Sentences with phrase «reading achievement tests»

In particular, children who participate in high - quality early childhood development programs tend to have higher scores on math and reading achievement tests and greater language abilities.

The E. M. Kauffman funded Philliber Research Associates evaluation of the CDF Freedom Schools program in Kansas City conducted between 2005 - 2007 indicates children who attend CDF Freedom Schools programs score significantly higher on standardized reading achievement tests than children who attend other summer enrichment programs; African American middle schools boys made the greatest gains of all.

We add to this literature by assessing the extent to which a large - scale public program, Texas's targeted pre-Kindergarten (pre-K), affects scores on math and reading achievement tests, the likelihood of being retained in grade, and the probability that a student receives special education services.

In addition, a series of studies by David Grissmer and colleagues found that early math and reading achievement tests are not even very good predictors of later test results relative to other types of skills and more general knowledge.

We can't fix the limits of math and reading achievement tests by adding mandatory «grit» surveys or other measures.

Second, math and reading achievement tests are not designed to capture what we expect students to learn in other subjects, such as science, history, and art.

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.

Results support the use of oral reading fluency assessment as a valid tool for identifying students at risk of not passing the statewide reading achievement test.

In another study, observations of peer victimization during class time predicted restricted growth within one academic year on students» state - based standardized reading achievement test scores, after statistical control of their previous reading achievement test scores, ADHD symptom severity, and ability grouping (i.e., tracking) in their classroom [30].

Not exact matches

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.

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

I have not tried audio books as I typically have a much harder time focusing when someone else reads to me... even when I was young and we had achievement tests my listening comprehension was terrible.

High Schools That Work (HSTW) has required participating sites to administer a set of achievement tests in reading, mathematics, and science.

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.

Charter school students in grades 3 through 8 perform better than we would expect, based on the performance of comparable students in traditional public schools, on both the math and reading portions of New York's statewide achievement tests.

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

At KIPP Ascend, where many fifth - graders start one or two grades behind in reading and math, after four years at the school, 100 percent of eighth - graders passed math and 94 percent passed reading on the Illinois Standards Achievement Test.

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.

Since 1992, the achievement of America's 12th graders on NAEP reading and math tests has been unchanged.

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

Annual average improvement target of 2.5 percentage point gains in achievement on state reading and math tests between 2018 and 2025 for all students and student subgroups; plan includes goal of reaching a graduation rate of 90 percent by 2025 for all students and student subgroups

Among the reform milestones they achieved were a new requirement that 40 percent of a teacher's evaluation be based on student achievement; raising the charter school cap from 200 to 460; and higher student achievement goals on the National Assessment of Educational Progress (NAEP) 4th grade and 8th grade reading tests and Regents exams.

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.

The GRC compares academic achievement in math and reading across all grades of student performance on state tests with average achievement in a set of 25 other countries with developed economies that might be considered economic peers of the U.S..

Since No Child Left Behind (NCLB) was enacted into federal law in 2002, states have been required to test students in grades 3 through 8 and again in high school to assess math and reading achievement.

They also perform at far higher levels on the Stanford Achievement Tests, which the district administers annually in five subjects: math, reading, language, social science, and science.

If you are not persuaded by the evidence I reviewed yesterday on the disconnect between achievement results and other outcomes, I suggest you read an excellent book written by Nobel Prize winning economist James Heckman and his students called The Myth of Achieveachievement results and other outcomes, I suggest you read an excellent book written by Nobel Prize winning economist James Heckman and his students called The Myth of AchievementAchievement Tests.

In implementing READS, districts must adopt a set of data use strategies that inform decision - making and help to improve student achievement, such as examining spring to fall achievement gains or losses and using the results of student surveys and achievement tests to select books that are well matched to students» reading skills and interests.

In our balanced budget I proposed a comprehensive strategy to help make our schools the best in the world — to have high national standards of academic achievement, national tests in 4th grade reading and 8th grade math, strengthening math instruction in middle schools, providing smaller classes in the early grades so that teachers can give students the attention they deserve, working to hire more well - prepared and nationally certified teachers, modernizing our schools for the 21st century, supporting more charter schools, encouraging public school choice, ending social promotion, demanding greater accountability from students and teachers, principals and parents.

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.

Years of treating reading as a discrete subject or a skill — teaching it and testing it that way — have arguably set reading achievement in reverse.

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.

In Phase 2 Validation, the evaluator will a) conduct an experimental test of the cumulative effects (across 2 summers) of the most cost - effective version of READS (CE READS) in as many as 10 school districts, and b) compare achievement growth in the summer and school year for students who received CE READS and students who did not receive READS.

By way of comparison, the authors note that the impact of being assigned to a teacher in the top - quartile rather than one in the bottom quartile in terms of their total effect on student achievement as measured by student - test - based measures of teacher effectiveness is seven percentile points in reading and six points in math.

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.

The only tests that got a modicum of respect were the Metropolitan Achievement Tests, which were given in reading and math at every grade level except kindergarten, with school - by - school results published in the Boston newspatests that got a modicum of respect were the Metropolitan Achievement Tests, which were given in reading and math at every grade level except kindergarten, with school - by - school results published in the Boston newspaTests, which were given in reading and math at every grade level except kindergarten, with school - by - school results published in the Boston newspapers.

Since about 1970, the achievement levels of U.S. students on the reading and math tests of the National Assessment of Educational Progress (NAEP) have remained largely flat despite massive financial and other efforts to improve them.

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

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.

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.

Whereas achievement tests that assess how well children can read, write, and cipher are widely available, non-cognitive skills are typically assessed using self - report and, less frequently, teacher - report questionnaires.

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.

New Jersey's is a complex and troubled public school system: although the state ranks in the top 5 on most nationally normed tests (NAEP, SAT, ACT), it has one of the worst achievement gaps in the country — 50th out of 51 in 8th - grade reading, for example.

Students in Illinois take the Illinois Standards Achievement Test (ISAT) in reading and mathematics in grades 3 through 8, usually in March of each school year.

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.

The Iowa Test of Basic Skills was used to assess reading achievement of the students in each class.