Sentences with phrase «reading test scored at»

As a result, your students will learn to love reading, and you'll improve reading test scores at the same time!

Not exact matches

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.

Studies show that children who eat breakfast at the start of their school day have higher math and reading scores, and demonstrate a sharper memory and faster speeds on cognitive tests.

Even though almost every student at the KIPP Academy... is from a low - income family, and all but a few are either black or Hispanic, and most enter below grade level, they are still a step above other kids in the neighborhood; on their math tests in the fourth grade (the year before they arrived at KIPP), KIPP students in the Bronx scored well above the average for the district, and on their fourth - grade reading tests they often scored above the average for the entire city.

When compared to control group counterparts in randomized trials, infants and toddlers who participated in high - quality home visiting programs were shown to have more favorable scores for cognitive development and behavior, higher IQs and language scores, higher grade point averages and math and reading achievement test scores at age 9, and higher graduation rates from high school.

Randi Weingarten likes to brag a little about the reading and math test scores posted this year at two New York City charter schools she...

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.

Reading and considering such testimony would undoubtedly take more time and effort and could feel less «scientific» than looking at numbers, whether test scores, GPAs, or tallies of publications.

Boys who were mainly breastfed for at least six months scored 9 per cent higher in mathematics and writing tests, 7 per cent higher in spelling, and 6 per cent higher in reading, compared with boys fed with formula milk or breastfed for shorter periods.

The largest gains for the test — the Kentucky Instructional Results System, or KIRIS — came in reading and mathematics, with fewer students scoring at the «novice,» or lowest, level and more students scoring at the «proficient» and «distinguished» levels.

We use common statistical procedures to estimate the effect on math and reading test scores of each additional year of actual attendance at a charter school.

Catherine Snow: Incorporating Rich Language in Early Education Educations Funders Researchers Initiative, November 18, 2013 «Taking on the task of improving reading skills, for all children and especially for those scoring at the bottom of the skill distribution, requires three simple things: first, we must provide all children with experiences designed to ensure a broad knowledge base and rich language before entry to kindergarten; second, we must redesign post-primary instruction to focus on discussion, analysis, critique, and synthesis; and third, we must redirect resources from testing children to assessing what is actually going on inside classrooms,» writes Professor Catherine Snow.

For admission, they must score at an 8th - grade level on standardized reading and math tests (the Richmond Tech PLC raised that to 9th grade because it had so many applicants), pass an interview, and sign an achievement contract that also commits them to attend a daily meeting called Morning Motivation.

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.

We look at the students» scores on the Massachusetts Comprehensive Assessment System (MCAS) tests in math and reading (ELA) and improvements in those test scores over time.

In 1999, Michigan increased the reward for good academic performance by offering the Michigan Merit Award, a one - year $ 2,500 scholarship for any student who scores at Level I or Level 2 on the Michigan Educational Achievement Program (MEAP) tests in reading, mathematics, science, and writing.

A study conducted by Fordham University researchers found that reading and math scores on standardized tests are higher at IS 218 than at comparable middle schools.

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.

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.

While they know that their Santa delivered books directly to families, teachers continue to watch for improvements in test scores that may indicate the children are reading more at home.

A 2015 study by Stanford University's Center for Research on Education Outcomes (CREDO) found Newark charter schools outperformed traditional district schools: 77 percent of Newark's charters were more effective at raising test scores in reading, and 69 percent were more effective at raising scores in math.

Conversely, late entrants at district schools had dramatically lower average 4th - grade test scores than on - time enrollees: 0.30 and 0.32 standard deviations lower in reading and math, respectively (in both cases, 0.29 standard deviations below the district average).

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».

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.

A study of test scores from 2010 through 2014, by economists at the Massachusetts Institute of Technology and Duke University, found that Denver's charters produced «remarkably large gains in math,» large gains in writing, and smaller but statistically significant gains in reading, compared to DPS - operated schools.

Given the massive body of influential contemporary research that rests on reading and math scores, I am always struck at how uninterested most researchers (outside of Harvard's Dan Koretz) seem to be in understanding why test scores moved.

The school board decided to require the two - hour reading block at 59 elementary and 12 middle schools where students average scores of 25 or less on the Stanford Achievement Test.

Using the state test data and the full randomized sample, the evaluators report negative impacts for reading, math, and science scores at the end of third grade for children assigned to TVPK.

Recent assessments of school - based pre-K programs in Michigan, New Jersey, Oklahoma, South Carolina, and West Virginia indicate that they substantially raise children's vocabulary, math, and reading comprehension test scores at the end of one year.

Despite those added challenges, the 400 children at Stanford still learn the basics, consistently scoring higher than district standards on state tests in reading and math — the latter taught exclusively in Japanese or Spanish.

A story and chart in the May 14, 2008, issue of Education Week about states that have curtailed bilingual education should have said that trends in student achievement identified by Daniel J. Losen of the Civil Rights Project at the University of California, Los Angeles, were based on test scores in reading of English - language learners in 4th grade, not 4th and 8th grades.

In their effort to maximize math and reading test scores, schools have sometimes narrowed their focus at the expense of the arts and humanities.

The analysis extends previous work (see «Johnny Can Read... in Some States,» features, Summer 2005, and «Keeping an Eye on State Standards,» features, Summer 2006) that used 2003 and 2005 test - score data and finds in the new data a noticeable decline, especially at the 8th - grade level.

The narrow focus on math and reading may goose math and reading test scores in the short term but at the expense of the longer - term and broader goals of education.

To sum up, our evidence confirms that the students of high - VA teachers benefit not just by scoring higher on math and reading tests at the end of the school year, but also through improved outcomes later in life.

Analysts have cited a legion of reasons for the state's slide in achievement: the steady leaching of resources from the schools that was the inevitable result of the infamous 1970s property - tax revolt led by Howard Jarvis; a long period of economic woes caused by layoffs in the defense industry; curriculum experiments with «whole language» reading instruction and «new math» that were at best a distraction and at worst quite damaging; a school finance lawsuit that led to a dramatic increase in the state's authority over school budgets and operations; and a massive influx of new students and non-English-speaking immigrants that almost surely depressed test scores.

The average combined reading and math test scores one year prior to the management change at schools assigned to for - profit and nonprofit entities were 0.39 and 0.13 standard deviations below the Philadelphia average, respectively, while the pre-intervention scores of the full set of 142 regular public schools were 0.19 standard deviations above the district average.

At Kernan Middle School in Duval County, Florida, charts in the conference room that serves as the data room list students» name, race, gender, homeroom, and scores from annual state reading and math tests.

They looked at their test scores for eight more school years in reading and six more in math, plus high school transcripts and graduation figures.

In a study tracking children from age 3 through middle school, David Dickinson, now a professor of education at Vanderbilt University, and Catherine Snow, an education professor at Harvard University, found that a child's score on a vocabulary test in kindergarten could predict reading comprehension scores in later grades.

Third grade reading proficiency is up 15 percent at all community schools, based on end - of - year tests and Dynamic Indicators of Basic Early Literacy Skills or DIBELS scores.

The research consensus suggests TFA corps members are about equally effective at raising students» test scores as teachers from all other pathways, though better in math than in reading and writing.

To make adequate yearly progress, or AYP, under the federal law, schools and districts must meet annual targets for the percentage of students who score at least at the proficient level on state reading and mathematics tests, both for the student population as a whole and for certain subgroups of students.

When the latest scores of our country's national reading test arrived this spring, they were as depressing as usual: Two - thirds of American fourth - graders, according to the National Assessment of Educational Progress, can not read at grade level.

Students in the 3rd, 6th, 8th, and 9th grades could be held back if they failed to score at the district benchmark in math and reading on nationally normed tests - the Iowa Test of Basic Skills (ITBS) or the Test of Achievement and Proficiency (TAP) for 9th graders.

On the Paper - based TOEFL, HGSE seeks applicants with scores of 613 or higher, with individual section scores of at least 60 in reading, 63 in writing, 60 in listening, and 5.0 on the TWE (Test of Written English).

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.

School systems can and should do much more to draw upon the knowledge and expertise of these staff members, and now that the national conversation about school improvement has begun to expand beyond its narrow fixation on test - score gains in reading and math, policy makers may be ready to take a fresh look at their work.

According to a special report from the Annie E. Casey Foundation, 67 % of American children are scoring below proficient reading levels at the beginning of 4th grade on the National Assessment of Educational Progress reading test.