Sentences with phrase «significant reading achievement»

Furthermore, research indicates that a comprehensive induction program for new teachers leads to significant reading achievement gains for their students.

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The distinction honors distinguished business executives who have made a significant and lasting contribution to... Continue reading John Chambers, Executive Chairman, and former CEO of Cisco Systems, to receive prestigious 2016 Edison Achievement Award

Significant relations between breastfeeding and Woodcock Reading Achievement scores at 11 years were also reduced to nonsignificant levels after the inclusion of maternal IQ and the Home Observation for Measurement of the Environment.

• «All of which» means «some of which,» as the multi-year Louisiana study cited (of which I am co-author) reports no significant achievement impacts of the program after three years and the Indiana study cited reports that the initial negative results of that program turn positive in reading by year four.

The impact of the program on the reading achievement of Cohort 1 students did not differ by a statistically significant amount from the impact of the program on the reading achievement of Cohort 2 students, Carnoy's claim notwithstanding.

One of our studies was a randomized trial in a large urban district that found significant positive effects on reading achievement for students who used Accelerated Reader according to the publisher's recommendations.

In a front - page story in the Times in November of 2007, the paper reported «no significant progress in reading and math» and «little narrowing of the achievement gap» on the NAEP.)

Only three of the 11 education interventions have demonstrated statistically significant achievement impact overall in either reading or math.

Among U.S. fourth graders whose reading achievement was in the lowest 5 % of the distribution — children who were all experiencing clinically significant and severe reading difficulties — over 80 % of white children were receiving additional help through special education.

In reading, by contrast, assignment to a Level II or Level III teacher was associated with a large and statistically significant increase in reading achievement, while estimates of the effects of having a teacher from both of the other two groups remained positive but statistically insignificant.

The uncertainty surrounding the achievement effects of the DC voucher program is because we set the high standard of 95 % confidence to judge a voucher benefit as «statistically significant», and we could only be 94 % confident that the final - year reading gains from the DC program were statistically significant.

The estimated effects of the private school share on student achievement are somewhat smaller in science and reading than in math, but they remain substantial, positive, and statistically significant (see Figure 2).

Of the 50 countries participating in this cycle of PIRLS, 48, including Australia, recorded significant differences in reading achievement favouring girls.

Arthur Levines 2006 study, Educating School Teachers, for example, found no significant difference in mathematics or reading achievement in students taught by teachers educated at NCATE - and non-NCATE-accredited institutions.

Our analysis has identified a significant impact of the literacy hour on reading and English achievement.

This study found a data - driven reform initiative caused statistically significant districtwide improvements in student mathematics achievement, but not reading achievement.

An earlier evaluation found that after two years, Higher Achievement had statistically significant positive impacts on both math and reading test scores.

Experts from the American Institutes for Research (AIR) played a significant role in studying and reporting the findings of The Impact of Two Professional Development Interventions on Early Reading Instruction and Achievement, a report that was released on September 22, 2008 by the National Center for Education Evaluation and Regional Assistance of the Institute of Education Sciences (IES).

At the two year mark, they found no significant achievement effects for students who were offered vouchers, but their third - year results found voucher recipients making outsized reading gains.

The researchers found that troubled peers have a large and statistically significant negative effect on the math and reading achievement of higher income children, but only a small and statistically insignificant effect on the achievement of low - income children.

Across all age groups, both reading skill and science knowledge were significant predictors of all four science achievement measures.

Certified school library media specialists have a significant impact on student achievement by motivating students to read and helping them to find level appropriate reading materials, teaching them to locate and evaluate authoritative information sources, and preparing them for success in college and careers.

The correlation appeared once more in the 2006 data set, where all 56 countries had a significant correlation between reading and science achievement, ranging from 0.603 to 0.902.

The study also determined that the study results can not be dismissed with claims that the students in the program performed worse because they were adjusting to a new school: «There was no statistically significant association between changing schools and student achievement in reading and mathematics.»

One researcher analyzed three different sets of PISA scores, representing more than 800,000 students in more than 50 countries.1 For the 2000 data set, there was a statistically significant correlation between reading and science achievement in all 43 countries examined, with correlations ranging from 0.675 to 0.916.

The correlation between reading and science achievement was statistically significant in all 41 countries examined, ranging from 0.599 to 0.892, with an average correlation of 0.805.

Children in the low groups across the four classrooms showed no significant differences on measures in September, but their reading achievement in May was quite different.

«[T] here were no statistically significant impacts of the program on reading or math achievement in the first year.»

More than two - thirds of charter students were found to perform better in reading and math and to have a significant achievement advantage over students in the nearest regular public school.

The use of a voucher had no statistically significant impact on overall student achievement in math or reading.

The combination of KIPP pre-K and early elementary school had «positive and statistically significant impacts on reading and math achievement» by second grade, researchers found.

It can also help students make significant gains in academic achievement — on average, a gain of 11 percentile points in reading and math, according to a 2011 review of more than 200 studies published in the journal Child Development.

The paper, published in Education Finance and Policy, details the achievement impacts of 41 KIPP charter middle schools nationwide and reports consistently positive and statistically significant test - score effects in reading, math, science, and social studies.

The report says that students have made significant gains in math and reading since the passage of NCLB; and achievement gaps between white and minority students have closed somewhat since 2002.

Still, the Education Northwest evaluation team gained valuable information from the study, including the lesson that it is possible to make a statistically significant difference in the reading achievement of struggling readers in a single year.

Further, the percentage of minority students predicted math achievement, and girls outperformed boys in reading, but after controlling for these effects, differentiated instruction remained a significant, positive predictor of math and reading achievement.

A final evaluation report from an external evaluator showed a statistically significant improvement in third grade reading scores in the five communities, narrowing of the achievement gap.

Although he has obtained snacks for his students, he has not pursued a significant solution to gaining guided reading resources for his classroom, which would be a far more purposeful use of his time and effort as it would have the greatest impact on students» achievement.

Relative to these matched participants, children with processing weaknesses and strengths showed no significant differences in reading achievement or on six teacher - rated indices of behavioral adjustment.

After three years of repeating 12 - week change cycles that focused on overcoming a specific teaching challenge with technical assistance from Education Northwest, Springdale has realized significant student achievement gains in reading and mathematics through an approach called Success Now!

Findings provide support for the hypothesis that Children Achieving reforms are related to students» school achievement and components demonstrate significant realtionship to fourth grade reading achievement.

In reading and math, the number of PATHS lessons taught was a significant predictor of achievement, with students who received more lessons becoming more likely to achieve basic proficiency on the tests.

The study compared students in the Milwaukee voucher program and students in Milwaukee public schools for grades 3 - 9 and found no significant achievement growth for reading or math between voucher and public school students for the first three years.

Specifically, this study underscores the importance of key components for ensuring quality tutoring for the America Reads Challenge: (a) the use of research - based instructional elements to produce significant progress in reading achievement; (b) the need for a well - structured lesson plan in which the content and delivery of instruction are carefully planned; (c) the need for intensive, ongoing training and supervision of tutoring under the guidance of a knowledgeable reading specialist; (d) the need for frequent and regular tutoring sessions; and (e) the need for careful evaluation, assessment, monitoring and reinforcement of progress.

Aligning a high - quality PreK experience with its overall education reform goals has helped MCPS achieve significant results: almost 90 percent of Kindergarteners enter first grade with essential early literacy skills; nearly 88 percent of third graders read proficiently; achievement gaps between different racial and ethnic groups across all grade levels have declined by double digits; 90 percent of seniors graduate from high school and about 77 percent of them enroll in college.

The report provides examples where the Chicago Public School system has shown significant increases in reading and math achievement at each grade level, 3 - 8.

A P - 3 Approach and its Effectiveness in Closing Achievement Gaps: Hawaii's P - 3 Initiative describes implementation of the Hawaii P - 3 Initiative, along with findings from a five - year RAND evaluation of the Initiative which showed a statistically significant improvement in third grade reading scores in the five communities, narrowing the achieAchievement Gaps: Hawaii's P - 3 Initiative describes implementation of the Hawaii P - 3 Initiative, along with findings from a five - year RAND evaluation of the Initiative which showed a statistically significant improvement in third grade reading scores in the five communities, narrowing the achievementachievement gap.

Specifically, continuous edTPA scores are a significant predictor of student mathematics achievement in some specifications, but when we consider that the edTPA is a binary screen of teaching effectiveness (i.e., pass / fail), we find that passing the edTPA is significantly predictive of teacher effectiveness in reading but not in mathematics.

A national study conducted by Mathematica Policy Research found that students attending KIPP middle schools made gains in reading, math, science, and social studies equal to 11 to 14 months of additional learning when compared to similar non-KIPP students.60 Similarly, researchers from the University of Pennsylvania found that students selected by lottery to attend Harlem Success Academy made significant gains in reading and math equal to 13 to 19 percent higher test achievement, compared to demographically similar students not selected via lottery.61

Signed into law by President Bush in January, this significant new federal statute calls for a dramatic expansion of state - level achievement testing in math and reading at grades 3 - 8.