Not exact matches
When the team looked at these numbers —
average rate of improvement between third and eighth grade
in math and reading — many
schools that are traditionally thought of as «bad» suddenly seemed good.
Private
school students, on
average, score better than public
school students
in reading,
math and a host of other subject areas, according to the National Assessment of Educational Progress.
A 2013 study by Mathematica Policy Research revealed that students at five urban EL middle
schools advanced ahead of matched peers at comparison
schools by an
average of ten months
in math and seven months
in reading over the course of three years.
Most children
in our local
school fail these tests, read below grade
average, and are performing
math far below grade
average.
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.
Share Our Strength's No Kid Hungry campaign reported
in 2013 that on
average, students who eat
school breakfast attend 1.5 more days of
school per year and score 17.5 percent higher on standardized
math tests; when combined, these factors translate into a student being twenty percent more likely to graduate high
school.
The Academy also noted that its students» performance on state tests
in math and English Language Arts runs above both the state
average and that of the Hempstead public
schools.
On
average, only about 16 percent of students
in those 21
schools passed the state
math exam, for example.
About one - third of children
in rural districts and about 37 percent
in New York City were considered proficient
in the skills they need
in English and
math, while just an
average of 16 percent of students
in upstate city
schools performed well on the tests.
New York City's new
schools chancellor pledged to boost training for elementary
math teachers, after a national test found a drop
in average math scores for the city's fourth - graders.
A new study says that on
average, New York City charter
school students show growth equal to 23 extra days of learning
in reading and 63 more days
in math each year, compared with similar students
in traditional public
schools.
New York City's new
schools chancellor pledged to boost training for elementary
math teachers on Tuesday, after a national test found a drop
in average math scores for the city's fourth - graders.
Now a primary
school with fewer than 60 per cent of pupils achieving the basic standard of level 4
in reading, writing and
maths (that increases to 65 per cent next year), and fewer pupils than
average making the expected levels of progress between KS1 and KS2 will be taken over.
Before classes even started, my academic advisor suggested that I might want to choose something easier than physics and astronomy, despite coming
in with an A +
average in high
school and scoring
in the top 5 percent on the
math assessment.
In fact, because the letter grade is based on the percentage of students scoring above certain thresholds and not on the average score in each school, the high - scoring F schools actually have slightly higher initial reading and math scores than do the low - scoring D school
In fact, because the letter grade is based on the percentage of students scoring above certain thresholds and not on the
average score
in each school, the high - scoring F schools actually have slightly higher initial reading and math scores than do the low - scoring D school
in each
school, the high - scoring F
schools actually have slightly higher initial reading and
math scores than do the low - scoring D
schools.
Our results indicate that, on
average, New York City's charter
schools raise their 3rd through 8th graders»
math achievement by 0.09 of a standard score and reading achievement by 0.04 of a standard score, compared with what would have happened had they remained
in traditional public
schools (see Figure 3).
In contrast, the average charter school student improved by 0.09 in math and 0.04 in reading for each year of charter school attendanc
In contrast, the
average charter
school student improved by 0.09
in math and 0.04 in reading for each year of charter school attendanc
in math and 0.04
in reading for each year of charter school attendanc
in reading for each year of charter
school attendance.
Across all three cities, the
average effect of switching from a public to a private
school for black students was 6.3 percentile ranks
in both
math and reading.
The 309
schools included
in the study differed from other city
schools in the following ways: They had a higher proportion of English Language Learners (ELL), special education, minority students, and students eligible for the Title I free or reduced - price lunch program, as well as lower
average math and reading scores.
Both groups of
schools saw an increase
in the
average math and reading scores during the first two years of the bonus program; treatment - group
schools, however, did not experience a statistically significant improvement
in average test scores relative to the
schools in the control group.
Indeed, we find an
average increase of about 0.06
math course credits per student
in schools that face pressure to avoid a Low - Performing rating.
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.
But principal Michelle Tubbs, a veteran of the classroom who holds a doctorate
in education technology, had conducted a pilot program with blended learning at an Alliance
school in the city's Watts neighborhood, where the
average freshman read and did
math at the 4th - grade level.
The
average student
in the Washington, D.C.,
school district is at the 11th percentile
in math relative to students
in other developed countries.
The GRC enables users to compare academic achievement
in math and reading between 2004 and 2007 for virtually every public
school district
in the United States with the
average achievement
in a set of 25 other countries with developed economies that might be considered our economic peers and sometime competitors.
PISA also shows that girls
in Australian
schools also have lower
average achievement
in maths where they are, on
average, approximately one - third of a
school year behind male students.
At the other end of the scale, the
average student
in the Washington, D.C. public
school district is at the 11th percentile
in math;
in Detroit, the 12th percentile;
in Los Angeles, the 20th percentile; and
in Chicago, the 21st percentile.
This will be a huge challenge for students, particularly
in high
school, as NAEP proficiency is the equivalent of an SAT score
in verbal and
math of nearly 1200 — or 200 points higher than the
average student taking the SAT today achieves.
In four states — Louisiana, Mississippi, New Mexico, and West Virginia — there is not a single traditional school district with average student achievement in math above the 50th percentil
In four states — Louisiana, Mississippi, New Mexico, and West Virginia — there is not a single traditional
school district with
average student achievement
in math above the 50th percentil
in math above the 50th percentile.
On
average, teachers and
schools that engage
in better quality collaboration have better achievement gains
in math and reading.
In a 2015 report, Stanford University's Center for Research on Education Outcomes (CREDO) found that the average charter - school student in the Bay Area attained significantly more growth in reading and math than similar students in nearby district schools — and that this difference increased the longer he or she stayed in a charter schoo
In a 2015 report, Stanford University's Center for Research on Education Outcomes (CREDO) found that the
average charter -
school student
in the Bay Area attained significantly more growth in reading and math than similar students in nearby district schools — and that this difference increased the longer he or she stayed in a charter schoo
in the Bay Area attained significantly more growth
in reading and math than similar students in nearby district schools — and that this difference increased the longer he or she stayed in a charter schoo
in reading and
math than similar students
in nearby district schools — and that this difference increased the longer he or she stayed in a charter schoo
in nearby district
schools — and that this difference increased the longer he or she stayed
in a charter schoo
in a charter
school.
Students who scored
in the top quarter of the sixth - grade
math exam
averaged anywhere from 19 to 26 on the high
school ACT
math test; the variations correlated with the effectiveness scores of their high
school math teachers.
A recent investigation of achievement
in one large Tennessee
school district (
in which I am collaborating with Sanders and Paul Wright of the SAS Institute) has found that 20 percent of
math teachers are recognizably better or worse than
average by a conventional statistical criterion.
After two years
in a middle
school, on
average a student who entered
in the 7th grade will score 0.10 standard deviations
in math and 0.09 standard deviations
in English below what we would expect if he had gone to a K — 8
school.
According to the College Board,
in order to have a 65 percent chance of getting a B -
average in college, students should achieve about 1030 on the
math and verbal SATs and earn a B
average in high
school (taking courses of at least «
average» rigor).
Given recent
school - related political conflicts
in Wisconsin, it is of interest that only 42 percent of that state's white students are proficient
in math, a rate no better than the national
average.
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.
According to a rigorous Harvard evaluation, every year Jefferson students gain two and a half times as much
in math and five times as much
in English as the
average school in New York City's relatively high - performing charter sector.
We estimate that an 8th grader who attends
school with 200 other 8th - grade students will score 0.04 standard deviations lower
in both
math and English than he would if he attended a
school with 75 other 8th graders, the
average cohort size for a K — 8
school.
Specifically, I pointed out that gains on the National Assessment of Educational Progress under Rhee's tenure were much larger than
average gains for the other ten urban
school districts participating
in the assessment
in 8th grade
math and
in 4th grade reading and
math.
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).
A RCT of charter
schools in New York City by a Stanford researcher found an even larger effect: «On
average, a student who attended a charter
school for all of grades kindergarten through eight would close about 86 percent of the «Scarsdale - Harlem achievement gap»
in math and 66 percent of the achievement gap
in English.»
A study of 300
schools which increased their EBacc entry rates between 2010 and 2013 found that pupils»
average attainment
in GCSE English and
maths increased following the curriculum changes and that pupils at these
schools were also less likely to have left education after the age of 16, than peers at other
schools.
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).
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.
After again correcting for the overrepresentation of exiters, the effects of attending a newly opened charter
school were -0.17 standard deviations
in reading and -0.28 standard deviations
in math, or almost twice the
average effect reported above for all charter
schools in the state.
Existing research suggests that these aims are being met, with pupils at
schools that substantially increased their EBacc rates showing higher
average attainment
in GCSE English and
maths and lower probabilities of leaving education after the age of 16.
Despite the higher
average education level of their parents, charter
school students exhibit lower levels of performance on end - of - grade tests
in both reading and
math.
Our own study (the largest rigorous study of KIPP) estimated that over three years KIPP middle
schools have an
average cumulative impact of 0.21 standard deviations
in reading and 0.36 standard deviations
in math, roughly equivalent to an additional eight to 11 months of learning.
Alex Hernandez of the Charter
School Growth Fund celebrated: «[CREDO] reports that the 107,000 students whose
schools receive support from the Charter
School Growth Fund gain, on
average, the equivalent of four additional months of learning
in math and three additional months of learning
in reading each year when compared to peers
in other public
schools.»