Sentences with phrase «read on grade level in»

Illustrations by Blair Kelly Once upon a time, teachers taught students to read on grade level in elementary school.

Not exact matches

If they're in fifth grade and they're reading on a second - grade level, how do you be honest about it and still instill self - confidence?

Even though almost every student at the KIPP Academy... is from a low - income family, and all but a few are either black or Hispanic, and most enter below grade level, they are still a step above other kids in the neighborhood; on their math tests in the fourth grade (the year before they arrived at KIPP), KIPP students in the Bronx scored well above the average for the district, and on their fourth - grade reading tests they often scored above the average for the entire city.

By the time he was in first grade, he was already reading third and fourth - grade level books on space and the universe.

My 7 year old reads on a 4th grade level and is in the middle of 3rd grade math.

In Yonkers, 4 out of 5 students can not read or do math on grade level — they need a Senator, too.

Those policies include a ten - year plan, $ 81 million to make computer science a requirement in city schools, and a $ 75 million annual commitment to hire reaching specialists to get all students up to reading on their grade level by the end of second grade.

The day after he won reelection in November, Mayor de Blasio said, «We have to achieve 3 - K in the next four years... We have to get our kids reading on grade level by third grade.

Currently, only one in five Black or Hispanic students can read or write at grade level, and more than 200,000 Black and Hispanic students could not meet academic standards on this year's state exams.

In one study of 1,651 high school students from three states, reading ability was just as important to students» science - class grades and scores on state - level science tests as the amount of science knowledge they had.

For example, in 2011 only 67 % of American children read at or above the basic level on the fourth - grade National Assessment of Educational Progress.

Context is also lacking in his September 3 column, where he noted, «The federal system uses a single yearly proficiency goal - for North Carolina, 68 percent of students reading on grade level this year - and requires all schools to make that number.»

We can say everything we want about how much [credibility] we should invest in a one - time test, but some of the most poignant discussions I've had are with parents who didn't find out until their child was in the seventh or eighth grade that she or he was way behind — not reading up to par, not doing math up to par, and not prepared to take on high - school - level work.

The state also invested substantial support for early readers and focused on retaining 3rd graders who fail to read at grade level; state law allows for, but does not require, those students to be held back, which both Skandera and Martinez criticized as insufficient in a state with exceptionally low rates of adult literacy.

Since 2007, the proportion of D.C. students scoring proficient or above on the rigorous and independent National Assessment of Educational Progress (NAEP) more than doubled in fourth grade reading and more than tripled in fourth grade math, bringing Washington up to the middle of the pack of urban school districts at that grade level, while the city's black students largely closed gaps with African American students nationwide.

In most cases, you can't leave an academically challenged thirteen - year - old home alone all day to complete a program that requires reading on a sixth - grade level.

In 2014 - 15, we not only exceeded national performance levels on all grades for NWEA, but we were second for growth in reading and math in our network of high - performing schoolIn 2014 - 15, we not only exceeded national performance levels on all grades for NWEA, but we were second for growth in reading and math in our network of high - performing schoolin reading and math in our network of high - performing schoolin our network of high - performing schools.

Retaining students based on reading proficiency can produce large improvements in academic performance when compared to grade - level peers.

In 1998, Florida scored about one grade level below the national average on the 4th - grade NAEP reading test, but it was scoring above that average by 2003, and made further gains in subsequent years (see Figure 1In 1998, Florida scored about one grade level below the national average on the 4th - grade NAEP reading test, but it was scoring above that average by 2003, and made further gains in subsequent years (see Figure 1in subsequent years (see Figure 1).

To enhance student - level differentiation, we supplied all sixth and ninth graders with a math tutor in a two - on - one setting and provided an extra dose of reading or math instruction to students in other grades who had previously performed below grade level.

We also use our extra academic hours to provide targeted one - on - one and small group intervention for our students with special needs who are significantly behind grade levels in reading, and we offer additional hours of ESL instruction to our beginning ELL students.

But in May 2002, the state legislature made one of its boldest moves, revising the School Code, the state's education law, to require 3rd - grade students to score at the Level - 2 benchmark or above on the reading portion of the FCAT in order to be promoted to 4th grade.

By the 4th grade, public school children who score among the top 10 percent of students on the National Assessment of Educational Progress (NAEP) are reading at least six grade levels above those in the bottom 10 percent.

They're an earnest bunch and they offer an attractive, teacher - friendly, alternative vision to the data - obsessed ed reform triumphalism that has the firm upper hand in education at present, yet too often defines well - educated as «reads on grade level and graduates on time.»

In this paper, we use an extensive student - level data set to evaluate the impact of charter schools in North Carolina on the math and reading performance of students in grades 4 through In this paper, we use an extensive student - level data set to evaluate the impact of charter schools in North Carolina on the math and reading performance of students in grades 4 through in North Carolina on the math and reading performance of students in grades 4 through in grades 4 through 8.

Armed with this information, staff members at the school district, city, and partner organizations have been developing strategies and practices that give both dropouts and at - risk students a web of increased support and services, including providing dropout - prevention specialists in several high schools, establishing accelerated - learning programs for older students who are behind on credits, and implementing reading programs for older students whose skills are well below grade level.

Despite the higher average education level of their parents, charter school students exhibit lower levels of performance on end - of - grade tests in both reading and math.

During Levinson's interactive PPE session, she presented participants with a case study focused on an eighth grade teaching team, which had to decide whether to promote or retain a 15 - year - old girl who had failed required classes and was reading way below grade level, but who also had worked hard to succeed in the face of numerous personal traumas.

Scope: Compares the percentage of students passing or receiving high marks on standardized state tests in reading, math, writing, and science in various grade levels.

Researchers found that it took Fairfax ESL students four to nine years to reach grade level on standardized tests in reading and other subjects.

Yet on close reading, de Blasio's nine - page education plan offers mostly bromides and impossible dreams: «ensure that all students are reading at grade level by third grade,» «reduce class size,» «involve and engage parents and families,» and «place great leaders to lead great teachers in every school.»

An analysis of school - level data by grade for reading and math in 1999 and 2000 showed large and highly significant correlations, suggesting that schools that perform well on the TAAS are also likely to perform well on nationally normed tests.

This year, it is attacking the adolescent literacy issue on several fronts: developing a diagnostic assessment to determine the kind of reading intervention individual students need; an academiclanguage building program called WordGeneration; analyzing data to see which programs work well in the schools; and a remedial reading course for eighth - and ninth - grade students reading at the third - grade level or below.

• The Common Core asks teachers to assign texts that provide language complexity appropriate to the grade level, but significant proportions of teachers — particularly in the elementary grades — are still assigning texts based on students» present reading prowess.

The analysis extends previous work (see «Johnny Can Read... in Some States,» features, Summer 2005, and «Keeping an Eye on State Standards,» features, Summer 2006) that used 2003 and 2005 test - score data and finds in the new data a noticeable decline, especially at the 8th - grade level.

Since boys are about a grade level behind girls in reading and writing and girls have just about closed the gap in mathematics and science, I'll focus on raising the achievement of boys.

For several days in early January, Michaelis and support staff members met with classroom teachers in grades three to six charged with identifying students in different subgroups (Hispanic, African American, English language learners, special education) at levels 1 and 2 with the best chance of scoring at a higher level on the math, reading, or writing section of the CMTs, if they received intensive, targeted remediation.

Newly built to support college and career readiness standards, the bank spans grades 1 — 12 in reading and math and helps districts build assessments that produce high - quality data about student performance and match the level of rigor and item types found on statewide assessments.

Her statement on company letterhead emphasized in boldface that 63 percent of students gain at least two grade levels in reading and 77 percent make grade - level growth in math after attending ALS schools for at least a semester.

Alcott concentrates on fundamental and higher level skills in reading, writing and mathematics in all grade levels.

Upping the Ante of Text Complexity in the Common Core State Standards: Examining Its Potential Impact on Young Readers Educational Researcher, January / February 2013 Researchers examine the theoretical and empirical support for assumptions underlying the CCSS's acceleration of text complexity in grades 2 - 3 and identify patterns in American reading achievement and instruction in order to illustrate the consequences of an increase in the first step of the CCSS staircase of text complexity levels.

Students who are chronically absent in early grades are at risk of not establishing a foundation for learning — for example, not reading on grade level — and setting out on a course that can lead to grade repetition, behavioral problems, and eventual dropout.

Less than one - third are reading and writing at grade level, and barely more than one - third are performing at grade level in math, according to results on California's standardized tests.

Though the increased emphasis on the mechanics of taking tests should be considered a factor in the increase of mathematics and reading scores throughout this period, survey results also found signs of significant changes in teachers» emphasis on content in language arts and in the time devoted to content appropriate to grade level in mathematics.

Employing strict discipline, an extended school day and year, and carefully selected teachers, No Excuses schools move disadvantaged students who start behind their peers academically up to and above grade level in reading and math, and on the path to success in college.

To get specific: In Chicago Public Schools ~ white and Asian students made minor gains on NAEP in reading between 2003 and 2009 ~ but Hispanic students gained little and blacks gained nothing ~ so the achievement gap widened between whites and minorities at the fourth and eighth grade levelIn Chicago Public Schools ~ white and Asian students made minor gains on NAEP in reading between 2003 and 2009 ~ but Hispanic students gained little and blacks gained nothing ~ so the achievement gap widened between whites and minorities at the fourth and eighth grade levelin reading between 2003 and 2009 ~ but Hispanic students gained little and blacks gained nothing ~ so the achievement gap widened between whites and minorities at the fourth and eighth grade levels.

It is wonderful to set an aspirational goal of 2014 for all students in all subgroups in all grades in the United States to be reading and doing math on grade level.

As is well known, the federal No Child Left Behind Act of 2002 (NCLB) required states to test students annually in grades 3 - 8 (and once in high school), to report the share of students in each school performing at a proficient level in math and reading, and to intervene in schools not on track to achieve universal student proficiency by 2014.

These include students» grade level, Limited English Proficiency status and eligibility for subsidized school meals, their teachers» years of experience in North Carolina public schools, class size, school size, schools» racial and socioeconomic makeup, and schools» average math and reading scores on statewide tests.

Follow - up pairwise contrasts indicated that children's reading achievement in every classroom was significantly different from that in every other classroom: On average, children in classroom 1 were reading at a primer level; children in classroom 2 were reading at an end - of - first grade level; children in classroom 3 were reading on a mid second - grade level; and children in classroom 4 were reading on a late second - grade leveOn average, children in classroom 1 were reading at a primer level; children in classroom 2 were reading at an end - of - first grade level; children in classroom 3 were reading on a mid second - grade level; and children in classroom 4 were reading on a late second - grade leveon a mid second - grade level; and children in classroom 4 were reading on a late second - grade leveon a late second - grade level.