Sentences with phrase «reading and math after»

``... Former voucher students exhibit significant achievement increases in both reading and math after they transfer to the public schools....

The study found that the voucher program had a negative effect on student achievement in both reading and math after its first two years.

It also found that the program had a negative affect on student achievement in both reading and math after its first two years.

While more than two - thirds of schools in the first cohort (which started in 2010 - 11) saw gains in reading and math after two years in the program, another third of the schools actually declined, despite the major federal investment, which included grants of up to $ 500,000 a year, the department said Thursday.

The previous study of the OSP found no statistically significant differences in reading and math after one year.

Recent analysis of the widely followed voucher experiment in Milwaukee shows that low - income minority students who attended private schools scored substantially better in reading and math after four years than those who remained in public schools.

Not exact matches

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Kumon is an after - school program that guides students through a method that helps them develop critical, self - learning math and reading skills.

In those schools, a greater number of suspensions corresponded to lower end - of - semester math and reading scores for the students who were never suspended — even after correcting for various demographic indicators.

The new policy, modeled after one that shook up the Chicago Public Schools in the mid-1990s, requires 8th graders to demonstrate comprehension of fractions, percentages and ratios in math and broad themes in reading before being allowed to graduate.

Let's put it in the same category as reading, writing, math and science — because eating well is a skill that they'll need long after they've forgotten algebra and how to dissect a frog.

Seizing on a sharp drop in reading and math scores after students took their first Common Core tests, the teachers fed fears that kids would somehow suffer because their grades had fallen, when the opposite was true.

We did the math and we realized after reading the report on housing and his ten - year plan that this is not truly an affordable housing plan.

After recruiting a sample of 587 demographically diverse parents and their first - grade children in the Chicago area, they randomly assigned some families to use a math - based iPad app that involved reading short stories and answering questions on topics such as counting, shapes, and problem solving.

In a pioneering study, Joshua Cowen and colleagues found that voucher schools in Milwaukee saw a large jump in math and reading scores the year after a new law required them to release the results.

Teacher quality and student achievement in both math and reading increased substantially after the departure of low - performing teachers — those dismissed by IMPACT, or those who left voluntarily following their first «minimally effective» rating.

Reading other people's budget posts last month did, however, give me the urge to do a quick tally of my year - to - date numbers, and after doing the math, I figured I'd might as well share it with you.

The movie explores the source of that concern, the system which finds statewide reading and math proficiency levels looming around 30 % across the nation over eight years after President George W. Bush and Senator Ted Kennedy signed the ambitious, bipartisan No Child Left Behind Act into law.

Projects have included changing the tone of comments on math tests, creating a girls» after - school science, technology, engineering, and mathematics (STEM) class, and developing a new method for assessing who gets sent to remedial reading classes.

If the same approach is applied to the STAR sample to adjust for the fact that some students did not enroll in the class they were assigned to - and a comparable sample of low - income black students is used - the gains in test scores after two years of attending a small class (average of 16 students) as opposed to a regular - size class (average of 23 students) is 9.1 national percentile ranks in reading and 9.8 ranks in math.

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.

• After adjusting for prior test scores and demographics, the school a student attends explains 34 percent of the variation in their math test scores and 24 percent of the variation in their reading test scores, but just 2 percent of the variation in their fluid cognitive skills.

After joining the teams, they produced learning gains equivalent to those of teachers from the 75th to 85th percentile in math, and, in six of the seven statistical models, from 66th to 72nd percentile in reading, said the report, released on January 11 through the CALDER Center.

Even so, 81 percent of BASIS DC students were proficient in reading and 77 percent were proficient in math on the D.C. standardized test results released in July 2013, less than a year after the school opened.

Students who flunked the reading and math standardized tests administered in March will have another chance to pass the tests in July after attending summer school.

After all, 32 percent of U.S. students are deemed proficient in math and 31 percent are deemed proficient in reading.

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.

Well, just months after I wrote that piece, the new NAEP results showed unprecedented declines in reading and math.

After three years of relatively flat and sometimes declining test scores, K12, Inc.'s full - time students appear to have increased their proficiency levels in both reading and math, even as K12, Inc. serves a population with 62 percent of its student eligible for free - and - reduced price lunch, compared to 49 percent nationally.

This approach shows that the percentage of an elementary school's students enrolled in bilingual education is significantly and negatively related to a school's average test score for English Learners in both reading and math, even after accounting for the characteristics of its students.

After again correcting for the overrepresentation of exiters, the effects of attending a newly opened charter school were -0.17 standard deviations in reading and -0.28 standard deviations in math, or almost twice the average effect reported above for all charter schools in the state.

I have weekly meetings with the teams to discuss an array of topics including academics, after - school tutoring for at - risk students, behavior problems, parent concerns, truancy, curriculum mapping, and tri-annual online reading and math test results.

After much analysis and deliberation, the board settled on cut scores on NAEP's twelfth - grade assessments that indicated that students were truly prepared — 163 for math (on a three - hundred - point scale) and 302 for reading (on a five - hundred - point point scale).

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.

I have observed, year after year, with third graders or with 8th graders, that the experience of recalling math concepts learned, books read, compositions written, geography facts mastered, spelling words spelled correctly — and more, and more — gave a sense of perspective and accomplishment.

One study found that remediation rates in Florida fell by nearly half after the implementation of S.B. 1720 (from 38 to 22 percent in math, and from 21 to 10 percent in reading).

Similarly, the Stanford University Center for Research on Education Outcomes [4] found in a 2013 study that after only a year, New York City charter school students gained substantially more in reading and math than their traditional school peers.

Nevertheless, the differences after two years were approximately the same for both the reading and the math tests.

-- After two years, African - American voucher students had combined reading and math scores 6.5 percentile points higher than the control group.

Here's just one example: After almost a year in Head Start (with an average cost of about $ 7,700 in 2005), children were able to name only about two more letters than their non — Head Start counterparts, and they did not show any significant gains on much more important measures, such as early math learning, vocabulary, oral comprehension (more indicative of later reading comprehension), motivation to learn, or social competencies, including the ability to interact with peers and teachers.

As statistical theory anticipates, the average difference in the combined reading and math test scores of African - Americans in all three cities remained exactly the same - 6.3 NPR points - after the adjustments for family background characteristics were introduced.

-- After one year, voucher students had reading scores 8 percentile points higher than the control group and math scores 7 points higher.

This activity is best used after students have had experience reading and solving math word problems as a class, in small - groups, and independently.

Data from 22,000 children involved in this study of the kindergarten class of 1998 — 99 show that, after controlling for family income, children who attended more academically oriented preschools had significantly higher scores in reading, math, and general knowledge when tested in the fall of their kindergarten year than children in preschool settings without academic content.

The results of this analysis show that, after only one year's time, attending a private - school improved student performance on standardized tests in math and reading by between 5.4 and 7.7 percentile points.

When charter students moved to higher - quality schools, they gained an additional fifty - eight days of learning in reading and eighty - eight days of learning in math by the third year after their school closed.

Given the same initial effectiveness as a traditionally certified teacher, our results indicate that, after two years on the job, a teaching fellow's students would score 3 percent of a standard deviation higher on average in math and reading.

After years of tough - minded superintendents and would - be reformers talking only about reading and math scores, we're now enthusiastically rediscovering that schools are actually supposed to tend to other important stuff too — things like character, decency, perseverance, responsibility, and citizenship.

The final evaluation found being admitted to a KIPP middle school via a lottery leads to significant improvement in students» average math and reading scores after two years.

Year after year, students learned substantially more in reading and math if they attended a school under for - profit rather than one under nonprofit management.