Sentences with phrase «raising reading and math»

We should not be «organizing schools around the goals of raising reading and math scores,» writes Giroux, «but our primary concern is to [get students] to learn how to affirm their own experiences, and to understand the need to struggle individually and collectively for a more just society.»

RH: It seems that the lion's share of education reformers and providers nowadays focus on raising reading and math scores.

NCLB required states to test ELLs and report their subgroup scores, increasing pressure on schools to move students to English fluency and raise reading and math scores.

Schools faced increased pressure to move students to English fluency and raise reading and math scores.

In 2016, Danish Shakeel and colleagues analyzed 19 international randomized controlled trials of school vouchers, finding that vouchers tended to raise both reading and math scores.

Not exact matches

Hamilton has served as a community board president and was involved in raising math and reading scores.

When Jesse was a Community Board President he hired Dr. Evelyn Castro from Hunter Elementary School and raised math and reading scores 6 percent over a three year period.

Greater focus on raising student performance on math and reading standardized tests may also lead schools to cut field trips.

It has become a mantra in education that No Child Left Behind, with its pressure to raise test scores, has reduced classroom time devoted to the arts (and science, social studies, and everything else besides reading and math).

For admission, they must score at an 8th - grade level on standardized reading and math tests (the Richmond Tech PLC raised that to 9th grade because it had so many applicants), pass an interview, and sign an achievement contract that also commits them to attend a daily meeting called Morning Motivation.

Our results indicate that, on average, New York City's charter schools raise their 3rd through 8th graders» math achievement by 0.09 of a standard score and reading achievement by 0.04 of a standard score, compared with what would have happened had they remained in traditional public schools (see Figure 3).

Although the retention rates for TFA and VIF are low, it's worth noting that teachers who come through those preparation routes are better at raising student reading and math scores.

And they all knew which ones needed raising, down to the specific strand on a math, reading, or writing test.

Heissel and Norris estimate that making these scheduling switches would raise average math performance by six percent of a standard deviation and average reading performance by four percent of a standard deviation.

• Goal # 2: To significantly raise the quality of the reading, writing, and math tests in use throughout the country.

Passing rates on state tests plummeted this year in New York after state education officials raised the cut score on the state's reading and math tests.

On Top of the News States Fail to Raise Bar in Reading, Math Tests Wall Street Journal 8/11/11 Behind the Headline Few States Set World - Class Standards Education Next Summer 2008 A new NCES report finds that, while some states have raised their standards for proficiency in math and reading, most states still fall -LReading, Math Tests Wall Street Journal 8/11/11 Behind the Headline Few States Set World - Class Standards Education Next Summer 2008 A new NCES report finds that, while some states have raised their standards for proficiency in math and reading, most states still fall -Lreading, most states still fall -LSB-...]

In these surveys, we asked principals to evaluate their teachers along a variety of dimensions, including dedication and work ethic, organization, classroom management, parent satisfaction, positive relationship with administrators, student satisfaction, role model value for students, and ability to raise math and reading achievement.

But not for all the usual reasons that people raise concerns: the worry about whether we've got good measures of teacher performance, especially for instructors in subjects other than reading and math; the likelihood that tying achievement to evaluations will spur teaching to the test in ways that warp instruction and curriculum; the futility of trying to «principal - proof» our schools by forcing formulaic, one - size - fits - all evaluation models upon all K — 12 campuses; the terrible timing of introducing new evaluation systems at the same time that educators are working to implement the Common Core.

A 2015 study by Stanford University's Center for Research on Education Outcomes (CREDO) found Newark charter schools outperformed traditional district schools: 77 percent of Newark's charters were more effective at raising test scores in reading, and 69 percent were more effective at raising scores in math.

Since 2011, 45 states have raised their standards for student proficiency in reading and math, with the greatest gains occurring between 2013 and 2015.

We find a positive correlation between a principal's assessment of how effective a teacher is at raising student achievement and that teacher's success in doing so as measured by the value - added approach: 0.32 for reading and 0.36 for math.

It's how we know, for example, how much progress there has or has not been in closing achievement gaps nationwide, but it just doesn't work to say we can hold teachers accountable simply for raising math and reading scores.»

Using the National Assessment of Education Progress (NAEP) as our measure, we found some states had raised the achievement of economically disadvantaged students the equivalent of a full grade level or more in just eight years, 2003 - 2008 — this at grades four and eight and in reading and math.

That's because its decision to condition ESEA flexibility on state adoption of teacher evaluation systems has not only raised the stakes of reading and math tests (making them less popular and potentially more damaging to the educational enterprise).

Children raised in families with higher incomes score higher on math and reading tests.

Recent assessments of school - based pre-K programs in Michigan, New Jersey, Oklahoma, South Carolina, and West Virginia indicate that they substantially raise children's vocabulary, math, and reading comprehension test scores at the end of one year.

Between 1994 and 1999, these states were the educational envy of the nation, raising proficiency rates in math and reading by 2 to 5 percentage points in the average year.

RH: During the No Child Left Behind era, many schools felt pressured to raise these math and reading scores, and cut down on recess in favor of more time in the classroom.

The research consensus suggests TFA corps members are about equally effective at raising students» test scores as teachers from all other pathways, though better in math than in reading and writing.

Back in 2009 and 2010, when the Common Core was adopted by a host of states ready to promise pretty much anything in exchange for Race to the Top funds, it was fueled by twin promises: It would «raise standards» and it would make it easier to compare how schools and states were faring in reading and math.

Eight states have raised their standards for passing elementary - school math and reading tests in recent years, but these states and most others still fall below national benchmarks, according to a federal report released Wednesday.

A new NCES report finds that, while some states have raised their standards for proficiency in math and reading, most states still fall far below the «basic» level on NAEP.

Amid the intense debates about how much progress the nation has made in raising student achievement and whether federal investments in education have produced results, one important trend tends to be overlooked — namely, the notable gains made by African American and Latino students in reading and math achievement since 1971.

A 2009 study by NACAC, the National Association of College Admission Counseling, showed that SAT prep courses raised critical reading scores by about 10 points and math scores by about 20 points

But the literature contains many examples of schools serving substantial portions of economically disadvantaged students and ethnic minorities that have raised student achievement in reading and math while delivering a well - rounded curriculum that includes the arts (Petersen, 2007).

«This is how we improve the learning and life chances for all children and raise our international position in reading, writing and maths,» he said.

And it raised the importance of the National Assessment, requiring the Department of Education to increase the frequency of its administration in math and reading to once every two years, to help Americans monitor progress toward the goals of universal proficiency and the elimination of the achievement gAnd it raised the importance of the National Assessment, requiring the Department of Education to increase the frequency of its administration in math and reading to once every two years, to help Americans monitor progress toward the goals of universal proficiency and the elimination of the achievement gand reading to once every two years, to help Americans monitor progress toward the goals of universal proficiency and the elimination of the achievement gand the elimination of the achievement gap.

The administration has also ignored red flags raised by peer review panels it has put in place to vet the submitted proposals — including concerns that states didn't present their proposals to American Indian tribes as required under both the waiver process (as well as under federal and state laws), and that D.C.'s plan for implementing Common Core reading and math standards was not «realistic and of high quality».

Based on results measured by the National Assessment of Educational Progress (NAEP), improvements in accountability have significantly raised achievement in reading and math among all student groups.

The spokesman added: «The recruitment of specialist maths teachers, introducing phonics - based reading for six - year - olds and restoring the rigour of GCSE and A-level exams are all part of the overall package to raise participation across the board.»

Teachers and schools districts are also clamoring for changes to the No Child Left Behind program that seeks to raise educational standards by forcing schools to reach 100 percent proficiency in reading and math tests by 2014 or lose funding.

Broadening accountability systems in this way is the practical means by which states can raise expectations for student learning beyond the basic reading and math skills existing achievement tests emphasize.

Using regression discontinuity designs, we find that these reforms led to substantial improvements in school performance, raising math achievement by 17 percent and reading achievement by 9 percent.

In a distressed neighborhood north of Miami's gleaming downtown, a group of enthusiastic but inexperienced instructors from Teach for America is trying to make progress where more veteran teachers have had difficulty: raising students» reading and math...

In recent years, however, the federal law known as No Child Left Behind has put pressure on schools to raise scores on the standardized reading and math tests given to students starting around age 8.

As Dropout Nation has noted within the past year, those very review boards have raised significant concerns about many of the plans submitted by states such as New York as well as by the District of Columbia; D.C., one panel was particularly concerned that D.C.'s transition plan to embrace Common Core math and reading standards was not «realistic and of high quality», and lacked a «high - quality plan» for ensuring that English Language Learners and special ed students could get strong, comprehensive, college [preparatory curricula.

It's generally easier to raise the performance of low - income students in math, probably because math doesn't require the background knowledge and vocabulary that reading comprehension does.

These funds are helping to transform the Auburn school by raising student proficiency in math by 30 percent and reading by 35 percent over the five years of the grant.

Dahl and Lochner say, «Our baseline estimates imply that a $ 1,000 increase in income raises math test scores by 2.1 percent and reading test scores by 3.6 percent of a standard deviation (Available at: http://www.irp.wisc.edu/research/education.htm).»