Sentences with phrase «reading and math performance»

The study, based on data collected by the OECD's Programme for International Student Assessment, looked at the academic performances of 15 - year - olds in many countries and found that, in places where it is more common to use the Internet at school for schoolwork, reading and math performance declined between 2000 and 2012.

Some of the positive results found at full - service community - schools are improved reading and math performance, better attendance rates, a decrease in suspension rates and a decrease in the dropout rate (Schargel & Smink, 2001, p. 201).

The researchers found students» reported self - management skills and growth mindset were the best predictors of students» later reading and math performance; a higher sense of self - efficacy was associated with higher test scores for white and Asian students, but not for black or Hispanic students.

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 Placement exams.

Not exact matches

food manufacturers have managed to invade what should be a commercial - free zone through vending machines and «pouring rights»; branded foods (like Pizza Hut pizzas) sold in the national school lunch program; the sale of a la carte foods; the use of Channel One television in the classroom; the creation of textbooks replete with math problems that use the products» names; give - aways of branded items like textbook covers; offering their products as rewards for academic performance (read X number of books over the summer and earn a gift certificate to McDonald's); and much more.

With an emphasis on gaming and reading they linked patterns of leisure activity with performance in phonology, reading and comprehension, maths, long term memory and reasoning.

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.

In this study, gains in working memory, attention and processing speed did not translate into improved math or reading performance.

A program aimed at reducing behavior problems in order to boost academic achievement has improved performance in math and reading among low - income kindergartners and first graders, according to a study by researchers at New York University's Steinhardt School of Culture, Education, and Human Development.

The researchers then examined whether playing the more difficult games improved performance on additional measures of working memory as well as enhanced other skills, including math, reading, writing and following instructions in a classroom.

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.

Each public school is assigned a grade based on the performance of its students on the Florida Comprehensive Assessment Test (FCAT) in reading, math, and writing.

Greater focus on raising student performance on math and reading standardized tests may also lead schools to cut field trips.

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.

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 schools.

Studies have shown that schools offering intense physical activity programs have seen positive effects on academic performance such as improvements in math, reading, and classroom behavior — even when the added time takes away from academic instruction time.

NCLB required that states test students in math and reading each year, that average student performance be publicized for every school, and that schools with persistently low test scores face an escalating series of sanctions.

But all previous evaluations of the effects of private schools or of school voucher programs reported test - score results for both reading and math, or a composite measure of the two, even if the researchers thought that one or the other was a better measure of school performance.

Student performance measures include average student achievement on reading and math exams, along with median proficiency and the percentage of students achieving proficiency.

These goals were tied to the New York City accountability system and were mainly determined by student performance on state math and reading exams.

NCLB mandated reading and math testing in grades 3 through 8 and at least once in high school, and it required states to rate schools on the basis of test performance overall and for key subgroups.

NCLB asks the nation to define what all students should know and be able to do in reading and math, and then measures progress toward these performance standards.

Over half of poor and minority students have reading and math skills far below grade level, whether measured by the tough performance standards of the NAEP or by the standards of the various states.

Fifth - grade lead teacher Joshua White looks at student performance on each «strand» of standards in reading, writing, and math, both within his own class and across the grade.

The GRC analysis also differs from those of Hanushek et al. in that the latter focus on students performing at the advanced or proficient level, while we focused on the average student performance in both math and reading.

This teacher ability to affect student character skills in not related to their ability to improve math and reading test performance.

So when I recently learned that PISA (the Programme for International Student Assessment, a worldwide evaluation of 15 - year - old school pupils» scholastic performance — and one of the main sources of concern over the state of reading, math, and science education in the US) had released an overview of performance in digital reading, navigation and computer use in 2009, I was excited.

Because Paedae taught advanced math to eleventh and twelfth graders, while the Florida FCAT only tested students through grade eight, 50 percent of her evaluation was based «on the school - wide performance of students taking the tenth - grade FCAT reading test — a test in a different subject administered... to different students in an earlier grade» (p. 3).

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..

JE: You say you found «clear evidence» there then of well - designed primary schools, this is, actually boosting academic performance in reading, writing and maths.

An international test of math and reading performance administered by the Organisation for Economic Co-operation and Development (OECD), Programme for International Stu - dent Assessment (PISA), allows us to shift every district up or down relative to the results from the set of countries with developed economies.

Another study, by Eric Hanushek and Margaret Raymond, both also at Stanford, evaluated the impact of school - accountability policies on state - level NAEP math and reading achievement measured by the difference between the performance of a state's 8th graders and that of 4th graders in the same state four years earlier.

Heissel and Norris estimate that making these scheduling switches would raise average math performance by six percent of a standard deviation and average reading performance by four percent of a standard deviation.

A Little Rock, Arkansas, performance - pay program lasted only three years and was not renewed by the local school board, despite evidence of positive effects on student achievement in math, reading, and language.

The tests gauge performance in math, reading, and science.

With a hyper focus on basic reading and math skills that has yet to lead to high academic performance, isn't it time to purge these reforms?

A 2011 study by David Figlio and Cassandra Hart of found that Florida's STC program had a small but statistically significant impact on public school performance on standardized math and reading tests.

On the basis of these survey results, we created three measures: (1) the principal's overall assessment of the teacher's effectiveness, which is a single item from the survey; (2) the teacher's ability to improve student academic performance, which is a simple average of the organization, classroom management, reading achievement, and math achievement survey items; and (3) the teacher's ability to increase student satisfaction, which is a simple average of the role model and student satisfaction survey items.

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.

The state's educators were divided into three groups based on the availability of student - performance measures; these include state tests, external and internal assessments in subjects outside of math / reading, and «growth goals» based on professional standards and position responsibilities.

A Brookings Institution study released in September 2002 concluded that student performance in charter schools was significantly lower than that of district schools on state tests in reading and math.

The paper used seven years of reading and math scores to calculate performance for individual teachers who've taught grades three through five, and plans to publish the effectiveness ratings with the teacher's names.

Under the No Child Left Behind Act, schools are ranked by the trend, not the absolute level, of their students» performance on the standardized reading and math tests.

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.

Results from a new report on test scores show the nation's students making modest gains in math and science in recent years, while failing to significantly increase their reading and writing performance.

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 8.

Under the new system, grades one through three are measured against a goal of reading by the end of third grade; grades four through six on proficient or advanced performance on the English and math portions of a state test indicating middle school readiness; seven, eight, and nine on high school readiness with passing all ninth - grade; grades 10, 11, and 12 focus on the goal of high school graduation.

Several rigorous studies have confirmed that many KIPP middle schools have large, positive impacts on student performance on math and reading tests.

Results reported thus far have been mixed: an analysis of 2013 cohort data by Wayne State University professor Thomas C. Pedroni found that the majority of EAA students failed to demonstrate progress toward proficiency on the state's assessments in reading and math, and some students» performance (approximately one - third) declined.

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.