Sentences with phrase «reading achievement scores»

Significant relations between breastfeeding and Woodcock Reading Achievement scores at 11 years were also reduced to nonsignificant levels after the inclusion of maternal IQ and the Home Observation for Measurement of the Environment.

«Research shows that reading 4 to 5 books during the summer can prevent a decline in reading achievement scores from the spring to the fall.»

As a result of such disparities, contributor Sean Reardon finds that the gap between rich and poor children's math and reading achievement scores is now much larger than it was fifty years ago.

Reading over the summer has the potential to prevent a decline in reading achievement scores from the spring to the fall, even the small step of reading one book can be beneficial;

The Second Evaluation of the Improving Literacy Through School Libraries Program (2009) provides findings on how grant funds are targeted to schools, uses of the grant funds, staff collaboration and professional development, and the relationship between participation in the program and reading achievement scores.

This interpretation of the law requires a minimum of 8 different indicators (math achievement scores, reading achievement scores, another academic indicator, and a school quality or student success indicator, plus participation rate for each of these four measures).

Significant relations between breastfeeding and Woodcock Reading Achievement scores at 11 years were also reduced to nonsignificant levels after the inclusion of maternal IQ and the Home Observation for Measurement of the Environment.

In fact, combined treatment, medication management, and behavioral treatment never differed significantly among themselves, with 3 exceptions (combined treatment > behavioral treatment for parent - reported internalizing problems and oppositional / aggressive symptoms, and Weschler Individual Achievement Test reading achievement score).

Not exact matches

Article does not mention that at charlton he scored a hat trick against reading, which is quite some achievement.

Breastfed children had higher mean scores on tests of cognitive ability; performed better on standardized tests of reading, mathematics, and scholastic ability; were rated as performing better in reading and mathematics by their class teachers; had higher levels of achievement in school - leaving examinations; and less often left school without educational qualifications.

When compared to control group counterparts in randomized trials, infants and toddlers who participated in high - quality home visiting programs were shown to have more favorable scores for cognitive development and behavior, higher IQs and language scores, higher grade point averages and math and reading achievement test scores at age 9, and higher graduation rates from high school.

By contrast, achievement scores on the Woodcock Word, Passage, and Reading Comprehension tests were higher for breastfed than for bottle - fed children (Table 4).

Using income as well as math and reading scores, the study also found that the lower the household income during infancy, the worse the children's performance on reading and math in fifth grade — replicating the well - known gap between income and achievement.

The failure was exemplified by high drop - out rates, dismal national test scores in math, reading, and other subjects, as well as widening achievement gaps.

Sources might include reading and math achievement test scores, IQ scores, benchmark and state test results, and grade level progress in the curriculum.

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.

Even if we ignore the fact that most portfolio managers, regulators, and other policy makers rely on the level of test scores (rather than gains) to gauge quality, math and reading achievement results are not particularly reliable indicators of whether teachers, schools, and programs are improving later - life outcomes for students.

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).

Children in smaller groups score higher in all standard achievement tests, especially for reading and maths.

K - 12 Achievement (2016) The K - 12 Achievement Index scores states based on 18 distinct achievement measures related to reading and math performance, high school graduation rates, and the results of Advanced PlaceAchievement (2016) The K - 12 Achievement Index scores states based on 18 distinct achievement measures related to reading and math performance, high school graduation rates, and the results of Advanced PlaceAchievement Index scores states based on 18 distinct achievement measures related to reading and math performance, high school graduation rates, and the results of Advanced Placeachievement measures related to reading and math performance, high school graduation rates, and the results of Advanced Placement exams.

Using more recent data, a report by the Center on Education Policy concludes that reading and math achievement as measured by state assessments has increased in most states since 2002 and that there have been smaller but similar patterns in NAEP scores.

To evaluate the claim that No Child Left Behind and other test - based accountability policies are making teaching less attractive to academically talented individuals, the researchers compare the SAT scores of new teachers entering classrooms that typically face accountability - based test achievement pressures (grade 4 — 8 reading and math) and classrooms in those grades that do not involve high - stakes testing.

In 1999, Michigan increased the reward for good academic performance by offering the Michigan Merit Award, a one - year $ 2,500 scholarship for any student who scores at Level I or Level 2 on the Michigan Educational Achievement Program (MEAP) tests in reading, mathematics, science, and writing.

Reading achievement has proved more stubborn, with scores settling back to about the same level as...

The K - 20 EDW includes detailed enrollment, demographic, and program participation information for each student, as well as reading and math achievement test scores.

Recalling that black students have the lowest scores on both the reading and math tests, one can see that these results can be interpreted as the effects of peer achievement.

For example, a student who begins the year at the 50th percentile on the state reading and math test and is assigned to a teacher in the top quartile in terms of overall TES scores will perform on average, by the end of the school year, three percentile points higher in reading and two points higher in math than a peer who began the year at the same achievement level but was assigned to a bottom - quartile teacher.

Students that were modest in their self - appraisals relative to their reading achievement — who were, in fact, underconfident — usually had reading scores that exceeded their country mean while overconfident students often had reading scores below the mean.

«In addition, the students» achievement levels in reading have risen, and when achievement scores in reading go up so will scores in other areas,» adds Castro.

In my reading, I see this phrase «achievement gap» as referring solely to results on test scores.

In reading, the achievement gap has improved slightly more than in math (0.3 standard deviations), but after a half century, the average black student scores at just the 22nd percentile of the white distribution.

And building test - score - based student achievement into teacher evaluations, while (in my view) legitimate for some teachers, has led to crazy arrangements for many teachers whose performance can not be properly linked to reading and math scores in grades 3 — 8.

For a better sense of the magnitude of these estimates, consider a student who begins the year at the 50th percentile and is assigned to a top - quartile teacher as measured by the Overall Classroom Practices score; by the end of the school year, that student, on average, will score about three percentile points higher in reading and about two points higher in math than a peer who began the year at the same achievement level but was assigned to a bottom - quartile teacher.

Teachers» scores on the classroom observation components of Cincinnati's evaluation system reliably predict the achievement gains made by their students in both math and reading.

The study found that after multimedia technology was used to support project - based learning, eighth graders in Union City, New Jersey, scored 27 percentage points higher than students from other urban and special needs school districts on statewide tests in reading, math, and writing achievement.

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.»

When using one - hour testing sessions to gauge student performance, combined reading and math scores serve as a better indicator of student achievement than either test separately.

High school students in a half - dozen states are scoring much worse in reading on one version of the Stanford Achievement Test - 9th Edition than students in earlier grades.

The school board decided to require the two - hour reading block at 59 elementary and 12 middle schools where students average scores of 25 or less on the Stanford Achievement Test.

Regular readers of my blog know that this is not because I'm convinced they're the answer to the «achievement gap» or to driving up math and reading scores, but because chartering offers an opportunity to rethink how we go about teaching, learning, and schooling.

A story and chart in the May 14, 2008, issue of Education Week about states that have curtailed bilingual education should have said that trends in student achievement identified by Daniel J. Losen of the Civil Rights Project at the University of California, Los Angeles, were based on test scores in reading of English - language learners in 4th grade, not 4th and 8th grades.

(Although TFA corps members» effect on students» reading scores is not as great, the payoff to experience is also considerably lower in reading achievement.)

«Alabama is light years ahead of everyone else in closing the achievement gap,» Sandi Jacobs, Reading First's former assistant director in Washington, said to me in October of 2005, two years before the state posted the biggest two - year increase in 4th - grade reading scores ever recorded on the National Assessment of Educational PrReading First's former assistant director in Washington, said to me in October of 2005, two years before the state posted the biggest two - year increase in 4th - grade reading scores ever recorded on the National Assessment of Educational Prreading scores ever recorded on the National Assessment of Educational Progress.

For too many policymakers, student achievement is defined solely by test scores in reading and math, which has led in turn to the disappearance of the arts, particularly in low - performing schools.

Students who use newspapers tend to score higher on standardized achievement tests — particularly in reading, math, and social studies — than those who don't use them.

The state... fell short of reducing achievement gaps for minority students, improving reading and math scores as compared with the best - performing states, and increasing college enrollment.

Student math achievement was 0.09 standard deviations higher for teachers whose overall evaluation score was 1 standard deviation higher (the estimate for reading was 0.08).

Analysts have cited a legion of reasons for the state's slide in achievement: the steady leaching of resources from the schools that was the inevitable result of the infamous 1970s property - tax revolt led by Howard Jarvis; a long period of economic woes caused by layoffs in the defense industry; curriculum experiments with «whole language» reading instruction and «new math» that were at best a distraction and at worst quite damaging; a school finance lawsuit that led to a dramatic increase in the state's authority over school budgets and operations; and a massive influx of new students and non-English-speaking immigrants that almost surely depressed test scores.

While the math achievement of American students has risen steadily in recent decades, especially in the early grades, reading scores have barely budged.

African American students advanced from the bottom quarter of Chicago's test score distribution for white students to the 46th percentile in reading and math, essentially closing the racial achievement gap.