reading, New Jersey maintained 2nd place for education measures — behind Massachusetts.

The report finds that Rhode Island was 14th best in the nation for the number of children who did not have health insurance in 2012, and 13th best for the percentage of fourth - graders not proficient in reading.

According to the report, in 2013 58 percent of 4th grade students in Vermont were below proficient in reading as defined by the National Assessment of Educational Progress (NAEP) standards.

The preschool enrollment figure is one of the education indicators, along with percentage of fourth graders not proficient in reading, percentage of eighth graders not proficient in math, and percentage of high school students not graduating...

Proficient in reading and writing Spanish.

• Proficient in reading, understanding and applying techniques from manuals.

• Proficient in reading floor plans and blueprints.

Proficient in reading blue prints, P&ID's and mechanical drawings to lay out and fabricate metal structural parts.

Proficient in reading, comprehending and following instructions.

Proficient in reading the accounts, interpreting the trends and computing the taxes paid for the previous term

More than half of the number of middle school students who are proficient in reading are also at an advanced level.

Figure 5: While academic achievement suffered across the board at Campbell park, the black - white achievement gap perisisted, with only 20 % and 10 % of black students being proficient in reading and math respectively in 2013.

By implementing explicit, systematic, and multi-sensory reading instruction into all three tiers of the RTI model, you can meet the needs of students who require additional help to become proficient in reading.

The law requires that 100 percent of students score proficient in reading and math by 2014.

One analysis of Milwaukee's voucher program in 2013 revealed that only 13 percent of voucher students scored proficient in math and only 11 percent scored proficient in reading on statewide tests.

«Compared to students in the nearest regular public school with a similar racial composition, charter students are 5 percent more likely to be proficient in reading and 3 percent more likely to be proficient in math.

About 39 percent of North Carolina fourth - graders and 33 percent of eighth - graders were rated proficient in reading on the 2017 National Assessment of Educational Progress, known as the nation's report card.

«Compared to students in the nearest regular public school, charter students are 4 percent more likely to be proficient in reading and 2 percent more likely to be proficient in math, on their state's exams,» Hoxby wrote in her study published in September.

Scores show that the shares of students deemed proficient in reading and math have continued to increase, according to the 2013 National Assessment of Educational Progress (NAEP).

Yet there is still improvement to be made — 42 percent of 4th grade students are proficient in math, and 35 percent are proficient in reading; 36 percent of 8th graders are proficient in reading and math.

The retreat could crush Obama's vision of setting a uniformly high bar from coast to coast, so that that «proficient in reading» means the same thing in California as it does in South Carolina.

Citywide, 53 percent of students are proficient in math and 49.5 percent are proficient in reading.

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.

So the Obama administration has used its regulatory discretion to reauthorize the law by fiat, exempting states that sign on to its agenda from the requirement that all students be proficient in reading and math by 2014.

The piece presents many figures that highlight the importance of the case, explaining that 250,000 California students are served by the 13 named districts and that «about 98 percent of teachers in the state receive a satisfactory rating every year, but only 44 percent of students are proficient in reading and 33 percent proficient in math.»

Students who are not proficient in reading by fourth grade are significantly more likely to drop out; this highlights the sense of urgency we must have in our low - performing schools.

For example, the 2015 National Assessment of Educational Progress (NAEP), the largest and longest - running assessment of students, showed that the percentage of HISD fourth graders that scored at or above proficient in Reading was 66 percent for whites but only 18 percent for blacks and Hispanics.

At Southside Ashpole, for example, only 18.4 percent of students were proficient in reading and math last school year.

Mississippi may claim that 89 % of its fourth graders are proficient in reading, according to the state test.

Even ELLs who are quite proficient in reading comprehension and fluent silent reading in English may feel self - conscious about reading orally, especially in large - group settings.

So districts like Charlotte - Mecklenberg and Wake decided to begin administering portfolio assessments in the spring semester to all third graders who hadn't already scored proficient in reading on their BOGs.

Even ELLs who are quite proficient in reading comprehension and silent reading in English may feel self - conscious about reading orally, especially in large - group settings.

For 2013, the most recent year available, these were the percentages of students proficient in reading and math:

Fewer than half of DC students score proficient in reading on standardized tests.

In Durham, for instance, so many of our students are not proficient in reading and math.

On the last HSPA test, NCA 11th graders were 97 % proficient in reading beating both Newark Public Schools and the state average and 69 % proficient in mathematics, beating the Newark Public School district.

At the time, only 37 percent of students were proficient in reading, and just 44 percent were proficient in math.

According to a recent study by the Council of the Great City Schools, 70 percent of urban schools that received targeted assistance for school turnaround increased the percentage of students who are proficient in reading and math.

Remarkably, 71 percent of students were proficient in reading on statewide tests in 2013 compared with 46 percent of all students in the district.

In our current system, with states having their own unique set of standards and assessments, a student could be proficient in reading in one state and unsatisfactory in another.

Few parents want to hear that their children are not proficient in reading or math but can collaborate well and build teams.

In addition, student proficiency rates are double the city average: 84 % of students are proficient in reading and 78 % are proficient in math.

Although No Child make requires states to improve graduation rates and test scores — including the aspirational goal that all children (and actually, based on safe harbor and other caveats, 92 percent of them) are proficient in reading, math, and science — states are given plenty of leeway when it comes to interpreting how to meet certain requirements (like the one assuring that all teachers be «highly qualified» for instruction) and develop their own solutions in order to achieve them.

Using students» reading test scores as an indicator of U.S. students» aptitude in literacy, more than 6 in 10 students at the elementary, middle and high school level are less than proficient in reading.

Promising to use the power of the state to ensure that all children were proficient in reading and math by 2014, proponents heralded the act as the greatest piece of federal education legislation since the creation of the original Elementary and Secondary Education Act in 1965.

August 18, 2016 - In an effort to combat the educational achievement gap in West Virginia — where new data shows 70 percent of students are not proficient in math and half of kids are not proficient in reading — an innovative early childhood education program is now doubling in size.

The goal was that 100 % of America's public school students would be academically proficient in reading and mathematics by 2014 — yes, last year.

The most recent national exams for fourth graders found just 34 percent proficient in reading and 40 percent proficient in math.

In 2015, Washington, D.C., where only about a third of black male students are proficient in reading and math, invested $ 20 million in new support programs specifically for black and Latino male students in the district.