What is particularly impressive is the performance of the School of Science and Technology in San Antonio, where the percent difference in
student proficiency rates in math between the school and the state of Texas was a whopping
Though Ohio reports
student proficiency rates for voucher - receiving private schools, we know that those results can be misleading indicators of school quality, especially when schools educate voucher pupils who arrive behind academically.
According to a 2012 foundation analysis
of student proficiency rates in the foundation's 16 investment sites, students in foundation - funded public charter schools had higher average levels of achievement than traditional public schools in 14 regions.
Students in middle schools with
low student proficiency rates were more than four times as likely to be taught by a U-rated teacher as students in schools with high proficiency rates.
Preliminary data released in October 2013 showed that the vast majority of teachers and principals (94 % and 92 %, respectively) were deemed «Effective» or «Highly Effective» despite
student proficiency rates around 30 % in math and ELA.
In short, this evidence suggests that Americans have been wise enough to ignore the woefully misleading information
about student proficiency rates generated by state testing systems when forming judgments about the quality of their state's schools.
Evidence suggests that Americans have been wise enough to ignore the woefully misleading information about
student proficiency rates generated by state testing systems when forming judgments about the quality of their state's schools.
We address this question here by examining the link between the establishment of charter schools in North Carolina and
average student proficiency rates at the traditional public schools most affected by the new source of competition.
Their finding that a longer year (and in many schools, a longer day, too) correlates to
higher student proficiency rates is yet another indication that the traditional school calendar in the U.S. is not sufficient if we are going to meet our goal of moving all students to, at minimum, academic proficiency.
The report, Proficient vs. Prepared: Disparities Between State Tests and the 2013 National Assessment Read more about Achieve Report Highlights «Honesty Gaps» in More than Half of States»
Student Proficiency Ratings -LSB-...]
Students in elementary schools with
low student proficiency rates were more than three times as likely to be taught by a U-rated teacher as students in schools with high proficiency rates.
Preliminary data released in October 2013 showed that the vast majority of teachers and principals (94 % and 92 %, respectively) were deemed «Effective» or «Highly Effective» despite
student proficiency rates around 30 % in math and ELA.
Our results indicate that citizens» perceptions of the quality of their local schools do in fact reflect the schools» performance as measured by
student proficiency rates in core academic subjects.
In 2014, we moved to Tyee Park Elementary School, which had been designated a Priority School (in the lowest 5 percent
of student proficiency rate).
It also called for sanctions on schools that failed to meet statewide targets for
student proficiency rates.
Student proficiency rates have been publicly reported every year for schools in every state as well as for the state as a whole.
But the strategy chosen by the school did not appear to make much difference in
student proficiency rates, according to the federal analysis, as they all made about the same progress.
In addition,
student proficiency rates are double the city average: 84 % of students are proficient in reading and 78 % are proficient in math.
Student proficiency rates in math rose from 5 % to 42 % while rates in English language arts rose from 6 % to 37 %.
Compared with other charters statewide, these schools had far lower performance in API scores, English and Math proficiency, and lost ground over time in
student proficiency rates.