Sentences with phrase «students achieved a high score»

Despite obstacles to their education, DoDEA students achieved high scores on the NAEP.

Ludgvan School in Cornwall was the only school where more than 50 % of students achieved a high score in reading and maths and were working at greater depth in writing.

Not exact matches

In the Houston study, when there was some minimal improvement in test scores, it was only among the highest - achieving students, not the low achievers.

For high school credit courses, the percentage of CCSD students achieving Developing to Distinguished scores was: 88 % for 9th Grade Literature and Composition (78 % Georgia), 86 % for Algebra (70 % Georgia), 88 % for American Literature and Composition (76 % for Georgia), 87 % for Analytic Geometry (70 % Georgia), 81 % for Biology (68 % Georgia), 79 % for Physical Science (66 % Georgia), 88 % for U.S. History (77 % Georgia) and 87 % for Economics (81 %).

Ms. Moskowitz proudly touted the success of Success, noting with real joy how three students at the school in Bed - Stuy had achieved a perfect score on an international math test «out of 30 or 40 worldwide» and taking particular pride in how many of the schools» high achievers are «black and brown» and from neighborhoods that face enormous disadvantages.

After taking into account their parents» income and education — factors that are known to affect exam scores — the highest - achieving students were more than three times more likely to suffer from the mental illness than their average peers.

Another school profiled is the Denver School of Science and Technology, which enrolls a mostly - minority, 47 percent low - income student population and has achieved «national renown» for its results, including the second - highest longitudinal growth rate in student test scores statewide.

The current tests are not as high a barrier to high school graduation as they are often alleged to be, as a student may generally take the exam multiple times in order to achieve a passing score.

Embracing different languages while helping students achieve high grades and test scores leaves teachers with a conundrum.

The difficulty of attracting high achieving students to university education programs is more challenging than is reflected by ATAR entry scores.

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).

Higher - performing schools facing pressure to achieve favorable recognition appear to have responded primarily by finding ways to exempt their low - scoring students from counting toward the school's results.

Were teachers, we wanted to know, focusing their attention on either high - achieving or low - achieving students in an effort to meet target scores?

The authors caution that test scores are not the only way in which programs for high - achieving students should be assessed.

This will be a huge challenge for students, particularly in high school, as NAEP proficiency is the equivalent of an SAT score in verbal and math of nearly 1200 — or 200 points higher than the average student taking the SAT today achieves.

The lottery study corroborates these results, as students admitted to the G&T magnet schools show little improvement in test scores by 7th grade, despite having higher - achieving peers and being taught by more effective teachers.

High school students are required to achieve, at minimum, a «needs - improvement» (level two) score in both math and ELA in order to graduate from high schHigh school students are required to achieve, at minimum, a «needs - improvement» (level two) score in both math and ELA in order to graduate from high schhigh school.

The first shows that barely eligible students who participated in LUSD's G&T curriculum for all of 6th grade and half of 7th grade exhibit no significant improvement in test scores across a range of subjects, despite their being surrounded by higher - achieving peers and taking more advanced courses.

Tileston, D.) has clearly established that students will achieve higher scores on standardized tests if they know the vocabulary of the standards.

And of the students who score well on the PSAT / NMSQT, indicating a 70 percent likelihood of thriving in an AP course, of those students, six out of ten Asians will take an AP course, [compared with] four out of ten white students and two out of ten African American students... In other words there is a racial break among kids who could achieve at a high level and are being propelled into more challenging academic experiences; that data needs to be understood.

Students must achieve a minimum score in order to proceed to the next grade and to graduate from high school.

They cite a 2014 UK study showing students who attended two to three years of preschool achieved higher overall exam scores, better grades in English and maths, and took more final year exams.

Specifically, a teacher assigned the highest - achieving students is four times as likely to get a very high observation score as a teacher assigned the lowest - achieving students.

And, according to international comparative tests (PISA — Programme for International Student Assessment, PIRLS — Progress in International Reading Literacy Study, and TIMMS — Trends in International Mathematics and Science Study), «children with at least two years of preschool achieve much higher scores at age 15 than those who attend no preschool or only one year».

High - achieving students who feel pressured to attain perfection (and Ivy League acceptances) may turn to cheating as a way to find an edge on the competition or to keep a single bad test score from sabotaging months of hard work.

High - score lists provided for each Mangahigh game keep high - achieving students engaHigh - score lists provided for each Mangahigh game keep high - achieving students engahigh - achieving students engaged.

In addition to our main experiment testing the ECO-C Intervention's effects on our target group of high - achieving, low - income students, we also used the same approach to study its effects on students who meet the same test - score criteria but who have estimated family income above the bottom one - third or attended a feeder high school.

Data from the tracking schools allow us to estimate the effect of being taught with a higher - achieving vs. lower - achieving peer group by comparing students with baseline test scores in the middle of the distribution.

To be defined as high - achieving, we required that students score in the top 10 percent of test - takers on the College Board's SAT I or the ACT (1,300 math plus verbal on the SAT, 28 on the ACT).

The report shows Australian students in metropolitan schools achieved an average score of 514 points, significantly higher by 36 points (about one year of schooling) than students in provincial schools and higher by 68 points (about two years of schooling) than students in remote schools.

The high - achieving, low - income students who do apply are admitted, enroll, progress, and graduate at the same rates as high - income students with equivalent test scores and grades.

These effects are all larger than what would have been predicted based on the same students» test - score gains, leading the researchers to conclude that «high achieving charter schools alter more than cognitive ability.»

The drive for students to achieve a high ATAR score, no matter what, is very negative.

The winner at each academic level will be the student who achieves the highest score in any individual game, so it's how the student performs that counts, not how many times they play, (although with practice, scores will obviously improve)!

That is the score achieved by the exact middle student in the year 12 class when their scores are ranked from lowest to highest.

According to findings released by researchers at the Strategic Data Project (SDP), as many as 16 percent of the students in SDP partner districts who are high achieving, as indicated by superior grades and SAT scores, do not attend college once they complete high school.

However, Miami - Dade is among school districts that have bucked that trend, achieving higher - than - average graduation rates among its Latino students and seeing large numbers of them scoring well on Advanced Placement tests.

In 2007 they approved funding for the first public Waldorf methods high school, in the Sacramento Unified School District; and (3) Three key findings on urban public schools with Waldorf methods: (a) In their final year, the students in the study's four California case study public Waldorf - methods elementary schools match the top ten of peer sites on the 2006 California test scores and well outperform the average of their peers statewide; (b) According to teacher, administrator and mentor reports, they achieve these high test scores by focusing on those new three R's — rather than on rote learning and test prep — in a distinct fashion laid out by the Waldorf model and (c) A key focus is on artistic learning, not just for students but, more importantly perhaps, for the adults.

She believed that by taking more advanced courses, students could achieve higher scores on standardized tests.

Findings: New York, NY — The voucher students had higher scores, but the results did not achieve statistical significance.

The AP curricula seek to prepare high - achieving students for higher education by offering college - level courses and even potential college credit for high exam scores.

All three studies achieved very high response rates on all data collections, whether teacher surveys, classroom observations, collection of teachers» scores on college entrance exams or precertification exams, student achievement tests, collection of student data from district administrative records, principal surveys, or interviews with program officials.

The Index awards points for students passing high school level courses and extra credit for those achieving additional credit, such as meeting cut scores on state or national exams or earning college credit through dual enrollment.

• Hybrid format students performed slightly better, achieving pass rates 3 percentage points higher, standardized - test scores about 1 percentage point higher, and final - exam scores 2 percentage points higher.

She started her career as a teacher in Durham, North Carolina, where, by her third year teaching, her students achieved the highest math scores at her school.

Curricular Coherence and the Common Core State Standards for Mathematics Educational Researcher, November 2012 Exploring the relationship of the CCSS in Mathematics (CCSSM) to student achievement, these researchers found a high degree of similarity between CCSSM and standards of the highest - achieving nations on the 1995 Third International Mathematics and Science Study and that states with standards more like CCSSM have higher 2009 National Assessment of Educational Progress scores on average.

It's unclear whether higher - scoring teachers lead to higher - scoring students or whether affluent districts, which tend to have higher - achieving students, also tend to hire teachers with higher scores.

An earlier study published by Education Next investigated the claim that KIPP charter schools were only able to achieve high scores because of student attrition.

DSST has achieved national renown for its extraordinary results, including the second - highest longitudinal growth rate in student test scores statewide.

DSST enrolls a mostly - minority, 47 percent low - income student population and has achieved national renown for its extraordinary results, including the second - highest longitudinal growth rate in student test scores statewide.