Sentences with phrase «proficient on state tests»

Since the ultimate goal of NCLB, that 100 percent of students would be proficient on state tests by 2014, was widely acknowledged as unattainable, more and more schools were failing to make AYP as we approached that deadline.

In 2010, Gary Phillips showed that states with the largest fraction of students scoring proficient on state tests did not have the smartest kids.

Achieve's report found that more than half the states had a gap of 30 percentage points or more between the higher percentages of students scoring proficient on state tests compared with the lower number hitting what the national assessment tests deem as proficient in 2013 - 14.

The percentage of African - American students in New Orleans proficient on state tests increased 27 percentage points between 2004 - 05 and 2013 - 14, from 32 percent to 59 percent.

The share of students proficient on state tests rose from 35 percent in 2005 to 56 percent in 2011; 40 percent of students attended schools identified by the state as «academically unacceptable» in 2011, down from 78 percent in 2005.

The fact that only about one third of students are proficient on state tests in math and language arts was «simply unacceptable,» the letter said.

He also noted that spending money on failed schools hasn't been limited to voucher schools: Last year, for example, taxpayers spent about $ 361 million operating 52 low - performing public schools in Milwaukee in which 10 percent or fewer of the students were considered proficient on state tests.

Under the law, Adequate Year Progress, or AYP, required states to increase the number of students rated proficient on state tests each year, with the goal of reaching 100 percent proficiency by 2014.

At higher income schools, where most kids scored proficient on the state tests, there wasn't as much focus on test prep.

But if for any given state the percentages proficient on the state tests are much higher than those reported for the state by NAEP, then we conclude that the state has set its proficiency standards much lower than the international bar that CCSS is encouraging.

The measures used in the NEPC report — whether schools make AYP, state accountability system ratings, the percentage of students that score proficient on state tests, and high - school graduation rates — are at best rough proxies for the quality of education provided by any school.

The fact that only about one third of students are proficient on state tests in math and language arts was «simply unacceptable,» the letter said.

Under NCLB, all students needed to be proficient on the state test by 2014.

For example, in 2005, 87 percent of 4th graders in Tennessee were proficient on the state test in mathematics, but only 28 percent were proficient on the NAEP.

In contrast, in Massachusetts, 40 percent of 4th graders were proficient on the state test in mathematics and almost the same proportion (41 percent) were proficient on the NAEP.

This last school year (2008 - 2009), our 7th grade was at more than 90 % advanced / proficient and our 8th grade was more than 80 % advanced / proficient on the state test.

Not exact matches

In test results released Friday, 38 % of city students scored proficient in English - a jump of nearly eight percentage points from last year that put the city's scores on par with the state overall for the first time.

At PS134, the numbers were only slightly better, with 36 % of 3rd, 4th and 5th graders scoring «proficient» or above on the state math tests, and only 14 % of 3rd, 4th and 5th graders scoring «proficient» or above on the state ELA tests.

At PS 137, only 11 % of 3rd, 4th and 5th graders scored «proficient» or above on the state math tests, whereas the citywide average was 38 %.

Only 6 % of 3rd, 4th and 5th graders scored «proficient» on the state ELA tests, whereas the citywide average was 29 %.

6,687 students 623 classroom teachers 10 schools (one high school, two junior highs, seven elementary) $ 188.8 million 2010 - 11 budget 1 % of students need free or reduced price lunches 97 % students are white or Asian (3 % black or Latino) 83 % of third - graders scored proficient or higher on this year's state's English test; 90 % on math exam.

Furthermore, immigrant children who were learning English and participated in the intervention had achievement scores on those state tests that were nearly as high as the achievement scores of classmates who were proficient in English.

In its own analysis, ANet says the number of its youngsters who scored proficient or above on state tests last year increased by 7 percentage points in English and 4 percentage points in math in Chicago, and by 5 points in English and 3 points in math in New Orleans.

Under the law, schools must show not only that their overall student body is making «adequate yearly progress» on state tests, but also that a sufficient percentage of certain subgroups of students are likewise proficient.

The percentage of 10th - graders in four SIG schools scoring proficient or above on state tests in 2011 was 12.5 percent, compared to 0 percent in 2010.

Based on preliminary results from the spring 2000 state test, 88 percent of the school's first 8th grade class scored proficient or above in language arts (compared with 47 percent citywide), and 66 percent scored proficient or above in math (versus 21 percent citywide).

That is, if a state reports that 85 percent of its students are proficient readers based on the results of its own tests, but NAEP only reports that 25 percent of that states students are proficient, states would be embarrassed by such a discrepancy.

States were required to bring all students to the «proficient level» on state tests by the 2013 - 14 school year, although each state got to decide, individually, just what «proficiency» should look like, and which tests to use.

Rick Hess and Paul Peterson, for example, have compared state cut scores for proficiency on their state tests to results on the U.S. Department of Education's National Assessment of Educational Progress (NAEP) to show that the level of achievement required to be declared proficient in many states has been dropping over the last decade.

But if percentages of students identified as proficient are higher on a state's own tests than on NAEP tests, then it may be concluded that the state has set its proficiency bar lower than the NAEP standard.

In recent years, the percentage of Kettle Moraine students deemed proficient or advanced in reading or math has been 5 to 25 points above the state average on Wisconsin's state standardized tests.

For each available test, we computed the difference between the percentage of students who were proficient on the NAEP and the percentage reported to be proficient on the state's own tests for the same year.

We then linked the grades given to each school to data on the school's characteristics: its size, the size of classes at the school, the racial and ethnic composition of its students, the percentage of students from poor families, and the percentage of students performing at proficient levels on state reading and math tests.

Parents worried that the drive to increase performance on state tests came at the cost of an ever - narrowing curriculum and that the focus on getting the «bubble kids» from slightly below proficient to slightly above proficient came at the cost of teaching kids who were way behind or ahead.

Based on its own tests and standards, the state claimed in 2009 that over 90 percent of its 4th - grade students were proficient in math, whereas NAEP tests revealed that only 28 percent were performing at a proficient level.

Central High did not make the Adequate Yearly Progress standard under the federal No Child Left Behind Act, and less than 20 percent of its students score «proficient» on state standardized math tests.

The NCLB accountability system divides schools into those in which a sufficient number of students score at the proficient level or above on state tests to meet Adequate Yearly Progress (AYP) benchmarks («make AYP») and those that fail to make AYP.

In most states, far fewer students were rated «proficient» on the Common Core — aligned tests than on the old assessments, which was by design — the standards were raised to better indicate «college and career readiness.»

Under the new system, grades one through three are measured against a goal of reading by the end of third grade; grades four through six on proficient or advanced performance on the English and math portions of a state test indicating middle school readiness; seven, eight, and nine on high school readiness with passing all ninth - grade; grades 10, 11, and 12 focus on the goal of high school graduation.

The graph below illustrates how Ohio proposes to raise its targets so that all students perform at the «proficient» level on state tests by 2013 - 14.

The plans, which detail how and under what timelines states are to ensure that all students perform at the «proficient» level on state tests, were due to the federal Department of Education on Jan. 31.

For example, will there be a «common» definition of proficiency (i.e., a uniform «cut - score,» the point on the test - score scale that separates «proficient» pupils from their need - more - work classmates) attached to the «common» assessment or will each participating state be free to set its own?

So, for example, only 25 percent of 8th graders in South Carolina were deemed proficient on both the state reading test and on the NAEP reading test — an honest, if embarrassing, reckoning of the education situation in the state.

After Parkville teachers identified students most likely to reach the proficient level on the state tests with some focused remediation, extra help before and after school ramps up and students are told to «take ownership» of their learning.

In some cases, students who are performing well or above the proficient level in class fall short on the state tests, for whatever reason.

Delaware Department of Education Deputy Officer Donna Mitchell will share insights into how the program contributed to a 16 — 20 % increase in the number of students who scored «proficient» on state tests.

States already report how many students score at multiple levels on their tests, usually in the categories «below basic,» «basic,» «proficient» and «advanced.»

In California, 75 % of white third - grade students who attend public schools without the minimum threshold number of ELL students perform at or above the proficient level on the state's mathematics assessment test, whereas just 67 % of the white California third - graders who attend schools with the minimum threshold number of ELL students score at or above the proficient level.

While most students were proficient on their own state tests, only about 35 percent were proficient on a more rigorous test called NAEP, given to a sample of students across the country.

Arkansas has become the second state to redefine what it means to be proficient on new Common Core tests, inflating the performance of its students.