Any number of causes might explain the dramatic slide of U.S. students in the international comparisons, but I will focus on two related factors: the mismatch between the demands of content - area texts and
student reading proficiencies, and the limited instructional support available in grades 5 — 12.
In addition to student achievement outcomes the study revealed differential patterns in favor of Science IDEAS of the evolution of teacher judgments of
student reading proficiency across grades 3 - 7.
During this time, she led literacy coaches and school leaders towards significantly improved outcomes in
student reading proficiency.
Not exact matches
She cites a 1997 University of California, Los Angeles, study that found, among 25,000
students, those who had spent time involved in a musical pursuit tested higher on SATs and
reading proficiency exams than those with no instruction in music.
BASIC SYLLABUS SESSION 1 Yin Yoga Teacher Certification Learning the foundation of Yin yoga principles and postures Alchemy fundamentals Group discussion on practice Birthing and yielding cycles Basics of teaching philosophy
Student practice teaching Primary Yin yoga postures SESSION 2 Yin Yoga Teacher Certification Review Teaching techniques Flow and transition movement Reading assignment discussion Adapting teaching philosophy for specific audiences and student needs Taoist philosophy Power yoga Student practice teaching Yin yoga posture variations SESSION 3 Yin Yoga Teacher Certification ADVANCED TRAINING - open only to students who have completed session 1 or 2 How to become attuned with your own flow How to create flow sequences of postures for students Practice teaching with specific evaluation and guidance Yin yoga postures - Participants must demonstrate proficiency in content from sessions 1 and 2 Advanced alchemy using birthing and yielding cycles with accompanying postures Medical chi kung, standing forms of exercises (Aura Palm) Alchemical meditations for cultivating elemental energetic properties Relationship of the organs, emotions, and the five e
Student practice teaching Primary Yin yoga postures SESSION 2 Yin Yoga Teacher Certification Review Teaching techniques Flow and transition movement
Reading assignment discussion Adapting teaching philosophy for specific audiences and
student needs Taoist philosophy Power yoga Student practice teaching Yin yoga posture variations SESSION 3 Yin Yoga Teacher Certification ADVANCED TRAINING - open only to students who have completed session 1 or 2 How to become attuned with your own flow How to create flow sequences of postures for students Practice teaching with specific evaluation and guidance Yin yoga postures - Participants must demonstrate proficiency in content from sessions 1 and 2 Advanced alchemy using birthing and yielding cycles with accompanying postures Medical chi kung, standing forms of exercises (Aura Palm) Alchemical meditations for cultivating elemental energetic properties Relationship of the organs, emotions, and the five e
student needs Taoist philosophy Power yoga
Student practice teaching Yin yoga posture variations SESSION 3 Yin Yoga Teacher Certification ADVANCED TRAINING - open only to students who have completed session 1 or 2 How to become attuned with your own flow How to create flow sequences of postures for students Practice teaching with specific evaluation and guidance Yin yoga postures - Participants must demonstrate proficiency in content from sessions 1 and 2 Advanced alchemy using birthing and yielding cycles with accompanying postures Medical chi kung, standing forms of exercises (Aura Palm) Alchemical meditations for cultivating elemental energetic properties Relationship of the organs, emotions, and the five e
Student practice teaching Yin yoga posture variations SESSION 3 Yin Yoga Teacher Certification ADVANCED TRAINING - open only to
students who have completed session 1 or 2 How to become attuned with your own flow How to create flow sequences of postures for
students Practice teaching with specific evaluation and guidance Yin yoga postures - Participants must demonstrate
proficiency in content from sessions 1 and 2 Advanced alchemy using birthing and yielding cycles with accompanying postures Medical chi kung, standing forms of exercises (Aura Palm) Alchemical meditations for cultivating elemental energetic properties Relationship of the organs, emotions, and the five elements
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 2011 8th - grade National Assessment of Educational Progress (NAEP) shows that only 18 percent of Hispanic
students and 14 percent of black
students read at or above
proficiency levels.
One of the big mistakes of No Child Left Behind (NCLB) was enshrining its aspirational target of 100 percent
student proficiency in
reading and math by 2014 in the accountability system itself.
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).
Schools would be held to account for getting greater proportions of their
students — and greater proportions of key subgroups — to «
proficiency» in
reading and math.
For example, the report tells us that 70 percent of 8th - grade
students at K12 - operated schools met
proficiency standards in
reading, as compared to 77 percent in all public schools in the same states.
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
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.
That's in large part owing to a provocative body of research showing that
students who don't
read with
proficiency by the end of 3rd grade are far more likely to experience poor academic outcomes, including leaving school without a diploma.
Student performance measures include average student achievement on reading and math exams, along with median proficiency and the percentage of students achieving profi
Student performance measures include average
student achievement on reading and math exams, along with median proficiency and the percentage of students achieving profi
student achievement on
reading and math exams, along with median
proficiency and the percentage of
students achieving
proficiency.
We used statistical techniques similar to the one we employed to examine changes in average scores to assess the effect of the bonus program on the percentage of
students achieving
proficiency on math and
reading exams.
Retaining
students based on
reading proficiency can produce large improvements in academic performance when compared to grade - level peers.
Students in these programs are not able to advance unless they have
proficiency in
reading and math, as well as in problem solving and so - called softer skills — the personal qualities, habits, attitudes and social skills that make someone a good employee and compatible in the workplace.
Results from Programme for International
Student Assessment (PISA) 2012 show that more than one in four 15 - year - old
students in Organisation for Economic Co-operation and Development (OECD) countries did not attain a baseline level of
proficiency in at least one of the three core subjects PISA assesses:
Reading, Mathematics and Science.
Chicago — Mastery learning has proved its worth as a method of teaching
reading, especially to
students whose
proficiency is below average, but educators who use the sometimes - controversial method should not regard it as a «quick fix» for poor basic - skills test scores.
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.
While the No Child Left Behind Act has a detailed formula for bringing
students to
proficiency on state
reading and mathematics tests by the 2013 - 14 school year, it's much less precise on states» goals for English - language learners.
The report, «Achieving State and National Literacy Goals, a Long Uphill Road,» prepared by the Santa Monica, Calif. - based RAND Corp. for the Carnegie Corporation of New York, suggests that inadequate progress is being made to bring more
students to
proficiency in
reading by the 2014 deadline set by the No Child Left Behind Act.
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.
Reading proficiency: 31.223 percent of U.S.
students are proficient on the NAEP, which corresponds to 550.4 on PISA.
In no country in the world does a majority of the
students reach the NAEP
proficiency bar set in 8th - grade
reading.
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.
Reading is essential for all forms of learning and education, but many students complete elementary school with inadequate reading ability, and there has been little progress in the last few decades in helping these students gain necessary reading profi
Reading is essential for all forms of learning and education, but many
students complete elementary school with inadequate
reading ability, and there has been little progress in the last few decades in helping these students gain necessary reading profi
reading ability, and there has been little progress in the last few decades in helping these
students gain necessary
reading profi
reading proficiency.
To see whether states are setting
proficiency bars in such a way that they are «lowballing expectations» and have «lowered the bar» for
students in 4th - and 8th - grade
reading and math, Education Next has used information from the recently released 2009 National Assessment of Educational Progress (NAEP) to evaluate empirically the
proficiency standards each state has established.
The authors use data from state tests and the National Assessment of Educational Progress (NAEP) to estimate changes to each state's
proficiency standards in
reading and math in grades 4 and 8 by identifying the difference between the percentages of
students the state identifies as proficient and the percentages of
students identified as proficient by NAEP, an internationally benchmarked
proficiency standard.
Meanwhile, just one in four Newark high school
students passed state
proficiency tests in
reading and math.
After three years of relatively flat and sometimes declining test scores, K12, Inc.'s full - time
students appear to have increased their
proficiency levels in both
reading and math, even as K12, Inc. serves a population with 62 percent of its
student eligible for free - and - reduced price lunch, compared to 49 percent nationally.
Results reported thus far have been mixed: an analysis of 2013 cohort data by Wayne State University professor Thomas C. Pedroni found that the majority of EAA
students failed to demonstrate progress toward
proficiency on the state's assessments in
reading and math, and some
students» performance (approximately one - third) declined.
Among its 8th - grade
students, only 12 percent reached
proficiency in
reading and 7 percent in math.
In 1994, 9 -, 13 -, and 17 - year - old
students who reported
reading for fun at least once a week had higher average
reading proficiency scores than
students who reported never or hardly ever
reading for fun.
Since 2011, 45 states have raised their standards for
student proficiency in
reading and math, with the greatest gains occurring between 2013 and 2015.
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.
In fourth - grade
reading, eighth - grade
reading, and eighth - grade math, about one out of every four
students reaches
proficiency in the average large city.
Because of different math backgrounds, learning strengths,
reading skills, and English language
proficiency,
students have varying levels of achievable challenge in different math topics, so flexible groupings should be designed so
students can move easily between them, depending on their mastery of specific math topics.
As
students develop dual - language
proficiency around third grade, they also receive
reading, writing, and social studies instruction in their second language.
The first state standardized test scores are in, and the 11th graders did no better than those at other comprehensive, non-selective city high schools: about one - quarter of the
students met
proficiency standards in
reading and a mere 7 percent in math.
In Hiebert's studies, TExT had a tremendous benefit not only for first - graders struggling to learn how to
read, but also for those
students with adequate
reading proficiency.
NEPC notes, for example, that 70 percent of 8th - grade
students at K12 schools met
proficiency standards in
reading, as compared to 77 percent in all public schools in the same states in which K12 operates.
There are limits on what the public should be asked to support financially; schools that don't help
students reach basic
proficiency in math and
reading, in particular, don't deserve public subsidies.
January 22, 2016 — The Common Core State Standards (CCSS), adopted by 43 states and the District of Columbia in an effort to establish a set of common educational objectives and standards for assessing
student proficiency in
reading and math, are accomplishing one of their key goals.
The first scores from Colorado's new assessments, released that day, showed that Title I schools in Pueblo had performed so poorly that only a small fraction of their
students could demonstrate basic
reading and mathematics
proficiency.
Peterson, Barrows, and Gift used data from state tests and the National Assessment of Educational Progress (NAEP) to estimate changes to each state's
proficiency standards in
reading and math in grades 4 and 8 by identifying the difference between the percentages of
students the state identifies as proficient and the percentages of
students identified as proficient by NAEP, an internationally - benchmarked
proficiency standard.
The lowest performing of the ten brought 75 percent of its
students to
proficiency or above on last year's state
reading test.
Most English language learners and
students with disabilities are exempt, and other low - performing
students are permitted to demonstrate
reading proficiency through a portfolio of work.
This is evident in the federal law's requirement that each state's accountability system generate a report card for each school and district indicating the proportion of
students meeting
proficiency standards on state tests of math and
reading.