Sentences with phrase «reading or math performance»

In order to measure a student's reading or math performance, an assessment compares each student's performance to the correct answer.

Not exact matches

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

However, there were no differences in grade - level standardized test performance in math or reading.

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.

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.

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.

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.

Using data on 2,600 students the study shows no statistically significant impact on performance in math, science, language, reading or social studies.

As a result, it is harder to detect particularly strong (or weak) performance by reading instructors than by math teachers.

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.

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.

In most cases, however, student underachievement, particularly in reading, can be identified by testing skills in the academic domain in question; by direct comparisons of the student's age and grade with speaking, reading, writing, and math skills; or simply by uneven overall performance regardless of IQ level.

Our findings come from assessments of performance in math, science, and reading of representative samples in particular political jurisdictions of students who at the time of testing were in 4th or 8th grade or were roughly ages 9 10 or 14 15.

In order to assess basic knowledge and skills, we look at whether the child's performance on standardized math and reading tests meet or exceed the state - defined proficiency level.

«There's no way to measure performance other than in math or reading, other than by observing teachers in the classroom, but that's extremely expensive, so no one is talking about that,» says Rothstein.

This contrasts with another finding: those visiting Facebook or chat - based websites every day are more likely to realise decreased performance in maths, reading and science.

With Spotlight, parents are texted a link to a personalized video that provides context about their child's report card, such as a history of the child's performance in core subjects, areas for growth, and recommendations to further support the child's learning — like attending the local library's reading group or using a free online math platform.

When schools are rewarded or punished based on their students» performance on math and reading tests, they have a strong incentive to divert their time and resources to tested subjects and away from others.

Such a pattern would bias my results, but I find no evidence of significantly different performance trends in either math or reading prior to a charter opening in the neighborhood.

About half of the NAS schools in Cincinnati, Memphis, Miami, and Kentucky (the cities where RAND studied math performance) outperformed the district average in mathematics, while 50 percent or more of the schools in Cincinnati, Philadelphia, San Antonio, and Washington (the cities where RAND studied reading performance) improved in reading.

To designate which schools need extra funding and attention, most states have created a summative ranking, combining schools» performance on various indicators — high school graduation rates, chronic absenteeism, performance on standardized math and reading tests — into a single number or letter grade.

Second, can voucher programs be expected to enhance student performance or improve public education systems, based on the education reforms implemented in the nations that currently rank in the top five in the world in reading, math, and science under PISA?

For example, the 2007 — 08 goal for student performance for the district indicates that by June 2008, 87 percent of students will meet or exceed reading standards, and 92 percent will meet or exceed math standards.

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.

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.

On Track to Graduate: Includes two components, graduation rates for high schools or attendance rate for other schools, and a set of measures including third - grade reading scores, eighth - grade math scores and ACT participation and performance, as applicable to the school.

Under the law, any school failing to meet performance benchmarks in reading or math for two consecutive years was identified as «in need of improvement.»

The study found that tutoring leads to «no statistically significant impact» on performance in reading or math.

Their performance on English math, English reading, or English science tests is not always valid.

For high schools: College, Career and Military Readiness indicators, including students meeting the Texas Success Initiative benchmarks in reading or math; students who satisfy relevant performance standards on Advanced Placement or similar exams, students who earn dual - course credits, students who enlist in the military, students who earn an industry certification, students admitted into postsecondary certification programs that have as an admission requirement successful performance at the secondary level, students who successfully complete college preparatory courses, students who successfully meet standards on a composite of indicators that indicate the student's preparation to success, without remediation, in an entry - level course for a bachelor's or associate's degree program, students who successfully complete and OnRamps dual - enrollment course, and students awarded an associate's degree while in high school.

OAKLAND, Calif., June 20, 2017 — The performance of students from low - income families matches or exceeds that of their more advantaged peers in reading and math at 500 schools identified using the Education Equality Index (EEI), released today.

Specifically, the Student Progress Rating looks at how much progress individual students have made on reading and math assessments during the past year or more, how this performance aligns with expected progress based on a student growth model established by the state Department of Education, and how this school's growth data compares to other schools in the state.

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.

No Child Left Behind required that every student be testing at or above grade level in reading and math by 2014, and required that states build accountability systems around those utopian performance targets.

They will give families measures of school performance that extend beyond reading and math: telling them how students are doing in science and career and vocational education, for example, and what percentage of high - schoolers are successfully completing Advanced Placement or International Baccalaureate coursework.

All subgroups with at least 45 students must meet the state performance target in reading and math or make Safe Harbor.

The No Child Left Behind Act, the largest piece of education legislation on the federal level, for example, uses performance on math and reading exams to gauge whether schools are failing or succeeding — and which schools are closed or phased out.

A 2011 paper that investigated the effects of tutoring provided by teachers found that students who received tutoring in either reading or math performed significantly better on the state standardized test than a control group of students with similar prior scores who did not receive tutoring.19 Even when programs are less structured and instruction is not provided by trained teachers, tutoring can have a notable effect on student performance.

Research has shown conclusively that students with disabilities can learn and use strategies like self - instruction, self - monitoring, and self - evaluation, and antecedent cue regulation to learn academic content such as reading or math skills or to improve performance in such areas as vocational education and independent living skills.

The state remained 2nd in the nation for its students» high performance on academic measures, surpassing national averages for more children attending preschool, more 4th and 8th grade students scoring at or above proficient in reading and math and more high school students graduating on time.