Sentences with phrase «students read on grade level»

Today 36 % of our 3rd grade students read on grade level, and 11 % of our students are graduating college - ready.

Another grave concern for educators is the academic gap that would be left by teacher assistants that are primarily tasked with making sure students read on grade level by the third grade — presumably still a significant goal for Senator Berger who was a key driver in the state's Read to Achieve legislation that mandates all third graders read on grade level or be held back from advancing to the fourth grade.

Context is also lacking in his September 3 column, where he noted, «The federal system uses a single yearly proficiency goal - for North Carolina, 68 percent of students reading on grade level this year - and requires all schools to make that number.»

The fourth group, led by the paraprofessional, contained about 11 (mostly grade 2) students reading on grade level and worked primarily from the district - adopted reading series.

It used to be that 10 percent of our kids had special needs in reading, and now, based on the reading benchmarks that came in this year, we have only 12 students reading on grade level out of 140,» said Lowe.

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.

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

Those policies include a ten - year plan, $ 81 million to make computer science a requirement in city schools, and a $ 75 million annual commitment to hire reaching specialists to get all students up to reading on their grade level by the end of second grade.

«But the results for kids couldn't be further apart — public charter students are twice as likely to read and do math on grade level.

Currently, only one in five Black or Hispanic students can read or write at grade level, and more than 200,000 Black and Hispanic students could not meet academic standards on this year's state exams.

In one study of 1,651 high school students from three states, reading ability was just as important to students» science - class grades and scores on state - level science tests as the amount of science knowledge they had.

Jubilee students are reading at grade level within a year of arriving; they are then outperforming their peers on standardized TerraNova tests.

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.

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.

During two years of doing research, Chenoweth identified 15 schools representing a mixture of grade levels and urban, rural, and suburban settings where students were excelling despite poverty and other obstacles — and where kids were not spending endless hours on reading and math drills.

Retaining students based on reading proficiency can produce large improvements in academic performance when compared to grade - level peers.

With a goal to have all students reading at or above grade level by the end of third grade, Arizona's Literacy Director Terri Clark seized the opportunity to utilize the 16 memos, sharing them with partners as well as the communities that signed on to work with Read On Arizona — a public - private partnership that includes the Arizona Department of Education, Arizona Head Start Collaboration Office, First Things First, and other state - based foundationon to work with Read On Arizona — a public - private partnership that includes the Arizona Department of Education, Arizona Head Start Collaboration Office, First Things First, and other state - based foundationOn Arizona — a public - private partnership that includes the Arizona Department of Education, Arizona Head Start Collaboration Office, First Things First, and other state - based foundations.

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.

Illustrations by Blair Kelly Once upon a time, teachers taught students to read on grade level in elementary school.

We also use our extra academic hours to provide targeted one - on - one and small group intervention for our students with special needs who are significantly behind grade levels in reading, and we offer additional hours of ESL instruction to our beginning ELL students.

But in May 2002, the state legislature made one of its boldest moves, revising the School Code, the state's education law, to require 3rd - grade students to score at the Level - 2 benchmark or above on the reading portion of the FCAT in order to be promoted to 4th grade.

We then linked the grades given to each school to data on the school's characteristics: its size, the size of classes at the school, the racial and ethnic composition of its students, the percentage of students from poor families, and the percentage of students performing at proficient levels on state reading and math tests.

By the 4th grade, public school children who score among the top 10 percent of students on the National Assessment of Educational Progress (NAEP) are reading at least six grade levels above those in the bottom 10 percent.

She then sets up the groups on the basis of both the student requests and her own assessment, keeping the range of reading ability within each circle to about two grade levels.

In this paper, we use an extensive student - level data set to evaluate the impact of charter schools in North Carolina on the math and reading performance of students in grades 4 through 8.

Armed with this information, staff members at the school district, city, and partner organizations have been developing strategies and practices that give both dropouts and at - risk students a web of increased support and services, including providing dropout - prevention specialists in several high schools, establishing accelerated - learning programs for older students who are behind on credits, and implementing reading programs for older students whose skills are well below grade level.

Despite the higher average education level of their parents, charter school students exhibit lower levels of performance on end - of - grade tests in both reading and math.

Whatever it's called, many teachers set aside a block of time each day — usually anywhere from ten to thirty minutes, depending on the grade level and the ability of the students — for quiet reading.

Almost every student read with accuracy and fluency on or above the first grade reading level.

Scope: Compares the percentage of students passing or receiving high marks on standardized state tests in reading, math, writing, and science in various grade levels.

Researchers found that it took Fairfax ESL students four to nine years to reach grade level on standardized tests in reading and other subjects.

Yet on close reading, de Blasio's nine - page education plan offers mostly bromides and impossible dreams: «ensure that all students are reading at grade level by third grade,» «reduce class size,» «involve and engage parents and families,» and «place great leaders to lead great teachers in every school.»

This year, it is attacking the adolescent literacy issue on several fronts: developing a diagnostic assessment to determine the kind of reading intervention individual students need; an academiclanguage building program called WordGeneration; analyzing data to see which programs work well in the schools; and a remedial reading course for eighth - and ninth - grade students reading at the third - grade level or below.

• The Common Core asks teachers to assign texts that provide language complexity appropriate to the grade level, but significant proportions of teachers — particularly in the elementary grades — are still assigning texts based on students» present reading prowess.

For example, students who struggle with reading may get a machine with special software installed to bring them to grade level, or trainers might brief Spanish - speaking parents on the translation capabilities of Gaggle.

For several days in early January, Michaelis and support staff members met with classroom teachers in grades three to six charged with identifying students in different subgroups (Hispanic, African American, English language learners, special education) at levels 1 and 2 with the best chance of scoring at a higher level on the math, reading, or writing section of the CMTs, if they received intensive, targeted remediation.

Newly built to support college and career readiness standards, the bank spans grades 1 — 12 in reading and math and helps districts build assessments that produce high - quality data about student performance and match the level of rigor and item types found on statewide assessments.

Because the school has large numbers of students below grade level, it has drastically cut back on science, social studies, art, music — even gym and recess — to focus on reading and math.

Her statement on company letterhead emphasized in boldface that 63 percent of students gain at least two grade levels in reading and 77 percent make grade - level growth in math after attending ALS schools for at least a semester.

• Empower your teachers to set all students on a trajectory toward grade - level reading proficiency.

She compares the approach to the way many elementary schools teach reading — by offering 83 minutes of math instruction on most days and teaching students by grade level and by ability.

... Today, thousands more Newark students are reading and doing math on grade level than just a few years ago and as a result, these students have a better chance at attending college or pursuing a meaningful career when they leave our schools.»

students under the age of 21 who complete 150 hours of instruction who receive a high school equivalency diploma if the student upon entering the program is assessed on an instrument approved by the commissioner to have a reading and mathematics level at or above grade nine;

Students who are chronically absent in early grades are at risk of not establishing a foundation for learning — for example, not reading on grade level — and setting out on a course that can lead to grade repetition, behavioral problems, and eventual dropout.

are determined, through a district - developed or district - adopted procedure that meets State criteria and is applied uniformly at each grade level, to lack reading readiness based on an appraisal of the student, including his / her knowledge of sounds and letters; or

Helping all students read and cipher on grade level is a modest goal for our children and grandchildren.

Employing strict discipline, an extended school day and year, and carefully selected teachers, No Excuses schools move disadvantaged students who start behind their peers academically up to and above grade level in reading and math, and on the path to success in college.

To get specific: In Chicago Public Schools ~ white and Asian students made minor gains on NAEP in reading between 2003 and 2009 ~ but Hispanic students gained little and blacks gained nothing ~ so the achievement gap widened between whites and minorities at the fourth and eighth grade levels.

It is wonderful to set an aspirational goal of 2014 for all students in all subgroups in all grades in the United States to be reading and doing math on grade level.

As is well known, the federal No Child Left Behind Act of 2002 (NCLB) required states to test students annually in grades 3 - 8 (and once in high school), to report the share of students in each school performing at a proficient level in math and reading, and to intervene in schools not on track to achieve universal student proficiency by 2014.