Sentences with phrase «reading proficiency rates»

«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.

It is time for school board, district, and community leaders to come together, recognize the primary importance of boosting reading proficiency rates, and look at new solutions to this old problem.

Progress in reading proficiency rates has stalled: Tennessee has seen a move of just three points (on a 500 - point scale) over the past 20 years despite a major boost in spending during that period.

But Garrison Elementary in Logan Circle is a striking exception: it's a school with math and reading proficiency rates in the mid-20s in an area where the median sale price for a three - bedroom home last year was over a million dollars.

In 2010, reading proficiency rates were about 75, 86, and 76 percent for the third, fourth and fifth grades respectively; math proficiency rates were about 82, 94 and 78 percent in the same grades.

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.

The NAEP adjustment relies on 2015 math and reading proficiency rates on the National Assessment of Educational Progress (NAEP) at the state / subgroup / grade level.

Connellsville Area Senior High School makes AYP for the first time as reading proficiency rates rise 10 % and math gains 16 %.

The graph below compares average math and reading proficiency rates over two time periods.

Georgia's fourth - grade reading proficiency rate dropped from close to 100 percent in 2013 to less than 40 percent in 2015 — not because the kids were doing worse, but because the state's measure of how they were doing was getting closer to the truth.

New York, for example, went from a statewide reading proficiency rate of 55.1 % in 2012 to a statewide proficiency rate of 31.3 % in 2013 following the implementation of the Common Core Assessments.

Likewise, DPS elementary schools in the DSSN increased their math proficiency rate by 18 percentage points and their reading proficiency rate by 11 percentage points over the course or two years.

The school is in the next - to - last tier, four, with a reading proficiency rate in the mid-20s.

Not exact matches

CPC not only helps children be school ready, but improves reading and math proficiency over the school grades, which led to higher rates of graduation and ultimately greater economic well - being.»

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).

Achievement in reading and math; growth in reading and math; four - and five - year graduation rates plus percentage of students still enrolled in high school; English - language proficiency

Those rates could rise in the coming years, since 16 states and the District of Columbia have enacted policies requiring that students who do not demonstrate basic reading proficiency when they first take state tests in third grade be held back.

Mean scale scores on state reading and math tests, median growth percentage, four - and seven - year graduation rates, progress in achieving English - language proficiency

Reading and math test scores, English language proficiency, growth, four and seven year graduation rates

Perhaps there are some «wrong» answers (such as relying exclusively on proficiency rates in reading and math to judge school quality, or measuring school spending and other inputs and calling it accountability) but mostly there are a whole bunch of right and partially - right answers, depending on policymakers» goals and states» idiosyncrasies.

NCLB requires annual testing of students in reading and mathematics in grades 3 through 8 (and at least once in grades 10 through 12) and that states rate schools, both as a whole and for key subgroups, with regard to whether they are making adequate yearly progress (AYP) toward their state's proficiency goals.

Its proficiency rate does not differ significantly (in a statistical sense) from that for all students in Canada, Japan, and New Zealand, but white students trail in reading by a significant margin all students in Shanghai, Korea, Finland, Hong Kong, and Singapore.

Has a focus on reading and math proficiency, and on boosting graduation rates, meant less attention and support for the «talented tenth»?

Of the elementary and middle schools the survey respondents rated, 14 percent received a grade of «A,» 41 percent received a «B» grade, while 36 percent received a «C.» Seven percent were given a «D» and 2 percent an «F.» These subjective ratings were compared with data on actual school quality as measured by the percentage of students in each school who achieved «proficiency» in math and reading on states» accountability exams during the 2007 - 08 school year.

Viewed as a group, schools managed by our CMOs achieve rates of proficiency on state assessments in reading and math that average about 9 percentage points higher than those of schools in their local districts (see Figure 2).

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.

Charter schools in the NewSchools» portfolio achieve proficiency rates in reading and math that are about 9 percentage points higher, on average, than those achieved by schools in their host districts.

But those rating sites are based primarily on student proficiency rates on annual standardized tests in reading and math.

More than 41 percent of students in grades 2 - 6 demonstrated proficiency in math, and the proficiency rate for reading was 21 percent.

Between 1994 and 1999, these states were the educational envy of the nation, raising proficiency rates in math and reading by 2 to 5 percentage points in the average year.

Figure 1 shows a scatterplot of proficiency rates in 4th grade reading and 8th grade math as an example.

There is a clear correlation between reading proficiency and poverty when it comes to high school graduation rates.

According to the National Assessment of Educational Progress, the «Nation's Report Card,» «proficiency» rates last year were below 50 percent for every racial and ethnic group, in both reading and math, in both 4th and 8th grade.

We measured actual school quality as the percentage of students in a school who achieved «proficiency» in math and reading on the state's accountability exams (taking the average proficiency rate across the two subjects).

Although the rigor of state content standards and definitions of math and reading proficiency vary widely (see «State Standards Rise in Reading, Fall in Math,» features), we are able to adjust for these differences by limiting our comparisons to respondents within the same state when examining the relationship between proficiency levels and school rreading proficiency vary widely (see «State Standards Rise in Reading, Fall in Math,» features), we are able to adjust for these differences by limiting our comparisons to respondents within the same state when examining the relationship between proficiency levels and school rReading, Fall in Math,» features), we are able to adjust for these differences by limiting our comparisons to respondents within the same state when examining the relationship between proficiency levels and school ratings.

These relative placements translate into deeply distressing overall proficiency rates for DCPS: 30 percent in fourth - grade math, 25 percent in fourth - grade reading, 17 percent in eighth - grade math, and 18 percent in eighth - grade reading.

After identifying these matches, I examined the reading and math proficiency rates of the schools in 2008 - 09 to determine how many schools had become «successes» by that year (success defined here as performing above the state average).

Meanwhile, average proficiency rates in a matched set of comparison schools increased by lesser amounts, 9 percentage points in reading and 13 percentage points in math (although the Edison advantage is statistically significant only in math).»

That's because our friends at the Department of Education read ESSA's language to mean that proficiency rates — and proficiency rates alone — must be the sole measure of «academic achievement.»

State and NAEP proficiency rates are the average of 8th grade proficiency rates in math and reading.

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.

In eighth grade reading, Missouri had the highest standards, though its proficiency rating was well below NAEP's, while Texas set the lowest bar for proficiency.

The CSUSA network of schools exceeded the Florida average proficiency and rate of growth in reading, math, science and writing for 2013 - 2014.

While proficiency rates on grade - level math and reading tests hovered in the 30s, performance at surrounding traditional schools was worse.

The Madison district's annual report, released last month, shows non-white students improving, but rates of math and reading proficiency among black and Latino students below 30 percent.

The analysis showed that higher teacher reports of the presence of goals, processes, and supports believed necessary for school success were not generally linked to higher rates of reading proficiency, math proficiency, or attendance rates.

Then there is North Carolina, which expects that its districts will get only 61.7 percent of black students in grades three - through eight toward reading proficiency in 2012 - 2013, while expecting only 64.7 percent of Latino and 65.2 percent of American Indian and Alaska Native kids to become proficient in reading; by 2014 - 2015, far lower than the proficiency rates for white and Asian peers; Tar Heel State leaders expect districts bring black, Latino, and Native students to proficiency levels of 69.3 percent, 71.7 percent, and 72.2 percent, respectively, by 2015.

When student test scores on the Ohio Academic Assessment indicated that only 33 % of Jones sixth graders were at the minimum state acceptance rates, middle childhood education students at Lourdes College stepped in to volunteer an hour each week to work with the sixth grade students to improve their reading proficiency.

And despite the fact that from 2009 to 2010, when Rhee's Rhee - forms really took place in DCPS, proficiency rates on the DC - CAS went down (yes, DOWN) by several percentage points in both reading and math.

Under Hensley's watch, students at Atkinson, once one of the lowest performing elementary schools in Kentucky, doubled their proficiency rates in reading, math and writing.