Sentences with phrase «pupil than math»

So, his evidence that sports are bad is that they cost more per pupil than math instruction and affect a smaller number of students.

Not exact matches

For secondary schools if fewer than 40 per cent of pupils are achieving five GCSEs of grade C or above in subjects including English and maths that is the trigger for a takeover.

Now a primary school with fewer than 60 per cent of pupils achieving the basic standard of level 4 in reading, writing and maths (that increases to 65 per cent next year), and fewer pupils than average making the expected levels of progress between KS1 and KS2 will be taken over.

Without this contextual knowledge, pupils can sometimes lack the motivation to progress in the subject, failing to realise that maths is so much more than just numbers and equations.

In eighth grade, for example, in both reading and math, as recently as 2015, pupils in Catholic schools outperformed their public - school peers by a solid margin — more so in reading than in math.

A study of 300 schools which increased their EBacc entry rates between 2010 and 2013 found that pupils» average attainment in GCSE English and maths increased following the curriculum changes and that pupils at these schools were also less likely to have left education after the age of 16, than peers at other schools.

This might be a challenge for pupils who are scoring less than 80 % in maths tests but everyone is welcome to try it, as it is very simply explained.

The tasks are designed to be used as starters to help pupils develop their Maths graph reading and analysis skills in a different context than in a Maths lesson.

A pack of 4 Year 2 GDS Maths Problems designed to meet the following statements from the 2017 - 18 TAF: The pupil can reason about addition The pupil can use multiplication facts to make deductions outside known multiplication facts The pupil can solve more complex missing number problems The pupil can solve word problems that involve more than one step The pupil can recognise the relationships between addition and subtraction and can rewrite addition statements as simplified multiplication statements Each problem includes a «hint», solution, and sentence starters to help children to aid their explanations.

The percentage of pupils that achieved 5 + A * to C (including English and maths) in 2013 was 30 per cent higher than two years ago and the Academy has benefitted from being part of the wider Oasis family.

However, it also maintained that more than 60 per cent of secondary and 40 per cent of primary pupils are failing to reach work - class standards on writing, literacy, maths and science.

District 2 also spent less per pupil on average for core courses (math, science, English / literature, and social studies / history / economics) than for noncore courses, which include electives and foreign language.

Amid reports that overweight pupils underperform academically — data obtained from at least six studies by Scottish PHD student Anne Martin show that children who are obese at 11 achieve lower than average marks in maths, science and English at 16 — and findings that there is a higher incidence of serious childhood obesity in London than New York, figures like the London Health Commission's Lord Darzi are claiming that the issue is «at breaking point.»

When I see professionals like Colin Hegarty, a teacher nominated for the international Varkey Foundation Award for his ground breaking approach to teaching maths; and Luke Sparkes, Principal at Dixons Trinity Academy in Bradford whose focus is on seeking out what pupils don't know rather than affirming what they do, I know that the teaching profession is fizzing with bright new ideas as well as passionate teachers and leaders who are committed to driving up educational outcomes.

No More Marking tested more than 28,000 year 7 pupils using «open - ended» questions in English and maths, which could not be revised for and required a creative grasp of concepts.

On average overall, year 7 pupils improved a little more in maths than in English, the researchers found.

Disadvantaged London pupils are making more progress than those elsewhere in the country, and the gap in English and Maths is ten percentage points lower in inner London than in most other regions.

Two years ago the government changed the criteria so that a pupil needed to achieve in English AND Maths rather than English OR Maths.

Taking a sample of schools which converted to academy status between 2010 and 2012, there were 3.6 % more pupils achieving five good GCSEs including English and maths than comparable local authority schools.

At present, pupils on free school meals are 40 per cent more likely to get good GCSEs in maths and English in London, and twice as likely to go to university, than their peers in the north.

Jon, AF pays its teachers about 10 % more than their host district pays its teachers on average, spends slightly less total $ $ on a per pupil basis, and academically outperforms its host districts by wide margins in terms of standardized tests in reading, writing, and math, graduation rates, and college entrance.

According to the Department for Education, 676 schools had less than 65 per cent of pupils achieve at least a level 4 in reading, writing and maths and pupils did not achieve the average level of progress in each subject.

For the first three years, at least, threshold targets for secondary schools (60 per cent of pupils achieving 5 A * to C grades), and for primary schools, (85 per cent of pupils achieving level 4 in English and maths) will become the new floor target and will reinforce the importance of hitting targets rather than focussing on pupil progress.

Although the maths premium is now calculated on a per - qualification basis, rather than per pupil, there are restrictions to stop schools being «double - funded».

The new tests for pupils in their last year of primary school will cover maths, reading, grammar, punctuation and spelling, and children will be expected to reach a higher level than currently.

Secondary schools are considered to be «underperforming» if fewer than 40 % of their pupils get five GCSEs at grade A * - C, including English and maths, and if the school has a below average score for pupils making the expected progress between Key Stage 2 (end of Year 6) and Key Stage 4 (end of Year 11) in English and maths.

But now the school uses its academy freedoms to offer pupils more than 100 after - school classes - with everything from extra English and maths classes, to an orchestra, a choir, a debating club, Minecraft club and circus skills on offer.

In English, 81 % of pupils reached the expected level and in maths 80 % reached this level - both one percentage point higher than last year.

Pupils scoring in the bottom 10 per cent of the Programme for International Student Assessment (PISA) are nearly nine years behind in science — and just over eight years behind in maths — than those in the top 10 per cent, according to data released this morning.

And these figures from summer 2015 show that pupils in coastal schools are on average achieving 3 % lower results than inland schools, based on the benchmark five good GCSEs including English and maths.

When the Progress 8 measure for schools was implemented in 2016, we saw an increase of more than 10 percentage points in the proportion of pupils entered for four of the EBacc subjects (English, maths, science, languages, computing science, history and geography).

The performance of disadvantaged pupils in England in reading was better than in maths, the research found.

White pupils in England score between 25 to 40 points more in PISA's science, maths and reading tests than their black and Asian peers.

Secondary schools will be subject to intense scrutiny if fewer than 35 % of their pupils get five C grades at GCSE, including English and maths, and fewer students are making two levels of progress between the ages of 11 and 16 than the national average.

The Sunday Times has featured King's Maths School in Lambeth, where performance of pupils at King's Maths School is better than that at many private schools, which charge up to # 30,000 a year.

A coasting primary school is defined as one in which fewer than 85 per cent of pupils achieved the expected standard at the end of primary schools, and the average progress made by pupils was less than -2.5 in reading and maths, or -3.5 in writing, for three consecutive years.

Secondary schools currently fall beneath the government's floor standards if fewer than 40 % of children achieve 5 or more A * to C GCSEs, including English and maths, and if the proportion of pupils making expected progress between key stage 2 and 4 in English and maths is below the median.

By 2007,... «despite additional per - pupil resources,» privately managed schools like Edison's «did not produce average increases in student achievement that were any larger than those seen in the rest of the district,» while «district - managed restructured schools outpaced the gains of the rest of the district in math.»

Tens of thousands of pupils took papers for more than one maths GCSE in 2012, according to Ofqual figures, while the numbers sitting key English and maths exams before they were 16 also soared.

At primary level the definition will apply to those schools who for the first 2 years have seen fewer than 85 % of children achieving level 4, the secondary - ready standard, in reading, writing and maths, and which have also seen below - average proportions of pupils making expected progress between age 7 and age 11, followed by a year below a «coasting» level set against the new accountability regime which will see children being expected to achieve a new higher expected standard and schools being measured against a new measure of progress.

Primary schools are considered below the floor standards if fewer than 65 % of children achieve level 4 in reading, writing and maths, and if the proportion of pupils making expected progress between key stage 1 and key stage 2 in reading, writing and maths is below the median.

At primary level, the definition will apply to those schools who have seen fewer than 85 % of children achieving an acceptable secondary - ready standard in reading, writing and maths over the course of 3 years, and who have seen insufficient pupil progress.

A study by the RAND Corporation and Research for Action found that «despite additional per - pupil resources,» privately managed schools like Edison's «did not produce average increases in student achievement that were any larger than those seen in the rest of the district,» while «district - managed restructured schools outpaced the gains of the rest of the district in math.»

Ms Morgan referred to government figures which showed that although the proportion of pupils meeting the «required standard» in maths at age 11 had risen from 79 per cent in 2010 to 87 per cent last year, more than 74,000 children were still below it.

Secondary schools are «underperforming» if fewer than 40 % of pupils get five GCSEs at grade A * - C, including English and maths, and if the school has a below average score for pupils» progress.

In primary schools, the threshold for intervention is if fewer than 65 % of pupils get Level 4 in reading, writing and maths and a below average number of pupils make the expected amount of progress.

«In these areas, fewer than half of all pupils get 5 good GCSE grades A * to C, including English and Maths, and they do not make the progress you would expect of pupils.

Mr Twigg said that white working class pupils on free school meals were the worst performers, with fewer than 30 % achieving five good GCSEs, including English and maths.

The findings, published by the Education Endowment foundation, are based on the English and maths GCSE results of more than 14,000 secondary pupils who took part in trials.

At primary level, the definition will apply to those schools who have seen fewer than 85 per cent of children achieving an acceptable secondary - ready standard in reading, writing and maths over the course of three years, and who have seen insufficient pupil progress.