Sentences with phrase «student reading achievement»

Managed to assess and evaluate student reading achievement, and modified activities accordingly.

In recent years, we have seen a revival of effective schools research, most likely due to widespread national concerns about student reading achievement.

Daily Practices Elementary Principals Utilize to Increase Student Reading Achievement: A Case Study of Successful MIBLSI Elementary Schools.

In circumstances where the teachers are all excellent, the variability in student reading achievement may appear to be largely due to genetics.

Not exact matches

This magnificent achievement should be required reading in every church, home, student ministry, college, and seminary in the world.

And for elementary school students there is no proven correlation between homework and higher academic achievement, except for reading.

Read the full study: School Spending and Student Achievement in Michigan: What's the Relationship?

BUFFALO, N.Y. (WBEN)-- When looking at the results of Wednesday's re-organization meeting for the Buffalo School Board, the public will read Dr. Barbara Seals Nevergold retained her position as President of the Board while Sharon Belton - Cottman was voted Vice President of Executive Affairs and Theresa Harris - Tigg was voted the Vice President of Student Achievement.

«Maintaining and improving school integration is important, as previous research has shown that students of all races who attend diverse schools demonstrate higher academic achievement in reading, language, mathematics and science,» reported Frankenberg.

Teacher quality and student achievement in both math and reading increased substantially after the departure of low - performing teachers — those dismissed by IMPACT, or those who left voluntarily following their first «minimally effective» rating.

Charter school students in grades 3 through 8 perform better than we would expect, based on the performance of comparable students in traditional public schools, on both the math and reading portions of New York's statewide achievement tests.

Nonetheless, NCLB offered some positive changes that the new ESSA maintains, including academic standards, annual assessments of reading and math achievement, and report cards on schools that students, parents and the public can use to gauge results.

Reviewing research from 1960 to 2012, they conclude that Science IDEAS has been consistently effective in accelerating student achievement in both science and reading for grades 3 - 5.

We also find that class size, optional afterschool programs, and most math and reading curricula seem to have no relationship to student achievement.

Despite commitments to improve reading and mathematics achievement, states are still not making enough progress in helping all students reach grade - level standards in those subjects, concludes a report that examines reading and math achievement in all 50 states.

Even if we ignore the fact that most portfolio managers, regulators, and other policy makers rely on the level of test scores (rather than gains) to gauge quality, math and reading achievement results are not particularly reliable indicators of whether teachers, schools, and programs are improving later - life outcomes for students.

Second, math and reading achievement tests are not designed to capture what we expect students to learn in other subjects, such as science, history, and art.

In addition, research provides strong evidence that students participating in the program in grades 3 - 5 continue to have higher science and reading achievement in grades 6 - 8.

The weight of social science evidence demonstrates that racially diverse schools are associated with achievement in math and reading, better critical thinking, and increased intellectual engagement for students from all racial groups.

Students participating in the CORI program had higher motivation, engagement, and achievement compared to students in the traditional reading / language arts Students participating in the CORI program had higher motivation, engagement, and achievement compared to students in the traditional reading / language arts students in the traditional reading / language arts program.

Results from the latest cycle of the PIRLS assessment (that's the Progress in International Reading Literacy Study) show the literacy achievement of Year 4 students in Australia has improved.

«Importantly, the narrowing gap in reading achievement as students progress by year level suggests that the value - add over time that is experienced in coeducational schools is not being realised in single - sex schools,» Dix writes.

The most extreme claim in the essay, among many, is that «the effect of vouchers on student achievement is larger than the following in - school factors: exposure to violent crime at school...» Yep, you read that correctly: selecting a private school for your child is as damaging to them as witnessing school violence.

Achievement in reading and math; growth in reading and math; four - and five - year graduation rates plus percentage of students still enrolled in high school; English - language proficiency

Highlights of this year's NAPLAN results include: • There is evidence of movement of students from lower to higher bands of achievement across year levels and most domains over the last 10 years • Year 3 reading results continue to show sustained improvement • ACT, Victoria and NSW continue to have high mean achievement across all domains • There are increases in mean achievement in the Northern Territory in primary years reading and numeracy since 2008 • WA and Queensland have the largest growth in mean achievement across most domains since 2008 • Percentage of students meeting the national minimum standard remains high — over 90 per cent nationally and in most states and territories, across all domains and year levels

The PIRLS 2016 results and questionnaire also revealed that higher levels of enjoyment of reading are associated with higher levels of achievement, so long as students have books in the home.

A separate study of the ECLS - K data, also by Peterson and Llaudet, similarly showed that private school students gained significantly more in reading achievement than demographically similar public school students in schools with similar student populations.

PIRLS has measured trends in Year 4 students» reading literacy achievement every five years since 2001.

Nor did students with low initial levels of achievement and applicants from SINI schools experience significantly different reading gains from the program than high achievers and non-SINI applicants.

Estimating the impact of the English immersion law on limited English proficient students» reading achievement.

In high - poverty schools, we estimate that the overall effect of all teacher turnover on student achievement is 0.08 of a standard deviation in math and 0.05 of a standard deviation in reading.

In reading, student achievement is estimated to increase by 0.14 of a standard deviation.

In reading, student achievement improves by 0.14 of a standard deviation, with an improvement of 1.0 standard deviations in teacher quality.

They mean that the students in the control group would need to remain in school an extra 3.7 months on average to catch up to the level of reading achievement attained by those who used the scholarship opportunity to attend a private school for any period of time.

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.

Since 1969, it has periodically monitored student achievement in reading, writing, math, science, history / geography, and other fields in grades 4, 8, and 12.

Student performance measures include average student achievement on reading and math exams, along with median proficiency and the percentage of students achieving profiStudent performance measures include average student achievement on reading and math exams, along with median proficiency and the percentage of students achieving profistudent achievement on reading and math exams, along with median proficiency and the percentage of students achieving proficiency.

Annual average improvement target of 2.5 percentage point gains in achievement on state reading and math tests between 2018 and 2025 for all students and student subgroups; plan includes goal of reaching a graduation rate of 90 percent by 2025 for all students and student subgroups

Students made short - term gains in math and reading achievement, were better prepared for high school, and took fewer remedial courses once there.

The National Assessment of Educational Progress (NAEP) assesses student achievement in reading and mathematics every other year.

For further analysis, read «It Pays to Improve School Quality: States that boost student achievement could reap large economic gains,» by Eric Hanushek, Jens Ruhose, and Ludger Woessmann.

Among the reform milestones they achieved were a new requirement that 40 percent of a teacher's evaluation be based on student achievement; raising the charter school cap from 200 to 460; and higher student achievement goals on the National Assessment of Educational Progress (NAEP) 4th grade and 8th grade reading tests and Regents exams.

In 1999, Michigan increased the reward for good academic performance by offering the Michigan Merit Award, a one - year $ 2,500 scholarship for any student who scores at Level I or Level 2 on the Michigan Educational Achievement Program (MEAP) tests in reading, mathematics, science, and writing.

However, in learning areas such as mathematics and reading, students in the same year group vary in their achievement levels by as much as five or six years of school.

This analysis uses data on math and reading achievement from the state NAEP, which offers a representative sample of student achievement in each state at regular intervals.

It is nonetheless interesting to examine whether NCLB accountability has improved student achievement in any particular topic within math or reading.

The impact on student math and reading achievement differed by about 20 percent of a standard deviation, a difference which the authors note is «striking, roughly equivalent to having a teacher who is at the 16th percentile of effectiveness rather than at the 50th percentile.»

The GRC compares academic achievement in math and reading across all grades of student performance on state tests with average achievement in a set of 25 other countries with developed economies that might be considered economic peers of the U.S..

As one reads the book, his sense of profound respect for his students comes through; he honors their collective wisdom over his own authority, training them for something urgently needed, which has never been done before — the achievement of world peace.

Since No Child Left Behind (NCLB) was enacted into federal law in 2002, states have been required to test students in grades 3 through 8 and again in high school to assess math and reading achievement.