Sentences with phrase «scores of urban school districts»

on Low - income inner - city achievement gap starts to close, test scores of urban school districts improve faster than nation over past 10 years, Washington D.C. stands out

Not exact matches

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.

Since 2007, the proportion of D.C. students scoring proficient or above on the rigorous and independent National Assessment of Educational Progress (NAEP) more than doubled in fourth grade reading and more than tripled in fourth grade math, bringing Washington up to the middle of the pack of urban school districts at that grade level, while the city's black students largely closed gaps with African American students nationwide.

Test scores in many of America's urban school districts are inching upward at rates that often outpace those of their states as a whole, according to a report released here last week by a national advocacy group for city schools.

Now in its third year of offering bonuses to experienced teachers to transfer to struggling schools, the Hamilton County (Tennessee) school district, which includes urban Chattanooga, has seen student scores soar in their neediest schools.

Detroit is the lowest - scoring metropolitan area on the Trial Urban District Assessment (TUDA), a series of math, science, reading, and writing tests administered in 21 urban school districts as part of the National Assessment of Educational Progress (NUrban District Assessment (TUDA), a series of math, science, reading, and writing tests administered in 21 urban school districts as part of the National Assessment of Educational Progress (Nurban school districts as part of the National Assessment of Educational Progress (NAEP).

The NAEP scores they focus on do not correspond in most of the cases to the relevant years in which the court orders were actually implemented; they ignore the fact that, as in Kentucky, initial increases in funding are sometimes followed by substantial decreases in later years; and their use of NAEP scores makes no sense in a state like New Jersey, where the court orders covered only a subset of the state's students (i.e., students in 31 poor urban school districts) and not the full statewide populations represented by NAEP scores.

In our new study, published today in Education Next, my colleagues and I found that only 22 percent of teachers were evaluated based on test score gains in the four urban school districts we studied.

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.

There was some scattered sunshine in the NAEP numbers for a handful of the 21 urban school districts which receive their individual scores.

Michael Casserly, executive director of the Council of Great City Schools, which represents urban districts, said he believed Baltimore city's scores reflected the state's performance, including the inclusion of more special education students.

Hoxby also finds that urban areas with a large number of school districts, and therefore many options for families choosing where to reside, tend to have higher test scores than cities like Miami, where one school district covers anyone living close enough to work in the city.

BCS 7th Graders Rank # 1 in MCAS English and Composition Statewide Schools That Can, a national nonprofit network of high - performing, urban, faith - based, charter and district schools operating in low - income communities, profiles Brooke 7th graders» record breaking composition Schools That Can, a national nonprofit network of high - performing, urban, faith - based, charter and district schools operating in low - income communities, profiles Brooke 7th graders» record breaking composition schools operating in low - income communities, profiles Brooke 7th graders» record breaking composition scores.

It's true that student test scores on the National Assessment of Educational Progress — sometimes called «the nation's report card» — are higher than when she became chancellor and made the biggest jump of any participating urban school district.

Improving students» reading skills was a major issue for three high schools in an urban district in which the majority of students were below grade level in their reading assessment scores.

This report provides a new resource for understanding the state of urban public schools in the U.S. Geared specifically toward city leaders who want to evaluate how well traditional district and charter schools are serving all their city's children and how their schools compare to those in other cities, the report measures outcomes for all public schools, based on test scores and non-test indicators, in 50 mid - and large - sized cities.

This report highlights growth in U.S. Latino students» reading scores over the last decade, using scores from the National Assessment of Educational Progress (NAEP) reading assessment to compare progress across states and major cities, and for some major urban school districts.

Using publicly available data from the California Department of Education (CDE), the results show that charter schools are making significant gains in narrowing the achievement gap, with African American students consistently earning higher Academic Performance Index (API) scores and proficiency rates statewide in many urban districts and across subjects.

The signs of school failure in Indianapolis seem overwhelming: from low test scores to high dropout rates, they mirror troubled urban districts around the country.

D.C. Public Schools was once among the nation's lowest - performing urban school districts, but in recent years has won widespread attention for making rapid progress as judged by scores on the National Assessment of Educational Progress.

In the U.S., at the district level, Milwaukee has had school choice and vouchers for 20 years and remains one of the lowest scoring urban districts.

He found that the studies show that while there are some examples of success, particularly in large urban school districts that primarily serve students of color like those in New York City and Boston, they also show that across the nation, there is little evidence that charters do better than traditional public schools when it comes to student test scores.

So it's fairer to assess DC's performance against another set of NAEP scores that compares large urban school districts to one another — although those scores include results only from DC Public Schools, not the charter sector.

They used data from six major urban school districts to examine correlations between student survey responses and value - added scores computed both from state tests and from higher - order tests of conceptual understanding.

The data, which looked at 21 urban school districts, shows that urban education still lags behind the country's suburban and rural schools, and that while cities gained a bit of ground on math, reading scores were stagnant.

For many years, I have been part of creating positive change in Connecticut's schools, both in suburban and urban districts, in schools with high standardized test scores and those labeled as «failing schools» due to their standardized test scores.

It's designed to address a very narrow set of issues related to test scores in urban school districts.»

According to a 2014 Brookings Institution study, only one - fifth of teachers in four urban school districts were eligible for evaluation based on student test scores.39

While most charters» scores trail more than 13 points behind state averages on every high school test, they're better than the average for Michigan's urban districts, and they made more progress than urban schools on three of the five exams.

teacher6402: «The reason that scores and achievement are so low in urban districts is due to many factors: transient leadership, unqualified administrators, lack of curricula, poverty and transient students, lack of parental and community support, politicians posturing at the expense of poor and urban communities, and yes - ineffective teachers who often get in to urban school districts because they lack the skill set and content knowledge to get in to other districts.»

Until last year's flat scores, the city was experiencing gains of up to 7 points and 8 points a year, a trend the schools chief called «extraordinary» for a large, urban district.

These results are highlighted in CCSA's Chartering and Choice as an Achievement Gap - Closing Reform: The Success of California Charter Schools in Promoting African American Achievement, which shows that, overall, charter schools in California are effectively accelerating the performance of African American public school students, and are earning higher Academic Performance Index (API) scores and proficiency rates statewide, in many urban districts and across all subjects when compared with traditional public sSchools in Promoting African American Achievement, which shows that, overall, charter schools in California are effectively accelerating the performance of African American public school students, and are earning higher Academic Performance Index (API) scores and proficiency rates statewide, in many urban districts and across all subjects when compared with traditional public sschools in California are effectively accelerating the performance of African American public school students, and are earning higher Academic Performance Index (API) scores and proficiency rates statewide, in many urban districts and across all subjects when compared with traditional public schoolsschools.

Baltimore's scores on a rigorous national math and reading test were in the bottom third of large urban school districts across the country, though educators highlighted some progress in math and a promising trend of better - than - average results among some low - income black students.

Research Design: Sources of data in this study consist of student demographic variables and reading achievement for 995 students and classroom observation data using the Classroom Assessment Scoring System collected across 46 classrooms in an urban school district in Wisconsin.