Sentences with phrase «reading test score gap»

But since 1988, when education policy shifted away from desegregation efforts, the reading test score gap has grown — to 26 points in 2012 — with segregated schooling increasing in every region of the country.

Not exact matches

In your article around Baltimore's technology gap («Computer - based tests a challenge for low - income students, some Baltimore teachers say,» April 22), we read that students who took the PARCC scored lower when they took the test on a computer than when they used paper and pencil.

According to statistics from the U.S. Department of Education, the gap in eighth - grade reading and math test scores between low - income students and their wealthier peers hasn't shrunk at all over the past 20 years.

The failure was exemplified by high drop - out rates, dismal national test scores in math, reading, and other subjects, as well as widening achievement gaps.

This is nearly half the size of the black - white test - score gap in reading.

Readers may also wish to read an important new essay by sociologist George Farkas, «The Black - White Test Score Gap» (Contexts, Spring 2004), which says that the racial rift is caused, more than any other thing, by divergent child - rearing practices (and preschool opportunities).

In my reading, I see this phrase «achievement gap» as referring solely to results on test scores.

In both math and reading, the national test - score gap in 1965 was 1.1 standard deviations, implying that the average black 12th grader placed at the 13th percentile of the score distribution for white students.

African American students advanced from the bottom quarter of Chicago's test score distribution for white students to the 46th percentile in reading and math, essentially closing the racial achievement gap.

The results are quite surprising: after adjusting the data for the effects of only a few observable characteristics, the black - white test - score gap in math and reading for students entering kindergarten essentially disappeared.

The initial test - score gaps for Hispanic students in the Early Childhood Longitudinal Study data were even greater than for blacks — 0.72 standard deviations in math and 0.43 standard deviations in reading.

The gap was smaller on the reading test: 95 percent of students from high - scoring schools finished, versus 73 percent from schools where scores were low.

As in math, however, the raw test - score gap in reading widened substantially, to 0.53 standard deviations, by the end of 1st grade.

Thus adjusting the data for the effects of socioeconomic status reduces the estimated racial gaps in test scores by more than 40 percent in math and more than 66 percent in reading.

Taking this difference into account cuts the black - white test - score gap to less than a fourth of a standard deviation in math and completely eliminates the gap in reading.

«We are closing the shameful achievement gap faster than ever,» the mayor said again in 2009, as city reading scores — now acknowledged as the height of a test score bubble — showed nearly 70 percent of children had met state standards.

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.

In reading, the observed gain declined from 3.1 to 1.6 percentile points, but it still represented 29 percent of the black - white test - score gap in reading (see Figure 2).

«If the social class distribution of the United States were similar to that of top - scoring countries [Korea, Finland and Canada], the average test score gap between the United States and these top - scoring countries would be cut in half in reading and by one - third in math,» they announce.

after adjusting the data for the effects of only a few observable characteristics, the black - white test - score gap in math and reading for students entering kindergarten essentially disappeared.

The proposed reforms, outside and inside schools — to reduce the test - score gap between whites and poor minorities; to help poor minority families increase their income through steady work at livable wages and then their children's test scores will improve; to establish research - proven reading programs for every single, poor, or minority child; to give each kid a laptop computer — are endless and uncertain in their outcomes.

In the GOP Assembly plan, both the board and DPI would establish criteria to determine a school's letter grade, including test scores on math and reading, graduation and attendance rates, and the closure of achievement gaps between groups of students.

The state of California has implemented a number measures to close one of the largest and most persistent achievement gaps in the nation, Recently released scores for the National Assessment of Educational Progress, a nationwide test for fourth - and eighth - graders in math and reading given every two years, show that California's students are still performing below the... Continue reading California: Moving the Needle on the Achievement Gap

In your article around Baltimore's technology gap («Computer - based tests a challenge for low - income students, some Baltimore teachers say,» April 22), we read that students who took the PARCC scored lower when they took the test on a computer than when...

Researchers used scores of roughly 8 million students tested in fourth and eighth grades in math and reading / ELA in 47 states during the 2008 — 09 school year to estimate state - and district - level subject - specific achievement gaps on each state's accountability tests.

Among the facts from the National Assessment of Educational Progress (NAEP) Fourth Grade Reading report cited by FairTest: — There has been no gain in NAEP grade four reading performance nationally since 1992 despite a huge increase in state - mandated testing; — NAEP scores in southern states, which test the most and have the highest stakes attached to their state testing programs, have declined; — The NAEP score gap between white children and those from African American and Hispanic families has increased, even though schools serving low - income and minority - group children put the most emphasis on testing; and — Scores of children eligible for free lunch programs have dropped sincReading report cited by FairTest: — There has been no gain in NAEP grade four reading performance nationally since 1992 despite a huge increase in state - mandated testing; — NAEP scores in southern states, which test the most and have the highest stakes attached to their state testing programs, have declined; — The NAEP score gap between white children and those from African American and Hispanic families has increased, even though schools serving low - income and minority - group children put the most emphasis on testing; and — Scores of children eligible for free lunch programs have dropped sincreading performance nationally since 1992 despite a huge increase in state - mandated testing; — NAEP scores in southern states, which test the most and have the highest stakes attached to their state testing programs, have declined; — The NAEP score gap between white children and those from African American and Hispanic families has increased, even though schools serving low - income and minority - group children put the most emphasis on testing; and — Scores of children eligible for free lunch programs have dropped sincescores in southern states, which test the most and have the highest stakes attached to their state testing programs, have declined; — The NAEP score gap between white children and those from African American and Hispanic families has increased, even though schools serving low - income and minority - group children put the most emphasis on testing; and — Scores of children eligible for free lunch programs have dropped sinceScores of children eligible for free lunch programs have dropped since 1996.

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.

The data, part of the benchmark test known as the National Assessment of Educational Progress, show that New York City fourth graders have made progress in closing the gap between their scores and the state and national results in reading, despite the higher percentages of poor and minority students in the city.

When over 80 % of our children can not read proficiently by the third grade, it is a travesty of enormous proportions, particularly when compared with the TAKS reading test results (even after a significant standard deviation adjustment), their comparison with national norm - referenced test scores, and the wide gap between scores of white and minority children.

Therefore, the gap between those graduates with genuine skills in reading, writing, and collaborating will widen with students of privilege receiving a notably better education than students in schools with historically low test scores.

Schools and districts receive a score on a scale of 0 to 100 based on student reading and math test scores and growth, closing of achievement gaps between student subgroups, and various measurements of postsecondary readiness.

«The magnitude of the test - score gains from one year are equivalent to 10 percent to 20 percent of the achievement gap between minority and white students,» reads the report.

Does breastfeeding contribute to the racial gap in reading and math test scores?

Schools and districts receive a score on a scale of 0 to 100 based on student reading and math test scores and growth, closing of achievement gaps between student subgroups, and various measurements of post-secondary readiness.

The state had some of the biggest gaps that Achieve found on last year's tests: 60 percent more scoring proficient in fourth - grade reading on the state test than on national assessment; a 43 percent gap on fourth - grade math; a 65 percent gap on eighth - grade reading; and a 53 percent gap on eighth - grade math.

February 2012 — The University of Chicago Consortium on Chicago School Research found that four years after undergoing dramatic reform efforts, including turnarounds, low - performing elementary schools in Chicago closed the achievement gap in test scores by almost half in reading and two - thirds in math compared to similar schools that did not receive intervention.

«The harm to California's low - income students of a short gap without a state standardized test score is dwarfed by the life - long effects that millions of low - income and minority students nationwide will experience as a result of the Department's failure to monitor and enforce their right... Read More

If we mark the NLCB era from the 2002 test administration, then we have to conclude that, in the 8th grade reading NAEP, the gap in scores between white and black students has closed a grand total of one point.

(http://www.senatorphilpavlov.com/commentary-how-we-are-reinventing-states-outmoded-education-system/) What Sen. Pavlov fails to mention is that gaining a spot on the state's «achievement gap list» is no measure of any sort of educational or learning issue — its simply an indication that a school's students have not met a predetermined goal, set by the state (not teachers), with respect to standardized test scores in math or reading.

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.

- Reduced achievement gap - Increased course passing rate - Increased graduation rates - Higher standardized test scores in reading and math - More AP and IB tests taken - Fewer suspensions - Lower absenteeism