Sentences with phrase «reading and math compared»

Both Black and Hispanic students inpoverty who are enrolled in charter schools show significantly better performance in reading and math compared to Black and Hispanic students in poverty in traditional public schools.

A 2013 Mathematica Policy Research study of several EL middle schools found that after three years the EL students had made significant gains in reading and math compared to other middle school students.

Contrast that with Indianapolis, where three Stanford University studies have found that the average charter school student makes large advancements in reading and math compared with her traditional public school peers.

Students in poverty, black students, and those who are English language learners (ELL) gain significantly more days of learning each year in both reading and math compared to their traditional public school peers.

In sum, students who left elementary schools for middle schools in grades six or seven «lose ground in both reading and math compared to their peers who attend K — 8 schools,» he wrote in «The Middle School Plunge,» published in the spring 2012 issue of Education Next.

Do you want to know how your state's proficiency standards in reading and math compare to those in other states?

Not exact matches

Comparing national test scores, Catholic schools in general (as with most private schools) perform better in both reading and math than public schools although the advantage is stronger in reading than in Math though the difference in Math was still statistically significant; however, this could be due to the self selecting nature of the students in Catholic schools where the parents have made the decision to value education to the extent of paying for it.

The Western Australian study, the results of which were published in the Jan 2011 issue of Pediatrics, which «studied more than 2900 children born between 1989 and 1991 from before birth to the age of 10» and «found that boys who were breastfed for the first six months of life received significantly higher scores in math, reading and spelling compared to formula - fed children with the same socioeconomic background.»

For example, in the Nurse Family Partnership model children born to mothers with low psychological resources had better academic achievement in math and reading in first through sixth grade compared to their control peers (i.e., mothers without the intervention with similar characteristics).30, 31

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.

A new study says that on average, New York City charter school students show growth equal to 23 extra days of learning in reading and 63 more days in math each year, compared with similar students in traditional public schools.

The independent evaluation by researchers at the Institute for Fiscal Studies and the National Children's Bureau found that Year 2 children in schools with a breakfast club made two additional months» progress in reading, writing and maths compared with a similar group whose schools were not given support to offer breakfast.

Drawing from math test scores from PISA 2009 in which the United States performed lower than the OECD average, the report argues that while demand for STEM labor is predicted to increase over the next few decades, a shortage of STEM labor in the United States, along with inadequate performance in science, math, and reading compared to other countries, endangers U.S. future competitiveness and innovation.

Study results indicate that English - language learners (ELLs) in bilingual / ESL programs perform better in reading and math achievement compared to ELLs in English mainstream programs.

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).

A 1995 study by Herbert Marsh and colleagues compared G&T students to observably similar students in mixed G&T and non-G & T classes and found that G&T students show declines in their math and reading self - concept.

First, I compare the reading and math scores of students in schools that start earlier to the scores of similar students at later - starting schools.

According to a rigorous Stanford study, students in the D.C. charter sector learn several additional months in reading and math annually compared to similar students in D.C.'s district schools.

The CREDO report found that students in Boston charter schools gain the equivalent of 259 additional days of instruction in math and 245 days in reading compared to their counterparts in traditional district schools.

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.

The GRC enables users to compare academic achievement in math and reading between 2004 and 2007 for virtually every public school district in the United States with the average achievement in a set of 25 other countries with developed economies that might be considered our economic peers and sometime competitors.

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..

Study coauthor Matthew Gaertner, who produced calculations for this article that were not part of the published study, said displaced student test scores dropped 12 percent in reading, 9 percent in math, and 19 percent in writing compared with what they would have scored had the school not closed (using modeling developed from historic test data).

Surely their progress shouldn't count too much compared to, say, the reading and math gains of all students.

That information is obtained by comparing student performance on NAEP math and reading tests with the performance of students from across the world on similar examinations.

Many have argued that the foundation for reading, compared to math, is far more dependent on what happens early in children's lives — before they enroll in school — and that improving reading skills is therefore much harder to accomplish.

Of the elementary and middle schools the survey respondents rated, 14 percent received a grade of «A,» 41 percent received a «B» grade, while 36 percent received a «C.» Seven percent were given a «D» and 2 percent an «F.» These subjective ratings were compared with data on actual school quality as measured by the percentage of students in each school who achieved «proficiency» in math and reading on states» accountability exams during the 2007 - 08 school year.

Each state's score (averaged across the tests in math and reading in the 4th and 8th grades) is reported in months of learning, compared to an overall average adjusted score of zero.

In our study, we compare the enrollment rates at public colleges in Florida of 10,330 FTC students to those of non-participating students who initially attended the same public schools and had similar demographics (language spoken at home, country of birth, race / ethnicity, disability status, age, and free lunch participation) and test scores (in math and reading) prior to participation.

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.

According to Ofqual, STA's approach is robust and compares «favourably» to approaches taken in similar tests internationally, while acknowledging that there are aspects of maths and reading that can not straightforwardly be tested.

Alex Hernandez of the Charter School Growth Fund celebrated: «[CREDO] reports that the 107,000 students whose schools receive support from the Charter School Growth Fund gain, on average, the equivalent of four additional months of learning in math and three additional months of learning in reading each year when compared to peers in other public schools.»

Maths: One week planning and resources on «scales» (learning objectives include: reading scales, comparing scales and word problems involving scales).

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.

A study of test scores from 2010 through 2014, by economists at the Massachusetts Institute of Technology and Duke University, found that Denver's charters produced «remarkably large gains in math,» large gains in writing, and smaller but statistically significant gains in reading, compared to DPS - operated schools.

In 2009, the Program for International Student Assessment, which compares student performance across advanced industrialized countries, ranked American 15 - year - olds 14th in reading, 17th in science and 25th in math — trailing their counterparts in Belgium, Estonia and Poland.

We measure the initial impact of the EITP on a school's math and reading achievement by comparing student achievement between the Cohort 1 and Cohort 2 schools at the end of the 2008 — 09 school year, during which Cohort 1 schools implemented the EITP but Cohort 2 schools did not.

Conducted every three years by the Organization for Economic Cooperation and Development (OECD), PISA compares 15 - year - olds around the world in reading, math, and science.

The United States spends more of its gross national product on education than any industrialized country, yet languishes near the bottom of lists comparing those countries» reading and math scores.

Already, more than thirty jurisdictions could see how their 1996 results compared with their 1992 results in math — and much the same thing happened in reading.

American students rank 25th in math, 17th in science and 14th in reading compared to students in 27 industrialized countries (OECD, 2012).

With this rich array of data, we compared the effectiveness of recently hired alternatively certified (AC) and uncertified teachers to that of their traditionally certified counterparts in improving student learning in math and reading during grades 4 through 8.

In the study, students whose teachers were in the New Teacher Center's mentor program gained an additional two to four months of learning in reading and an additional two to five months of learning in math when compared to their peers in the control group.

Sixty - five per cent of pupils reached the standard in writing this year, compared to 73 per cent in maths and 74 per cent in reading.

In 2015 scores in mathematics decreased for low - and mid-performing 4th graders compared to 2013, and this year we again see a decrease for lower performers in 4th grade math, as well as in reading, while such a decrease is not evident for higher performers.

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.

According to a 2015 study by the Center for Research on Education Outcomes (CREDO) at Stanford University, students enrolled in urban charter schools gained 40 additional days of learning in math per year and 28 additional days in reading compared to students in district schools.

As a result, respondents» grades for their local schools could be compared to the actual performance of those schools on state math and reading tests.

There was no significant score change in 2017 compared to 2015 in 4th - grade math, 4th - grade reading, and 8th - grade math.

U.S. students remained relatively steady in science and reading in 2015 compared with 2012, when the exam was last administered, but dropped below the global average in math.