Sentences with phrase «student reading or math»

We compared a principal's assessment of how effective a teacher is at raising student reading or math achievement, one of the specific items principals were asked about, with that teacher's actual ability to do so as measured by their value added, the difference in student achievement that we can attribute to the teacher.

Not exact matches

Even though almost every student at the KIPP Academy... is from a low - income family, and all but a few are either black or Hispanic, and most enter below grade level, they are still a step above other kids in the neighborhood; on their math tests in the fourth grade (the year before they arrived at KIPP), KIPP students in the Bronx scored well above the average for the district, and on their fourth - grade reading tests they often scored above the average for the entire city.

And it has become clear, at the same time, that the educators who are best able to engender noncognitive abilities in their students often do so without really «teaching» these capacities the way one might teach math or reading — indeed, they often do so without ever saying a word about them in the classroom.

Success Academy's students, most of whom are black or Hispanic, performed better on this year's state reading and math tests than did students in any other district in the state.

A new version of the SAT has longer and harder reading passages and more words in math problems, which some educators and college admissions officers to fear will penalize students who have not been exposed to a lot of reading, or who speak a different language at home — like immigrants and the poor.

A new analysis from StudentsFirstNY found that at 75 city schools this year, all the students in at least one grade failed the state math or reading test.

In Yonkers, 4 out of 5 students can not read or do math on grade level — they need a Senator, too.

At 149 schools in the Bronx, less than one in ten can read or do math at grade level, and these schools disproportionately impact poor children of - color — 96 % of the 65,000 students in these failing schools are of - color, and 95 % come from families near or below the poverty line.

At Onondaga Community College, 59 percent of first - time, full - time degree - seeking students were placed into remedial classes in math, reading or English in the fall 2010 semester, spokesman Roger Mirabito said.

In January, arguing to increase the weight of test scores, Mr. Cuomo cited the small number of teachers who were rated ineffective, noting that at the same time only about a third of students were reading or doing math at grade level, as measured by state tests.

Average scores for K - 12 students in the U.S. never top those lists in either science or math (although they do in both reading and civics).

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.

Researchers have found that replacements for low - rated teachers have produced four or five months» worth of additional student learning in math and nearly as much in reading over three school years.

Many of these students arrive without the math or reading skills they need to complete high - school level work.

A total of 99 students in groups of two conditions were compared; one group received non-arts-infused academic lessons in math, reading, or social studies, while the other received lessons in the same subjects that integrated dance, music, visual art, or theater.

The bottom line is that Florida high school students taking Algebra or English I online perform at least as well on state math and reading tests as do students taking the same courses in a traditional format.

If resources are tight or students are struggling, they are inclined to cut the arts and focus more on math and reading because those subjects are really useful while art is not.

Although elementary schoolers in Los Angeles have made real gains in literacy in recent years, among high - school students, only 23 percent in reading and 34 percent in math meet or exceed the national norm on the Stanford 9.

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.

Students may create several exhibit pieces per module; exhibits must include contributions from each of the core subject areas: language arts, reading, math, and science or social studies plus the related arts teams (art, foreign languages, and library).

The 309 schools included in the study differed from other city schools in the following ways: They had a higher proportion of English Language Learners (ELL), special education, minority students, and students eligible for the Title I free or reduced - price lunch program, as well as lower average math and reading scores.

Imagine teaching math or reading without a curriculum; each teacher would be on his or her own, making decisions about what students need to learn.

The school's percentage of students proficient or advanced in math has grown four times more than the state's over the same period, and five times more in reading.

Elsewhere in the three - story facility, students are participating in math and reading literacy programs, using the school's new wireless laptops, or choreographing a dance number.

Over half of poor and minority students have reading and math skills far below grade level, whether measured by the tough performance standards of the NAEP or by the standards of the various states.

Henry Levin likewise asserts that «the evaluators found that receiving a voucher resulted in no advantage in math or reading test scores for either [low achievers or students from SINI schools].»

«The average growth rate of Boston charter students in math and reading is the largest CREDO has seen in any city or state thus far,» the authors write.

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

Between 2004 and 2014, the percentage of students scoring at or above grade level in reading, writing, and math increased from 33 to 48, far faster than the state average.

The GRC analysis also differs from those of Hanushek et al. in that the latter focus on students performing at the advanced or proficient level, while we focused on the average student performance in both math and reading.

In recent years, the percentage of Kettle Moraine students deemed proficient or advanced in reading or math has been 5 to 25 points above the state average on Wisconsin's state standardized tests.

To enhance student - level differentiation, we supplied all sixth and ninth graders with a math tutor in a two - on - one setting and provided an extra dose of reading or math instruction to students in other grades who had previously performed below grade level.

Giftedness can sometimes be found when a student is demonstrating advanced ability in some area, whether its reading, math, writing, science or possibly the arts.

Using data on 2,600 students the study shows no statistically significant impact on performance in math, science, language, reading or social studies.

In a 2015 report, Stanford University's Center for Research on Education Outcomes (CREDO) found that the average charter - school student in the Bay Area attained significantly more growth in reading and math than similar students in nearby district schools — and that this difference increased the longer he or she stayed in a charter school.

Yet for students to tackle new and difficult, or «evolutionarily novel» material in reading, math, and other subjects, schools need to emphasize effort and persistence.

Florida high school students taking Algebra or English I online perform at least as well on state math and reading tests as do students taking the same courses in a traditional format.

«Not only does the Extreme Read expose a math teacher, for example, to a young adult novel he or she would not typically have used in the classroom, but it allows students to see teachers and adults other than their language arts teacher as readers,» she added.

Washington State Report Card data provide measures of racial composition, student - teacher ratios, the percentages of students enrolled in the free or reduced - price meals program, total enrollment, and the percentage of students who passed the reading and math Washington Assessment of Student Learning exams in each teacher's student - teacher ratios, the percentages of students enrolled in the free or reduced - price meals program, total enrollment, and the percentage of students who passed the reading and math Washington Assessment of Student Learning exams in each teacher's Student Learning exams in each teacher's school.

At Nolan Elementary - Middle School in Detroit, for example, in 2013, at the end of its first year of turnaround, 71 percent of students achieved one or more years of growth in reading and 61 percent in math.

The school characteristics include whether it is in an urban area, grade level (e.g., high school), the number of students enrolled, student - teacher ratio, the percentage of students who are eligible for the free or reduced - price lunch program, the percentage of minority students, and measures of student achievement in reading and math.

The younger students read and follow savings - related books such as A Dollar for Penny or A Chair for My Mother, and they play budget bingo and other coin - counting math games.

(Moskowitz and Kittredge define a «persistently failing school» as one in which 10 percent or fewer of the students are proficient in reading and math — or, in the case of high schools, where the same percentage or lower is testing at college - ready levels.)

«Unfortunately, the majority of students entering Urban Prep read at about the fifth - or sixth - grade level, and most of them are not able to perform math above the seventh - grade level,» explains Allen.

This interpretation of the law requires a minimum of 8 different indicators (math achievement scores, reading achievement scores, another academic indicator, and a school quality or student success indicator, plus participation rate for each of these four measures).

In terms of academic performance, KIPP students» achievement in grade 4 (before entering KIPP) is lower than the district average by 0.09 standard deviations in reading and by 0.08 standard deviations in math, or roughly one - quarter of a grade level in each subject.

If your state really values whether or not students are proficient in reading and math, there should be a really strong focus on reading and math in your accountability system.

Jiang Xueqin, a Chinese educator well aware that test scores result from memorizing, and leave no room for inventiveness or curiosity or deep learning, lamented the fact that Chinese students came out first, internationally, in math, science and reading.

Electives are often replaced with supplemental math or reading classes to bring the students up to grade - level expectations.

In most cases, however, student underachievement, particularly in reading, can be identified by testing skills in the academic domain in question; by direct comparisons of the student's age and grade with speaking, reading, writing, and math skills; or simply by uneven overall performance regardless of IQ level.