For example, two studies (in 1992 and 1997) found that the math and
reading test scores of students in South Carolina improved significantly when the students were taught by teachers receiving merit pay.
Not exact matches
Mean
test scores in
reading (Programme for International
Student Assessment) Mean
test scores in science (Programme for International
Student Assessment) %
of those aged 25 - 64 who have attained tertiary level education Education expense, %
of GDP
Almost half
of Canadian
students (45 %) who wrote the
test in 2000 achieved top
scores in
reading, but in 2009 only 40 % made similar grades.
Comparing national
test scores, Catholic schools in general (as with most private schools) perform better in both
reading and math than public schools although the advantage is stronger in
reading than in Math though the difference in Math was still statistically significant; however, this could be due to the self selecting nature
of the
students in Catholic schools where the parents have made the decision to value education to the extent
of paying for it.
Between 2007 and 2009, Fryer distributed a total
of $ 9.4 million in cash incentives to 27,000
students in Chicago, Dallas, and New York City, incentivizing book
reading in Dallas,
test scores in New York, and course grades in Chicago.
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.
Students in 4th - 6th grade who went to bed an average
of 30 - 40 minutes earlier improved in memory, motor speed, attention, and other abilities associated with math and
reading test scores.
Using longitudinally linked,
student - level data collected from two urban school districts, New York City and Washington, DC, Mathematica estimated the impacts
of five EL middle schools on
students»
reading and math
test scores.
Though the
student bodies in her schools have an overall poverty rate
of 77 percent, they regularly register among the highest -
scoring schools on standardized math and
reading tests.
According to
Read to Succeed Executive Director Anne Ryan,
students who miss 10 percent
of kindergarten and first grade
scored an average
of 60 points below similar
students with good attendance on third grade
reading tests.
In January, arguing to increase the weight
of test scores, Mr. Cuomo cited the small number
of teachers who were rated ineffective, noting that at the same time only about a third
of students were
reading or doing math at grade level, as measured by state
tests.
The governor's push to increase the weight
of test scores upset the teachers» unions and many parents, and was considered a factor when 20 percent
of students sat out state math and
reading tests — which had been aligned with the Common Core national benchmarks — this year.
In one study
of 1,651 high school
students from three states,
reading ability was just as important to
students» science - class grades and
scores on state - level science
tests as the amount
of science knowledge they had.
One recent study (pdf) found that among a representative sample
of U.S. science
students, those who said their science teachers had them
read textbooks more often had higher
test scores.
The dataset included measures
of students» academic competence, specifically
test scores in math and
reading, as well as psychosocial outcomes.
They generated daily activity profiles for 14, 894 university
students, and found only 40 per cent
of them had body clocks
Read more about Early starts for night owls could affect
test scores - Scimex
On the 2003 National Assessment
of Educational Progress (NAEP)
tests, 46 percent
of the city's
students scored «below basic» in mathematics, and 38 percent were below that low threshold in
reading (compared with 33 and 28 percent for the nation, respectively).
Illinois educators have been scratching their heads over four years
of mysterious declines in
students»
scores on the state's 10 - year - old
reading tests.
If the same approach is applied to the STAR sample to adjust for the fact that some
students did not enroll in the class they were assigned to - and a comparable sample
of low - income black
students is used - the gains in
test scores after two years
of attending a small class (average
of 16
students) as opposed to a regular - size class (average
of 23
students) is 9.1 national percentile ranks in
reading and 9.8 ranks in math.
Even if we ignore the fact that most portfolio managers, regulators, and other policy makers rely on the level
of test scores (rather than gains) to gauge quality, math and
reading achievement results are not particularly reliable indicators
of whether teachers, schools, and programs are improving later - life outcomes for
students.
The exciting aspect
of this is that it has the potential to increase the
reading levels
of our neediest
students, and could have an impact on our
test scores as well,» he told Education World.
Consistent with other research on school effects, we find that the school a
student attends can explain a substantial share
of the overall variation in
test scores: that single factor explains 34 percent
of the variation in math
scores and 24 percent
of the variation for
reading.
Over the past seven years, my district has mandated quarterly and mini-testing leading up to the state
test at the end
of the year, homogeneously - leveled classes according to
test scores, double - blocked
reading and math classes for
students who do not pass the state
tests, detailed lesson plans aligned to
tested reading skills, and a strict pacing guide designed to cover all skills on the state
test.
NCLB required that states
test students in math and
reading each year, that average
student performance be publicized for every school, and that schools with persistently low
test scores face an escalating series
of sanctions.
The results indicate that the effect
of a later start time in both math and
reading is more than twice as large for
students in the bottom third
of the
test -
score distribution than for
students in the top third.
• After adjusting for prior
test scores and demographics, the school a
student attends explains 34 percent
of the variation in their math
test scores and 24 percent
of the variation in their
reading test scores, but just 2 percent
of the variation in their fluid cognitive skills.
Chicago — Mastery learning has proved its worth as a method
of teaching
reading, especially to
students whose proficiency is below average, but educators who use the sometimes - controversial method should not regard it as a «quick fix» for poor basic - skills
test scores.
Study coauthor Matthew Gaertner, who produced calculations for this article that were not part
of the published study, said displaced
student test scores dropped 12 percent in
reading, 9 percent in math, and 19 percent in writing compared with what they would have
scored had the school not closed (using modeling developed from historic
test data).
As critics contend, the state's aggregate
test -
score improvements on the 4th - grade FCAT
reading exam — and likely on the NAEP exam as well — are inflated by the change in the number
of students who were retained in 3rd grade in accordance with the state's new
test - based promotion policy.
I then use the improvements
of the median
reading test score for initial 3rd - grade
students on the FCAT since 2001 in order to rescale the state's mean NAEP
test score in the spring
of the same year.
That is especially remarkable given that
students in the South Bronx have a history
of scoring lower on
reading and writing
tests than any other
students in the country.
The average NAEP
reading score for Hispanic
students in Florida (on a
test conducted in English mind you) is now higher than the overall average
scores (for
students from all racial and ethnic groups)
of Alabama, Alaska, Arkansas, California, Georgia, Hawaii, Idaho, Illinois, Indiana, Iowa, Louisiana, Michigan, Minnesota, Mississippi, Nebraska, Nevada, New Mexico, North Carolina, Oklahoma, Oregon, Rhode Island, South Carolina, South Dakota, Tennessee, Texas, Utah, Washington, West Virginia, Wisconsin and Wyoming.
One
of the big problems is that they lean so heavily on
student scores from
reading and math
tests.
Recalling that black
students have the lowest
scores on both the
reading and math
tests, one can see that these results can be interpreted as the effects
of peer achievement.
For example, a
student who begins the year at the 50th percentile on the state
reading and math
test and is assigned to a teacher in the top quartile in terms
of overall TES
scores will perform on average, by the end
of the school year, three percentile points higher in
reading and two points higher in math than a peer who began the year at the same achievement level but was assigned to a bottom - quartile teacher.
The study by ctb / McGraw - Hill found that, in 1987,
students in grades 1 to 8 who took its Comprehensive
Test of Basic Skills
scored an average
of 6.63 percentile points higher in
reading, 10.83 points higher in language, and 14 points higher in mathematics than a 1981 comparison group.
These new systems depend primarily on two types
of measurements:
student test score gains on statewide assessments in math and
reading in grades 4 - 8 that can be uniquely associated with individual teachers; and systematic classroom observations
of teachers by school leaders and central staff.
In our study, we compare the enrollment rates at public colleges in Florida
of 10,330 FTC
students to those
of non-participating
students who initially attended the same public schools and had similar demographics (language spoken at home, country
of birth, race / ethnicity, disability status, age, and free lunch participation) and
test scores (in math and
reading) prior to participation.
On average, the 4th - grade math and
reading test scores of KIPP late entrants were 0.15 to 0.16 standard deviations above the district average, putting them 0.19 standard deviations above the
scores of students who enrolled in the normal intake grade.
The correlation between ratings by principals and the average
test scores of a teacher's
students is significantly higher than the correlation between ratings by principals and the teacher's value - added rating in
reading (0.56 versus 0.32), though not in math.
After three years
of relatively flat and sometimes declining
test scores, K12, Inc.'s full - time
students appear to have increased their proficiency levels in both
reading and math, even as K12, Inc. serves a population with 62 percent
of its
student eligible for free - and - reduced price lunch, compared to 49 percent nationally.
This approach shows that the percentage
of an elementary school's
students enrolled in bilingual education is significantly and negatively related to a school's average
test score for English Learners in both
reading and math, even after accounting for the characteristics
of its
students.
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.
And, according to international comparative
tests (PISA — Programme for International
Student Assessment, PIRLS — Progress in International
Reading Literacy Study, and TIMMS — Trends in International Mathematics and Science Study), «children with at least two years
of preschool achieve much higher
scores at age 15 than those who attend no preschool or only one year».
As schools narrow their focus on improving performance on math and
reading standardized
tests, they have greater difficulty justifying taking
students out
of the classroom for experiences that are not related to improving those
test scores.
This rich dataset allows us to study
students» math and
reading test -
score growth from year to year in grades four through eight (where end
of year and prior year
tests are available), while also taking account
of differences in
student backgrounds.
We find also that an increase in the number
of children from troubled families reduces peer
student math and
reading test scores and increases peer disciplinary infractions and suspensions.
The first state standardized
test scores are in, and the 11th graders did no better than those at other comprehensive, non-selective city high schools: about one - quarter
of the
students met proficiency standards in
reading and a mere 7 percent in math.
The council's Beating the Odds VI report, a city - by - city analysis
of student performance, recently revealed that urban
students»
scores on state assessments in
reading and math as well as on the more rigorous federal
test — the National Assessment
of Educational Progress (NAEP)-- are rising, with urban
students making the most gains in mathematics.
Figure 1 shows scatterplots
of averaged
reading and math
test scores in third grade and fifth grade for
students in the top quartile
of the socioeconomic status distribution versus those in the bottom quartile
of the socioeconomic status distribution in the same school.