Sentences with phrase «student reading rates»

We referred to it when wondering about what a daily schedule should look like, how to implement workshop, figuring student reading rates, and looking for answers to who - knows - how - many other questions we've had.

Not exact matches

The first asked 80 college students, half on acetaminophen and half on a placebo, to read scenarios and rate how they thought the character felt.

Whether you are a long time borrower or expect your first student loans in the coming years, read on to learn how a Fed interest rate hike affects you.

Read on to learn whether variable rate student loans could be right for you.

If I had any influence on seminary education, I would like to see a course where students read some first - rate theology of creation» along with Attenborough and Eisner and Nasrecki, and maybe E.O. Wilson on ants thrown in for good measure.

Unfortunately, most districts and unions across the state set the bar so low that nearly 60 % of teachers got the highest rating when only a third of students read and do math at grade level.

Though the student bodies in her schools have an overall poverty rate of 77 percent, they regularly register among the highest - scoring schools on standardized math and reading tests.

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.

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.

Next, they had college students read and rate about 400 utterances for how much respect they showed, taking into account what drivers said just before officers spoke.

During a keynote speech on day two, cosmologist and astrophysicist Martin Rees said he often tells students it is better to read first - rate science fiction than second - rate science.

A first - rate cinema intellectual — as a 24 - year - old graduate student he wrote «Transcendental Style in Film,» a study of Bresson, Yasujiro Ozu and Carl Dreyer that is still worth reading (and has just been reissued)-- Mr. Schrader has been, to put it mildly, an uneven filmmaker.

Before then, the high school dropout rate was almost 16 percent; the percentage of our elementary students meeting national norms on the Iowa Test of Basic Skills in reading was less than 37; the percentage of our students testing in the bottom quarter was about 32.

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.

The state also invested substantial support for early readers and focused on retaining 3rd graders who fail to read at grade level; state law allows for, but does not require, those students to be held back, which both Skandera and Martinez criticized as insufficient in a state with exceptionally low rates of adult literacy.

But as Figures 2a through 3b demonstrate, student passing rates in reading and math for New York City students have remained barely above 50 percent — in fact, have worsened in 8th - grade reading.

After controlling for average class size, per - pupil spending in 1998 - 99, the percentage of students with disabilities, the percentage of students receiving a free or reduced - price school lunch, the percentage of students with limited English proficiency, and student mobility rates, high - scoring F schools achieved gains that were 2.5 points greater than their below - average D counterparts in reading (see Figure 2).

The Wilkinson Rate of Reading Test (product code I / 0153)- this test is designed to work with the overlays testing pack but this test is more dependent on the students visual skills and reading ability and is assessed in terms of rate of errors rather than the difficulty in the word rRate of Reading Test (product code I / 0153)- this test is designed to work with the overlays testing pack but this test is more dependent on the students visual skills and reading ability and is assessed in terms of rate of errors rather than the difficulty in the worReading Test (product code I / 0153)- this test is designed to work with the overlays testing pack but this test is more dependent on the students visual skills and reading ability and is assessed in terms of rate of errors rather than the difficulty in the worreading ability and is assessed in terms of rate of errors rather than the difficulty in the word rrate of errors rather than the difficulty in the word read.

Although the retention rates for TFA and VIF are low, it's worth noting that teachers who come through those preparation routes are better at raising student reading and math scores.

Most of the students in this book, either through their own drivenness or through the interventions of adults — either parents, teachers, or related services people, therapists and so forth — develop the strategies they needed to be successful: to be able to access education at a high level; to know how to handle the heavy reading load when they read at a very low rate; to learn how to manage pain, which was the case with one of the students in the book who has chronic pain due to his physical disabilities; or to learn how to manage anxiety, which is the case of two of the people in the book.

Related reading: • Data: U.S. Graduation Rates by State and Student Demographics • What's Behind the Record Rises in U.S. Graduation Rates?

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

Pass rates on the state's 10th - grade exam, which was also a high - stakes exit exam for students, rose from 57 percent to 78 percent between 1994 and 2000, with smaller yet still sizable gains in reading (see Figure 1).

Those rates could rise in the coming years, since 16 states and the District of Columbia have enacted policies requiring that students who do not demonstrate basic reading proficiency when they first take state tests in third grade be held back.

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

Since the program's inception in 2004, students participating in the Opportunity Scholarship Program have posted strong graduation rates and reading improvement.

«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.

NCLB requires annual testing of students in reading and mathematics in grades 3 through 8 (and at least once in grades 10 through 12) and that states rate schools, both as a whole and for key subgroups, with regard to whether they are making adequate yearly progress (AYP) toward their state's proficiency goals.

Its proficiency rate does not differ significantly (in a statistical sense) from that for all students in Canada, Japan, and New Zealand, but white students trail in reading by a significant margin all students in Shanghai, Korea, Finland, Hong Kong, and Singapore.

The study found that if a school had 25 percent more students performing at a proficient level in math and reading, the school was rated a half grade higher by parents.

Although practice tests and classroom drills have raised the pass rate for the reading section of the TAAS in high schools, few students are able to use those same skills to complete actual reading assignments outside of class, to make meaning of literature, or to connect reading assignments to other parts of the course such as discussion and writing.

And as the MSQI programming garners high ratings from students, parents, and educators, the video also cites compelling evidence of its success, highlighting research that found that MSQI debaters» reading comprehension improved at nearly twice the national average.

While I have consistently explained that value - added data systems have real limitations, they do provide a systematic way to identify teachers whose students are at least improving in math and reading at better - than - average rates.

Of the elementary and middle schools the survey respondents rated, 14 percent received a grade of «A,» 41 percent received a «B» grade, while 36 percent received a «C.» Seven percent were given a «D» and 2 percent an «F.» These subjective ratings were compared with data on actual school quality as measured by the percentage of students in each school who achieved «proficiency» in math and reading on states» accountability exams during the 2007 - 08 school year.

The state requires minimum passing rates for each student group on the TAAS test in reading, writing, and math; a 94 % attendance rate; and a maximum dropout rate of 6 %.

In our study, we compare the enrollment rates at public colleges in Florida of 10,330 FTC students to those of non-participating students who initially attended the same public schools and had similar demographics (language spoken at home, country of birth, race / ethnicity, disability status, age, and free lunch participation) and test scores (in math and reading) prior to participation.

The correlation between ratings by principals and the average test scores of a teacher's students is significantly higher than the correlation between ratings by principals and the teacher's value - added rating in reading (0.56 versus 0.32), though not in math.

Taking into account the higher rates of student turnover in charter schools reduces the magnitude of the estimated negative effect of charter schools by 29 percent in reading and by 30 percent in math.

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).

Students whose teachers receive an overall rating one standard deviation above the mean are predicted to score roughly 0.06 standard deviations higher in reading than students whose teacher received an averageStudents whose teachers receive an overall rating one standard deviation above the mean are predicted to score roughly 0.06 standard deviations higher in reading than students whose teacher received an averagestudents whose teacher received an average rating.

For the past decade, school reform has been primarily about «closing achievement gaps» by boosting math and reading proficiency and graduation rates, among black, Latino, and poor students.

Adjusting statistically for the lower testing rate among students in bilingual education, Bali found that the effect of being in bilingual education in 1997 - 98 was negative and statistically significant, but the magnitude was only 2.4 points in reading and 0.5 in math.

«The students had to read bus schedules and discover the cost of medical treatments by using percentages based on different rates of insurance payment.

And while revenue from both state and federal sources increased at about the same rate as that of districts throughout the state, Reading averaged almost a thousand dollars more per student from outside sources than the state average (see Figure 2).

However, despite the trouble of implementing the reading program, students were excited and interested in reading demonstrated by an overall high attendance rate.

But those rating sites are based primarily on student proficiency rates on annual standardized tests in reading and math.

Suspensions were down, the graduation rate was up, and more students were proficient at grade - level work in math and reading.

As we struggle with how to improve student outcomes, we need to triangulate Level 1 «satellite» data — test scores, D / F rates, attendance rates — with Level 2 «map» data — reading inventories, teacher - created common assessments, student surveys — and Level 3 «street» data, which can only be gathered through listening and close observation.

More than 41 percent of students in grades 2 - 6 demonstrated proficiency in math, and the proficiency rate for reading was 21 percent.

I am proud to say that within a few years of opening, UTC Reading achieved an «outstanding» rating from Ofsted I firmly believe that UTCs offer young people the option to take a technical route into their chosen vocation, rather than the traditional university route, which often leaves many students with degrees that don't relate to the jobs they end up doing.