Sentences with phrase «reading test scores when»

As a result, Cassellius wrote,» we may see what looks like a drop in reading test scores when they are reported this summer.»

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.

When kids eat breakfast they demonstrate broader vocabularies, improved memory and faster speed on cognitive tests, and they score higher in both reading and math.

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.

I don't believe in fast food, and was intrigued when I read a study that suggested that the more often kids eat the junk, the lower they score on standardized tests.

Always remember, when given a test of their knowledge of current events regular viewers of Faux News scored lower than folks who did not read a newspaper — or watch any TV news.

Seizing on a sharp drop in reading and math scores after students took their first Common Core tests, the teachers fed fears that kids would somehow suffer because their grades had fallen, when the opposite was true.

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.

The students who used their assigned strategy correctly had the highest scores on their science tests, even when the researchers controlled for students who had better reading skills to begin with.

I investigate by analyzing national changes in PISA reading scores from 2000, when the test was first given, to 2102.

According to an analysis by Eric Hanushek, Ludger Woessmann and Paul Peterson, Indiana was toward the back of the pack when it came to test score gains on the National Assessment of Educational Progress in reading, math, and science from the early 1990s until today.

When we narrow our focus to «student outcomes» (read: test scores), we overlook the myriad reasons that schools appeal — or not — to parents.

When using one - hour testing sessions to gauge student performance, combined reading and math scores serve as a better indicator of student achievement than either test separately.

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.

Data from 22,000 children involved in this study of the kindergarten class of 1998 — 99 show that, after controlling for family income, children who attended more academically oriented preschools had significantly higher scores in reading, math, and general knowledge when tested in the fall of their kindergarten year than children in preschool settings without academic content.

The Beaverton School District did just that four years ago when it started Summa Options, a program of advanced curriculum for students who score in the 99 percentile on standardized reading and math tests or a test of cognitive ability.

The study, which followed 147 preschoolers in 21 settings, showed that children taught using the Tools method scored significantly higher than did their counterparts on tests of «executive function skills,» such as the ability to keep their behavior in check, control their impulses, and focus — skills that certainly don't hurt when it comes to learning to read.

We found little evidence that the Choice program increased the test scores of participating students, though our final analysis revealed a positive effect of the program on reading scores when combined with high stakes testing.

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.

Peterson does observe that blacks and Hispanics increased their test scores substantially in reading in the 1970s and 1980s — but neglects to mention that this was precisely the period when our nation's schools were substantially more integrated than they were before then or since.

I find that students in district schools do better when charters open nearby: students in these schools earn higher scores on reading and math tests and are less likely to repeat a grade.

Students whose middle schools started one hour later when they were in 8th grade continue to score 2 percentile points higher in both math and reading when tested in grade 10.

When reform - friendly commenters and cheerleading journalists write about the NOLA transformation, it's become de rigueur to offer a standard qualifier — words to the effect of, «We still have a long way to go, but...» In this formulation, poor overall reading and math proficiency based on standardized test scores is a mere speed bump before long and laudatory discussions of the remarkable growth demonstrated by the city's charter schools and students since Katrina.

Moreover, ACT Inc., which began measuring college readiness as the American College Testing Program in the 1950s, reports that among the college aspirants who took its admission exams last year, only 21 percent of the graduating seniors attained scores high enough in all four subjects — English, reading, math, and science — to indicate that they wouldn't need to take a no - credit remedial course when they entered college.

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.

When your third grader just isn't up to par with reading comprehension (you know that he or she is struggling because of a lack of interest in books, poor test scores, and teacher input) what are you supposed to do about it?

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...

The scores for high school seniors haven't improved at all since 1992, when reading tests were first administered.

Today is day two of of the three - day New York State English Language Arts Exam and in my ten - plus years of proctoring and scoring these exams, it never ceases to amaze me when, just a few minutes into the tests, students» eyes start to glaze over and their bladders and throats go into overdrive, causing... Continue reading Students: You Take the Test; Don't Let the Test Take You!

When Adamowski left his post last year, Hartford School Board member Robert Cotto Jr. wrote in the Hartford Courant that «Test score improvements in math and reading were inconclusive.

When tested with 283 children without disabilities and 636 children referred for special education evaluation, the WISC — III PS factor made no contribution to the prediction of WIAT reading scores beyond that provided by FSIQ (Glutting, Youngstrom, Ward, Ward, & Hale, 1997).

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 childWhen 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 childwhen 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.

When we've taught students in ways that enable them to score high on accountability tests, but in the process have made them scurry away from math or feel repelled by reading, have we educated those students properly?

While Singapore, South Korea, and Japan scored highest, U.S. students ranked 18th — notably higher than expected when compared to students in other countries who show similar performances on the PISA tests assessing mathematics, reading, and science.

When Sara Neufeld wrote in The Hechinger Report last year that Newark's Quitman Street Renew School had the greatest test score gains in reading of all 45 elementary and middle schools in Newark the prior spring, we at Education Elements saw it as triumph.

When students participating in dual - language programs have been followed across time, the research has shown they score as high (or higher than) typical native English speakers on difficult, national English reading exams, which tests curricular mastery in all subjects combined.

Although No Child make requires states to improve graduation rates and test scores — including the aspirational goal that all children (and actually, based on safe harbor and other caveats, 92 percent of them) are proficient in reading, math, and science — states are given plenty of leeway when it comes to interpreting how to meet certain requirements (like the one assuring that all teachers be «highly qualified» for instruction) and develop their own solutions in order to achieve them.

As far a performance goes, the HCZ Promise Academy high school may have decent state test scores, but when it comes to national tests they only had on the ACT a 20 in Math, a 15 in English, a 15 in Reading, and a 17 in Science.

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.

When young children miss too much school, it is often linked with long - term reading problems, lower test scores and weaker social - emotional skills.

The two sub-groups of students who showed the most improvement in reading were students for which federal government intervention is the least justifiable: students who did not come from SINI schools and students who were in the top two - thirds of the test - score distribution when they entered the Program.

The study found increased reading achievement for a subset of students (students from schools not in need of improvement and students who were already testing in the top two - thirds of the test - score distribution when they entered the program) but not for students from schools in need of improvement, which the program specifically targeted.

Harvard researcher Brian Jacob (2002), for example, conducted an in - depth analysis of test scores in Chicago Public Schools during a period (1993 — 2000) when student achievement increased by.30 standard deviations (12 percentile points) in mathematics and.20 standard deviations (8 percentile points) in reading.

Standardized test scores in reading and math also have improved significantly in both sectors, with charters leading the way at a time when curricula have been enriched and after - school options expanded in both D.C. charters and DCPS.

The announcement comes a week after a fresh set of National Assessment of Educational Progress data, for 2013, showed no change in high school seniors» average scores in either reading or math, as compared with 2009, when 12th graders were last tested.

And when students eat breakfast, the results are pretty spectacular: Improved academic performance on standardized tests Improved concentration and memory Better math scores Better attendance and fewer tardies Fewer trips to the nurse's... Continue reading →

The conclusion was that test scores in reading and mathematics in the two sectors were very similar, when adjusted for student characteristics.

For years, critics of test - based school accountability have pointed out that when schools face pressure to raise students» scores in math and reading, they tend to respond by doubling down on those two subject areas and cutting back on the teaching of history, art, music, civics, and more.

Nineteen countries and education systems scored higher than the United States in reading on the 2012 Program for International Student Assessment, or PISA, up from nine systems when the test was last administered in 2009.

New York City, for its part, had some reason to celebrate last week when the state released test scores showing that city schools for the second year in a row surpassed state averages in reading performance.