Sentences with phrase «reading or math achievement»

Congressionally - mandated U.S. Department of Education (USED) studies in 2007, 2008, 2009, and 2010 analyzed the D.C. voucher program and each one concluded that it did not significantly improve reading or math achievement, had no effect on student satisfaction, motivation or engagement, or student views on school safety.

«[T] here were no statistically significant impacts of the program on reading or math achievement in the first year.»

We compared a principal's assessment of how effective a teacher is at raising student reading or math achievement, one of the specific items principals were asked about, with that teacher's actual ability to do so as measured by their value added, the difference in student achievement that we can attribute to the teacher.

Not exact matches

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.

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.

Reading achievement is more dependent on learning activities in the home than is math or science achievement (The College Board, 1994) and the single most important activity for building knowledge required for eventual success in reading is reading aloud to children (Anderson et al.,Reading achievement is more dependent on learning activities in the home than is math or science achievement (The College Board, 1994) and the single most important activity for building knowledge required for eventual success in reading is reading aloud to children (Anderson et al.,reading is reading aloud to children (Anderson et al.,reading aloud to children (Anderson et al., 1985).

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

It is nonetheless interesting to examine whether NCLB accountability has improved student achievement in any particular topic within math or reading.

In a recent NBER working paper, Courtney A. Collins and Li Gan classify Dallas schools as sorted or non-sorted based on the heterogeneity of classes in math or reading achievement.

Only three of the 11 education interventions have demonstrated statistically significant achievement impact overall in either reading or math.

The school characteristics include whether it is in an urban area, grade level (e.g., high school), the number of students enrolled, student - teacher ratio, the percentage of students who are eligible for the free or reduced - price lunch program, the percentage of minority students, and measures of student achievement in reading and math.

This interpretation of the law requires a minimum of 8 different indicators (math achievement scores, reading achievement scores, another academic indicator, and a school quality or student success indicator, plus participation rate for each of these four measures).

In terms of academic performance, KIPP students» achievement in grade 4 (before entering KIPP) is lower than the district average by 0.09 standard deviations in reading and by 0.08 standard deviations in math, or roughly one - quarter of a grade level in each subject.

It's how we know, for example, how much progress there has or has not been in closing achievement gaps nationwide, but it just doesn't work to say we can hold teachers accountable simply for raising math and reading scores.»

Using the National Assessment of Education Progress (NAEP) as our measure, we found some states had raised the achievement of economically disadvantaged students the equivalent of a full grade level or more in just eight years, 2003 - 2008 — this at grades four and eight and in reading and math.

Regular readers of my blog know that this is not because I'm convinced they're the answer to the «achievement gap» or to driving up math and reading scores, but because chartering offers an opportunity to rethink how we go about teaching, learning, and schooling.

For this reason, I performed a variety of sensitivity tests for math achievement because the reliability of the math test across countries and cultures is usually considered higher than it is for reading or science.

They demonstrate that attending an oversubscribed charter middle or high school has a clear positive effect on students» math and reading achievement, but also find that this «on - average» result obscures dramatic variation.

Schools can win a Blue Ribbon award without demonstrating high levels of reading and math achievement or attaining large gains in these subjects.

Students in the 3rd, 6th, 8th, and 9th grades could be held back if they failed to score at the district benchmark in math and reading on nationally normed tests - the Iowa Test of Basic Skills (ITBS) or the Test of Achievement and Proficiency (TAP) for 9th graders.

Recent results on our Nation's Report Card (the National Assessment of Educational Progress, or NAEP), for example, tell us that during the NCLB era, student achievement in reading and math improved for African American, Hispanic, and white students alike, and achievement gaps among these groups narrowed.

Investigating the transition to high school, we find that students moving to a new high school between grades 8 and 9 suffer a small drop in achievement of 0.03 standard deviations in math and 0.04 standard deviations in reading (relative to those in grade 6 — 12 schools or schools with another configuration that requires no transition at this point).

This exposure can happen through assigned biographical readings about women scientists, mathematicians, or engineers; calling attention to current events highlighting the achievements of women in math and science; and by making students aware of the number of women who receive advanced degrees in math and science fields each year.

Although the math achievement of students who entered middle school in 7th grade improves by 0.05 standard deviations in 9th grade relative to students who attended K — 8 schools, the same pattern is not evident in reading or in either subject for the much larger group of students who entered middle school in 6th grade (see Figure 2).

We find that students who will enter a middle school in 6th or 7th grade have positive achievement trajectories in math and reading from 3rd grade to 5th, relative to their counterparts who will never enter a middle school because they attend a school that continues through 8th grade.

We also linked the lottery data to publicly available CPS data on students» middle schools, including the percentage of 8th graders who scored proficient or better on the math section of the Illinois Standards Achievement Test (ISAT), the percentage scoring proficient or better on the reading section, and the percentage of black or Hispanic students.

The study found that AI / AN students» achievement in reading and math improved over the study period or at least held stable.

complies with nonpublic school accreditation requirements as set forth in Section 22.1 - 19 of the Code of Virginia, and administered by the Virginia Council for Private Education (VCPE) or is a nonpublic school that maintains an assessment system that annually measures scholarship students» progress in reading and math using a national norm - referenced achievement test including, but not limited to, the Stanford Achievement Test, California Achievement Test, and Iowa Test of Baachievement test including, but not limited to, the Stanford Achievement Test, California Achievement Test, and Iowa Test of BaAchievement Test, California Achievement Test, and Iowa Test of BaAchievement Test, and Iowa Test of Basic Skills.

Whether parents work one - on - one with students who need help with reading or grade math worksheets as part of an enrichment program, groups can make a difference in student achievement while motivating students to do their best when it's time for the test.

The use of a voucher had no statistically significant impact on overall student achievement in math or reading.

About 20 schools are expected to be designated next month as «priority schools» because of rock - bottom reading and math achievement plus other problems, such as weak student growth or high dropout rates.

The tendency to casually focus on student achievement, especially given the testing system's heavy emphasis on reading and math, allows a large number of employees to either be excused from results - driven accountability or be held accountable for activities over which they have no control.

Even as they are graduating at higher rates, students» performance on the National Assessment of Educational Progress, a test of reading and math achievement, is unchanged or slipping.

Findings suggest: (a) teachers without prior preparation learn informally from peers to use CPT; (b) they use CPT to promote student and teacher learning and well - being and to respond to school - wide needs; (c) teacher knowledge of CPT varies and teams could function more fully and / or efficiently with formal professional development; (d) teachers have adapted the ways they use CPT under NCLB, planning fewer interdisciplinary units and more lessons to promote reading and math achievement.

They found students of compassionate or «high facilitative» teachers made «greater gains on academic achievement measures, including both math and reading scores, and present [ed] fewer disciplinary problems (McEwan 2002, 33 - 34).»

Data from a meta - analysis of the participant effects of private school vouchers illustrates that the effect of vouchers on participating students» academic achievement in both reading and math tends to start out neutral or negative in year one and trends to positive by years two or three of the program.

2012: On Stanford Achievement Test Series, usually referred to simply as the «SAT 10», 96 % of 1st graders were at or above national average in reading and 97 % were at or above the national average in math.

If you find that third - graders lag behind in reading or that there's an achievement gap for minorities in math, talk to families and teachers to find out whats going on.

Facing the challenges associated with an increase in student population from 3,600 in 2001 to over 13,000 in 2017, Vail has used the Beyond Textbooks approach to increase student achievement in math and reading from levels near or below state averages prior to the advent of the program to pass rates that are now consistently 20 % or more above state averages and greater than 90 % year after year at most grade levels.

Professional development under Title IIA for public and private school staff members must focus on the promotion of academic achievement in one of the core content areas of English, reading or language arts, math, science, foreign languages, civics and government, economics, arts, history, geography and social studies.

The study compared students in the Milwaukee voucher program and students in Milwaukee public schools for grades 3 - 9 and found no significant achievement growth for reading or math between voucher and public school students for the first three years.

The effect size of 0.62 that Higgins and his colleagues found for achievement in school subjects is equivalent to moving an «average» class of students from the 50th percentile to the 73rd percentile on a standardized measure, such as a reading or math test.

Additionally, ESSA requires states to annually test 95 percent of students in reading and math, to use the participation rate to calculate the achievement indicator, and to factor assessment participation into the statewide accountability system another way.21 For example, four states — Connecticut, Massachusetts, New Mexico, and Vermont — plan to lower a school's classification for not meeting this requirement.22 In three states — Illinois, Nevada, and Tennessee — schools that do not have a 95 percent participation rate can not score at the highest level of proficiency; receive zero points for proficiency; or receive an F on the achievement indicator for the given group of students, respectively.23

The results are that math scores on National Assessment of Educational Progress declined for the first time since 1990 and reading scores are flat or decreased, the achievement gaps based on race and income persist, teachers are demoralized, causing teacher shortages, and, most tragically of all, children are receiving an education which harms them.

While the 2016 election brought a renewed interest in engagement among youth, 4 only 23 percent of eighth - graders performed at or above the proficient level on the National Assessment of Educational Progress (NAEP) civics exam, and achievement levels have virtually stagnated since 1998.5 In addition, the increased focus on math and reading in K - 12 education — while critical to prepare all students for success — has pushed out civics and other important subjects.

The indicators include: student growth and achievement in reading and math; graduation rates for high schools; English language proficiency; for elementary and middle schools, an additional indicator on student growth such as science achievement, and at least one indicator of school quality or success, such as career and college readiness.

The Improving America's Schools Act — the 1994 reauthorization of the Elementary and Secondary Education Act, or ESEA — cemented accountability as a strictly academic notion.4 The No Child Left Behind Act, or NCLB — the 2001 reauthorization of ESEA — strengthened this premise and required districts and schools that failed to make academic progress to take specific improvement actions.5 NCLB also required states to hold schools accountable for an academic indicator other than student achievement in reading and math.

«This book is a must - read for teachers of math or science who want to increase student achievement and create meaningful learning experiences!»

These high graduation rates seem at odds with the high proportions of students demonstrating performance below proficient or even basic levels of achievement in reading and math on the NAEP.

The Organisation for Economic Co-operation and Development, comprised of 34 developed or rapidly developing nations, provides data on comparative student achievement across the member nations through its Programme for International Student Assessment, or PISA, ranking countries by the reading, science, and math skills of their 15 - year - olds.