Sentences with phrase «reading proficiency gap»

Other analyses showed KIPP schools, and other high - poverty charter schools, narrowing the reading proficiency gap compared with schools in more affluent areas.

Not exact matches

For the past decade, school reform has been primarily about «closing achievement gaps» by boosting math and reading proficiency and graduation rates, among black, Latino, and poor students.

With this year's IDEA determinations, the Department used multiple outcome measures that include students with disabilities» participation in state assessments, proficiency gaps between students with disabilities and all students, as well as performance in reading and math on the National Assessment of Educational Progress (NAEP) to produce a more comprehensive and thorough picture of the performance of children with disabilities in each state.

And while test scores in the district have improved since IMPACT began, a recent study by the National Urban League found that Washington produces the nation's largest reading - proficiency gaps between black, Hispanic and white fourth - graders.

But when you compare the charters to the DCPS schools they're actually competing with — the ones outside of Ward 3 — the gap becomes more dramatic: The proficiency rate among charter students last year was about 34 percent higher in math and 30 percent higher in reading.

The Kentucky Department of Education recently set a goal of reducing gaps to proficiency by half by 2030 which will require increasing 3rd grade proficiency and beyond for at least an additional 4,800 children in reading and 6,300 children in math by 2020.

Gains in reading proficiency also were seen across all student groups, though big achievement gaps remained.

«Long - term improvement is also gap - narrowing improvement,» Cheatham said, citing a 36 percentage - point rise for black students in reading proficiency in four years at Lindbergh Elementary School, and a 19 percentage - point gain for black students in reading proficiency over the same period at Glendale.

n The report highlights data such as fourth grade reading scores, eighth grade math results and Kentucky's college - and career - readiness results showing a 30 percentage - point gap between students based on English language proficiency, a 25 percentage - point gap between African American and white students, a 20 percentage - point gap based on identified learning differences and also family income, and a 10 percentage - point gap between Hispanic students and their white peers.

After more than a decade of heavy investment in closing achievement gaps and bringing all students to proficiency in reading and mathematics, the United States has fewer low - performing students on the Program for International Student Assessment — but only in science.

The Republican lawmaker also pointed to the massive gaps in academic achievement between white and black students in Madison School District and low reading proficiency rates in Milwaukee schools.

From 2005 to 2015, for example, fourth - grade reading proficiency on the test known as «the nation's report card,» showed that achievement differences between white and African American students moved from an 8 - point gap to 11 points.

And while test scores in the district have improved since IMPACT began, a recent study by the National Urban League found that Washington, D.C. produces the nation's largest reading - proficiency gaps between black, Hispanic and white fourth - graders.

And it raised the importance of the National Assessment, requiring the Department of Education to increase the frequency of its administration in math and reading to once every two years, to help Americans monitor progress toward the goals of universal proficiency and the elimination of the achievement gap.

The AMOs represent the minimum percentage of students within each subgroup in the lowest - performing schools that must pass Standards of Learning (SOL) tests in reading and mathematics in order to reduce sufficiently proficiency gaps in reading and mathematics within six years.

Per the Elementary and Secondary Education Act of 1965 (ESEA) flexibility waiver provisions, ten percent of Virginia's Title I schools (72) are identified as focus schools based on reading and mathematics achievement of students in the three proficiency gap groups.

Title I schoolswith one or more proficiency gap groups not meeting performance expectations in reading and mathematics will be considered for inclusion in the focus school category.

Virginia, under No Child Left Behind Act flexibility waivers granted by USED, established annual measurable objectives (AMOs) in reading and mathematics for reducing proficiency gaps between students in the commonwealth's lowest - performing and highest - performing schools.

Though both students with and without disabilities have improved reading and math proficiency over the years, students with disabilities often fail to get the intervention they need to progress at the same rate as their classmates, causing them to fall behind their peers and widening the gap.

The urgency is certainly clear: The latest in a string of research showing stark educational inequities in America's schools, the 2017 National Assessment of Educational Progress (NAEP) revealed that wide gaps persist in reading and math proficiency between white students and students of color.

In reading, the gap in proficiency was 34 % between African American and White students and 38 % between White and Hispanic students.

We need to review the Common Core Standards, provide early learning opportunities, and accelerate the focus on reading K - 12 because reading proficiency equalizes the chance for job opportunities and closes the gap between socio - economic levels.

To help struggling students close gaps in math and reading, Pathblazer ® gives students an individualized path to move toward grade - level proficiency.

And when at least 1.2 million fourth - grade students, or one - third of the nation's students in that grade are likely to drop out — and nearly 1 million more of their classmates who are barely reading at Basic proficiency unlikely to succeed in college and career — we have a moral, intellectual, and systems - change obligation to focus on stemming achievement gaps.

A new report by the education reform organization Achieve finds large «honesty gaps» between state - reported proficiency rates in math and reading compared to those on the National Assessment of Educational Progress (NAEP), which is also known as the Nation's Report Card.

The scores are based on student proficiency on spring math and reading tests, individual student year - to - year growth on those tests and progress schools make in closing the achievement gap, plus graduation rates for high schools.

Posted in Achievement gap, Family engagement, Language development, Literacy, National, Pre-K to 3, Pre-kindergarten, QRIS, Reading proficiency 1 Comment

«It is unacceptable to have the gap in reading proficiency rates between low - income and high - income children increase by nearly 20 percent over the last decade.

J.E. Moss Elementary School decreased the learning gap by 23 percent for its limited English proficiency students in reading and language arts after two years of SEL implementation.