Sentences with phrase «scores of elementary schools»

For this study, we analyzed home prices compared to the test scores of elementary schools across the country.

Redfin was able to uncover these steals by analyzing home prices and test scores of elementary schools across the country.

Not exact matches

Two elementary schools in North Carolina increased the achievement test scores of students from the 30th percentile to the 83rd percentile over a three - year period.

The evidence is compelling: Two elementary schools in North Carolina were able to increase the achievement - test scores of students from the 30th percentile up to the 83rd percentile over a three - year period.

6,687 students 623 classroom teachers 10 schools (one high school, two junior highs, seven elementary) $ 188.8 million 2010 - 11 budget 1 % of students need free or reduced price lunches 97 % students are white or Asian (3 % black or Latino) 83 % of third - graders scored proficient or higher on this year's state's English test; 90 % on math exam.

Based on a study of more than 30,000 elementary, middle, and high school students conducted in winter 2015 - 16, researchers found that elementary and middle school students scored lower on a computer - based test that did not allow them to return to previous items than on two comparable tests — paper - or computer - based — that allowed them to skip, review, and change previous responses.

Late - term infants outperformed full - term infants in all three cognitive dimensions (higher average test scores in elementary and middle school, a 2.8 percent higher probability of being gifted, and a 3.1 percent reduced probability of poor cognitive outcomes) compared to full - term infants.

After experiencing BioEYES, elementary school students improved their knowledge of scientific concepts covered in the program 48 percent, while middle school scores and high school scores rose 27 percent.

It scored an average reception of 79/100, which if you know elementary school math, that's 79 %.

Scores for the latest round of the Kentucky Education Reform Act's controversial assessment and accountability portion were released last week, and the results show gains in all content areas in elementary, middle, and high schools across the state.

But ever since becoming a federally funded turnaround school in 2010, these meetings have become cherished time for the teachers and, according to Nolan, one of the key reasons their elementary school — once one of the lowest achieving in Boston — has seen significant gains on test scores.

Local parents of elementary - age kids have set out to make Hogg a school they and their neighbors want to send their kids to, which means higher test scores, tighter discipline, and a college - prep curriculum - changes they believe will benefit all children, not just their own.

More than three years ago, schools in the small central Ohio city of Coshocton launched an experiment to pay elementary students for passing or scoring high on state exams.

Tough presents particularly compelling narratives about the progress of one Promise Academy elementary school and the middle school, the former achieving dramatic increases in test scores, and the latter temporarily closing its doors to new students as a result of poor (albeit improving) performance.

Teacher specialization, a model in which teachers specialize in certain subjects and teach them to a rotating group of students, has a negative effect on student scores, attendance, and behavior in an elementary school setting, according to a new working paper by Fryer, a faculty member at the Harvard Graduate School of Educschool setting, according to a new working paper by Fryer, a faculty member at the Harvard Graduate School of EducSchool of Education.

I first analyze changes over time in the FCAT test scores of students in their initial 3rd - grade year in order to discern the extent to which Florida's elementary - school students made true achievement gains during the period in question.

Students who attend middle schools at risk of dropping out of high school As compared to students in K - 8 elementary schools, middle school students also score lower on achievement tests.

Four years ago this month, one of the mightiest tornadoes on record slammed through Midwest City, killing more than 40 people, destroying scores of homes, and damaging an elementary school so badly that it couldn't be used anymore.

Furthermore, in 2003, 780 elementary schools (out of 4000) were identified (but never publicly) as low performing, according to their scores on the provincial assessments.

This view would assign less importance to concerns about declining test scores at the elementary - school level, since the increasing skill of the workforce provides evidence that overall student achievement is not falling.

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.

Using 2015 test - score data and comparing schools with similar percentages of low - income kids, charters outperform DPS - operated schools at the middle and high school level but not at the elementary level, where there are only 10 charters.

SEATTLE — When Principal Levaun Dennett looked at her elementary school's test scores in the spring of 1985, they showed a bleak but familiar pattern.

Why, for example, should learning the letters and sounds of the word «BOO» in a pre-K classroom produce long - term effects on reading scores if a child transitions into a kindergarten classroom that has no academic content and moves from there into an elementary school that does not use systematic instruction in phonics?

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.

In the program's first year, the bonus program boost to math scores was 3.2 points on the New York state test, or 0.08 standard deviations, in schools with small cohorts of teachers with tested students (approximately ten or fewer such teachers in elementary and K - 8 schools and five or fewer such teachers in middle schools).

The picture of teacher effectiveness looked the same when we separately examined teachers in elementary schools, middle schools, and schools with above - and below - median test scores.

The low test scores and the number of students who were not prepared for high school urged us to research and connect with the two local elementary schools.

Nineteen of the 70 elementary - school winners scored in the top 10 percent of all schools in their states, but almost as many, 17, scored below average.

Academic Boot Camps Get Students in Test Shape Concentrated reading and test - taking instruction in small groups — known as boot camps — is one of the strategies a California school district uses to help elementary and middle - school students on the cusp of proficiency improve their reading and test scores.

In 2007 they approved funding for the first public Waldorf methods high school, in the Sacramento Unified School District; and (3) Three key findings on urban public schools with Waldorf methods: (a) In their final year, the students in the study's four California case study public Waldorf - methods elementary schools match the top ten of peer sites on the 2006 California test scores and well outperform the average of their peers statewide; (b) According to teacher, administrator and mentor reports, they achieve these high test scores by focusing on those new three R's — rather than on rote learning and test prep — in a distinct fashion laid out by the Waldorf model and (c) A key focus is on artistic learning, not just for students but, more importantly perhaps, for the aschool, in the Sacramento Unified School District; and (3) Three key findings on urban public schools with Waldorf methods: (a) In their final year, the students in the study's four California case study public Waldorf - methods elementary schools match the top ten of peer sites on the 2006 California test scores and well outperform the average of their peers statewide; (b) According to teacher, administrator and mentor reports, they achieve these high test scores by focusing on those new three R's — rather than on rote learning and test prep — in a distinct fashion laid out by the Waldorf model and (c) A key focus is on artistic learning, not just for students but, more importantly perhaps, for the aSchool District; and (3) Three key findings on urban public schools with Waldorf methods: (a) In their final year, the students in the study's four California case study public Waldorf - methods elementary schools match the top ten of peer sites on the 2006 California test scores and well outperform the average of their peers statewide; (b) According to teacher, administrator and mentor reports, they achieve these high test scores by focusing on those new three R's — rather than on rote learning and test prep — in a distinct fashion laid out by the Waldorf model and (c) A key focus is on artistic learning, not just for students but, more importantly perhaps, for the adults.

A study of test scores in each of the city's public elementary schools finds that diversity does not erase achievement gaps between white and minority students.

Our lottery - based analysis of pilot effects looks at elementary - grade outcomes as well as test scores from middle and high school.

But while the ability to move these scores may be 90 % of the job for an elementary - school teacher in Philadelphia or Detroit, it doesn't necessarily make sense to use these metrics to evaluate teachers in higher - performing schools — where most children easily clear the literacy and numeracy bar, and where parents are more concerned with how well teachers develop their children's other skills and talents.

It focused particularly on the performance of about 1,000 elementary and middle school teachers for whom math and English scores were available.

The observational analysis controls for demographic and background characteristics as well as students» lagged test scores (for example, the elementary school scores of middle school students).

Based on test score data covering seven years, The Times analyzed the effects of more than 6,000 elementary school teachers on their students» learning.

The analysis was based on test scores in Grade 2 through 5 at 450 of Los Angeles» approximately 500 elementary schools.

Beginning with the 2006 - 2007 school year, a limited English proficient student enrolled in school in the United States (excluding Puerto Rico) for less than one year as of a date determined by the commissioner and who received a valid score on the NYSESLAT may be counted as participating in an elementary or middle level English language arts assessment.

These comparisons seem to suggest that the gap in math scores narrows through elementary school, with some (but not all) of this gain lost during the middle - school years.

• With few exceptions, students eligible for free and reduced - priced lunch and students of color in the cities were less likely than white students to enroll in high - scoring elementary and middle schools, take advanced math courses, and take a college entrance exam.

In Montgomery County, 59 percent of white elementary - school students score at what the state defines as the «advanced» level on the Maryland State Assessment in reading, while only 26 percent of African American students can boast the same.

Later this month, The Times will publish a database of more than 6,000 elementary school teachers ranked by their ability to improve students» scores on standardized tests, marking the first time such information had been released publicly.

With 17,300 students, the district receives an abundance of information, including data from PARCC tests, districtwide pre - and post-common assessments in all content areas, Measures of Academic Progress in elementary and middle schools, Eureka Math and Achieve 3000 achievement scores, and professional - development surveys given to all teachers.

From the initial sorting of all principals whose teachers rated them as either high - or low - scoring, there were five elementary schools and five secondary schools in the top 20 % of all schools whose principals were rated high on Factor 1 and who also had high mathematics achievement.

An elementary school in an isolated corner of Colorado saw a 9 - point spike in its state math scores, and smaller gains in other subjects.

The Times used the approach to analyze seven years of test scores in math and English to estimate the impact individual elementary school teachers had on their students.

Put differently, out of a total of 127 schools returning surveys, with 67 of those being secondary and 60 elementary, nearly 66 % of all schools with principals scoring in the lowest 20 % for taking direct action to support teachers «instructional practices were middle and high schools.

Arbogast, who taught elementary - school students, including special education, beginning in 1982 in SKSD before taking her current position, believes that using test - score data to evaluate teachers is flawed because each inherits a different set of circumstances.

Ms. Hardy — who is in her first year as principal — has staked her career on improving the culture and upping the test scores at this struggling elementary school, located in a gritty part of New Orleans» Central City neighborhood.