Sentences with phrase «reading gains for students»

For Texas's English language arts, science, and social studies classes with a mix of student abilities or diverse student populations, Pro is the differentiated literacy solution that provides true equity of access and accelerates reading gains for all students — all in a single classroom.

For Nevada's English language arts, science, and social studies classes with a mix of student abilities or diverse student populations, Pro is the differentiated literacy solution that provides true equity of access and accelerates reading gains for all students — all in a single classroom.

For Montana's English language arts, science, and social studies classes with a mix of student abilities or diverse student populations, Pro is the differentiated literacy solution that provides true equity of access and accelerates reading gains for all students — all in a single classroom.

For Louisiana's English language arts, science, and social studies classes with a mix of student abilities or diverse student populations, Pro is the differentiated literacy solution that provides true equity of access and accelerates reading gains for all students — all in a single classroom.

For Hawaii's English language arts, science, and social studies classes with a mix of student abilities or diverse student populations, Pro is the differentiated literacy solution that provides true equity of access and accelerates reading gains for all students — all in a single classroom.

For Kansas's English language arts, science, and social studies classes with a mix of student abilities or diverse student populations, Pro is the differentiated literacy solution that provides true equity of access and accelerates reading gains for all students — all in a single classroom.

For New Hampshire's English language arts, science, and social studies classes with a mix of student abilities or diverse student populations, Pro is the differentiated literacy solution that provides true equity of access and accelerates reading gains for all students — all in a single classroom.

For Florida's English language arts, science, and social studies classes with a mix of student abilities or diverse student populations, Pro is the differentiated literacy solution that provides true equity of access and accelerates reading gains for all students — all in a single classroom.

For International's English language arts, science and social studies classes with a mix of student abilities or diverse student populations, Pro is the differentiated literacy solution that accelerates reading gains for all students — all in a single classroom.

Only Achieve3000 has a 17 - year track record of accelerating reading gains for students of all ages and ability levels.

For Indiana's English language arts, science, and social studies classes with a mix of student abilities or diverse student populations, Pro is the differentiated literacy solution that provides true equity of access and accelerates reading gains for all students — all in a single classroom.

For Tennessee's English language arts, science, and social studies classes with a mix of student abilities or diverse student populations, Pro is the differentiated literacy solution that provides true equity of access and accelerates reading gains for all students — all in a single classroom.

For Massachusetts's English language arts, science, and social studies classes with a mix of student abilities or diverse student populations, Pro is the differentiated literacy solution that provides true equity of access and accelerates reading gains for all students — all in a single classroom.

For New Jersey's English language arts, science, and social studies classes with a mix of student abilities or diverse student populations, Pro is the differentiated literacy solution that provides true equity of access and accelerates reading gains for all students — all in a single classroom.

For North Dakota's English language arts, science, and social studies classes with a mix of student abilities or diverse student populations, Pro is the differentiated literacy solution that provides true equity of access and accelerates reading gains for all students — all in a single classroom.

For Mississippi's English language arts, science, and social studies classes with a mix of student abilities or diverse student populations, Pro is the differentiated literacy solution that provides true equity of access and accelerates reading gains for all students — all in a single classroom.

For Arkansas's English language arts, science, and social studies classes with a mix of student abilities or diverse student populations, Pro is the differentiated literacy solution that provides true equity of access and accelerates reading gains for all students — all in a single classroom.

For Delaware's English language arts, science, and social studies classes with a mix of student abilities or diverse student populations, Pro is the differentiated literacy solution that provides true equity of access and accelerates reading gains for all students — all in a single classroom.

For New York's English language arts, science, and social studies classes with a mix of student abilities or diverse student populations, Pro is the differentiated literacy solution that provides true equity of access and accelerates reading gains for all students — all in a single classroom.

For Guam's English language arts, science, and social studies classes with a mix of student abilities or diverse student populations, Pro is the differentiated literacy solution that provides true equity of access and accelerates reading gains for all students — all in a single classroom.

For Arizona's English language arts, science, and social studies classes with a mix of student abilities or diverse student populations, Pro is the differentiated literacy solution that provides true equity of access and accelerates reading gains for all students — all in a single classroom.

We have a long - standing track record of accelerating reading gains for all students,» said Saki Dodelson, CEO and founder of Achieve3000.

For Illinois's English language arts, science, and social studies classes with a mix of student abilities or diverse student populations, Pro is the differentiated literacy solution that provides true equity of access and accelerates reading gains for all students — all in a single classroom.

For Wyoming's English language arts, science, and social studies classes with a mix of student abilities or diverse student populations, Pro is the differentiated literacy solution that provides true equity of access and accelerates reading gains for all students — all in a single classroom.

For Minnesota's English language arts, science, and social studies classes with a mix of student abilities or diverse student populations, Pro is the differentiated literacy solution that provides true equity of access and accelerates reading gains for all students — all in a single classroom.

For South Carolina's English language arts, science, and social studies classes with a mix of student abilities or diverse student populations, Pro is the differentiated literacy solution that provides true equity of access and accelerates reading gains for all students — all in a single classroom.

For Kentucky's English language arts, science, and social studies classes with a mix of student abilities or diverse student populations, Pro is the differentiated literacy solution that provides true equity of access and accelerates reading gains for all students — all in a single classroom.

For Ohio's English language arts, science, and social studies classes with a mix of student abilities or diverse student populations, Pro is the differentiated literacy solution that provides true equity of access and accelerates reading gains for all students — all in a single classroom.

For Nebraska's English language arts, science, and social studies classes with a mix of student abilities or diverse student populations, Pro is the differentiated literacy solution that provides true equity of access and accelerates reading gains for all students — all in a single classroom.

For U.S. Virgin Islands's English language arts, science, and social studies classes with a mix of student abilities or diverse student populations, Pro is the differentiated literacy solution that provides true equity of access and accelerates reading gains for all students — all in a single classroom.

Not exact matches

For example, between 2000 and 2009, Korea posted a 15 - point gain in reading on the OECD's PISA (Program for International Student Assessment) while Canada posted a 10 - point decliFor example, between 2000 and 2009, Korea posted a 15 - point gain in reading on the OECD's PISA (Program for International Student Assessment) while Canada posted a 10 - point declifor International Student Assessment) while Canada posted a 10 - point decline.

The minor gains that NYC students made on state reading and math tests aren't good enough, according to Eva Moskowitz, the Success Academy charter school founder, who blasted Mayor de Blasio for the incremental improvements at a press conference in her Wall Street headquarters.

The largest gains for the test — the Kentucky Instructional Results System, or KIRIS — came in reading and mathematics, with fewer students scoring at the «novice,» or lowest, level and more students scoring at the «proficient» and «distinguished» levels.

If, for instance, the families of students who were and were not awarded a seat through a lottery had the same effect on reading and families controlled half the gains in reading, then the difference between the estimated math and reading effects would be fully explained.

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.

Second - and third - grade students using the Seeds of Science / Roots of Reading units made significantly greater gains in understanding science concepts, knowledge of science vocabulary, and reading comprehension, as measured by tests developed by project researchers, compared to students in comparison conditions for both earth science and life scienceReading units made significantly greater gains in understanding science concepts, knowledge of science vocabulary, and reading comprehension, as measured by tests developed by project researchers, compared to students in comparison conditions for both earth science and life sciencereading comprehension, as measured by tests developed by project researchers, compared to students in comparison conditions for both earth science and life science units.

After controlling for average class size, per - pupil spending in 1998 - 99, the percentage of students with disabilities, the percentage of students receiving a free or reduced - price school lunch, the percentage of students with limited English proficiency, and student mobility rates, high - scoring F schools achieved gains that were 2.5 points greater than their below - average D counterparts in reading (see Figure 2).

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.

«You gain a sense of student confusions about key ideas,» reports Buehl, a reading teacher for grades 9 - 12.

Pass rates on the state's 10th - grade exam, which was also a high - stakes exit exam for students, rose from 57 percent to 78 percent between 1994 and 2000, with smaller yet still sizable gains in reading (see Figure 1).

Over time, in my opinion, the effects of the program show a trend toward larger reading gains cumulating for students.

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

Students made short - term gains in math and reading achievement, were better prepared for high school, and took fewer remedial courses once there.

Reading and commenting on other students» work remains a solid way for students to gain experience giving and responding to feedback.

For further analysis, read «It Pays to Improve School Quality: States that boost student achievement could reap large economic gains,» by Eric Hanushek, Jens Ruhose, and Ludger Woessmann.

Students identified for retention by the Florida policy gained 0.06 of a standard deviation in reading on both the FCAT and Stanford - 9 over equally low - performing 3rd graders from the previous school year (see Figure 1).

But two RFTs funded by IES during Whitehurst's tenure, one on professional development in reading, the other in math, show the same thing: even prolonged, high - quality, in - service professional development programs for teachers produce nothing in the way of gains for students.

By connecting standards, His Word and their lives — students gain a greater understanding of the teachings of our Lord and Savior — and gain valuable reading and writing skills required for college in the process.

For example, during the Rhee years, 4th - grade students, in both reading and math, gained an average of 3 points each year relative to the scores earned by students nationwide, a gain twice that of Rhee's predecessors.

Although the evaluation found no impact on student math performance, the estimated reading impact of using a scholarship to attend a private school for any length of time during the three - year evaluation period was a statistically significant gain of more than 5 scale points.