Sentences with phrase «students tested proficient»

Last school year, 84 percent of Utah students tested proficient in language arts, up from 82 percent the year before; 69 percent tested proficient in math, the same as in 2011; and 72 percent scored proficient in science, up from 70 percent, according to the State Office of Education.

Yet proficiency lags: Only 60 percent of black and Latino students tested proficient in eighth - grade algebra.

In the 2013 - 14 school year, about 9 percent of Memorial's black students tested proficient in math and 13 percent in reading, compared to 46 percent of white students in math and 51 percent in reading.

In LA Unified, 39.55 percent of students tested proficient in English language arts, a slight increase from 39 percent the year before (LA Unified officials are rounding the increase to 1 percent).

Although Shelby County has one of the lowest percentages of students who are economically disadvantaged in the state, only about half of its students tested proficient or advanced on state math tests in 2011, according to state numbers.

Across all subjects, 45 percent of its students tested proficient or advanced, a roughly a 7 percent drop from last year.

Not exact matches

In fact, you may be hearing some chatter this week with the start of the state testing season, as the New York State United Teachers union calls for fixing the benchmarks used to determine whether or not your student is proficient.

While Syracuse School Superintendent Jaime Alicea is encouraged by the modest improvement in student English and math test scores, he said ``... there are still far too many students who are not scoring proficient on these exams.»

About one - third of children in rural districts and about 37 percent in New York City were considered proficient in the skills they need in English and math, while just an average of 16 percent of students in upstate city schools performed well on the tests.

Syracuse students» test scores were also low, with 10.4 percent of students» scores in third - through eighth - grade being rated «proficient» versus the state's 39.1 percent average.

Test scores for third through eighth graders were released Wednesday and they show a dramatic drop in the number of New York state students who are considered proficient in math and English.

The fact that only about one third of students are proficient on state tests in math and language arts was «simply unacceptable,» the letter said.

The most recent state testing data showed that the percent of Erie County black students considered proficient in English was 31 percentage points lower than their white peers, compared to a 20 - point gap statewide.

In test results released Friday, 38 % of city students scored proficient in English - a jump of nearly eight percentage points from last year that put the city's scores on par with the state overall for the first time.

6,687 students 623 classroom teachers 10 schools (one high school, two junior highs, seven elementary) $ 188.8 million 2010 - 11 budget 1 % of students need free or reduced price lunches 97 % students are white or Asian (3 % black or Latino) 83 % of third - graders scored proficient or higher on this year's state's English test; 90 % on math exam.

In 2016, only 4 in 10 eight grade public school students were proficient in science and 97.9 % of middle school students who took the Program for International Student Assessment (PISA) test, where Puerto Rico ranked 64 out of 70, exhibited low abilities interpreting scientific information and working on complex problems.

Students would transition to regular instruction after testing proficient in English.

The largest gains for the test — the Kentucky Instructional Results System, or KIRIS — came in reading and mathematics, with fewer students scoring at the «novice,» or lowest, level and more students scoring at the «proficient» and «distinguished» levels.

Many states need to revamp their policies for including limited - English - proficient students in state tests and accountability systems if they want to continue receiving all of their federal Title I aid, according to the Department of Education.

At Summit Prep, 82 percent of students scored proficient or above on that test.

Under the law, schools must show not only that their overall student body is making «adequate yearly progress» on state tests, but also that a sufficient percentage of certain subgroups of students are likewise proficient.

By 2022, 64.9 percent of students will be proficient on PARCC English / language arts test, and 61.2 percent proficient on PARCC math test.

Should the student meet intermediate targets within the trajectory, he or she will be classified as proficient within four years in the tested grades.

As a result, state tests were made much more challenging and the percentage of students identified as proficient dropped from 90 percent or more to around 50 percent, a candid admission of the challenges the Tennessee schools faced.

The measures used in the NEPC report — whether schools make AYP, state accountability system ratings, the percentage of students that score proficient on state tests, and high - school graduation rates — are at best rough proxies for the quality of education provided by any school.

That is, if a state reports that 85 percent of its students are proficient readers based on the results of its own tests, but NAEP only reports that 25 percent of that states students are proficient, states would be embarrassed by such a discrepancy.

The original act held schools accountable to minimum percentages of proficient students, as measured by scores on standardized tests, with the threat of sanctions, including school closure, if they failed.

States were required to bring all students to the «proficient level» on state tests by the 2013 - 14 school year, although each state got to decide, individually, just what «proficiency» should look like, and which tests to use.

After all, there isn't a book out there for students called The Secret that says if you just think «proficient» hard enough, you'll ace every test.

But if a school has fewer than 95 percent of students taking tests, students who don't take tests will be considered «not proficient.»

The performance levels considered proficient on NAEP tests are roughly equivalent to those set by international organizations that estimate student proficiency worldwide.

The assessment will continue to use performance standards — basic, proficient, and advanced — and a mix of multiple - choice and open - response test items in assessing the academic achievement of U.S. students.

If the percentage of students identified as proficient in any given year is essentially the same for both the NAEP exam and for a state's tests, it may be inferred that the state has established as rigorous a proficiency standard as that set by NAEP.

But if percentages of students identified as proficient are higher on a state's own tests than on NAEP tests, then it may be concluded that the state has set its proficiency bar lower than the NAEP standard.

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.

We were also able to examine whether students who meet designated standards on the tests («proficient» on MCAS and «college - ready» on PARCC) are likely to be prepared for college as indicated by their need for remedial coursework and by their ability to earn «C» or «B» grades in college.

Percentage at the Proficient Level in Math Fall 2014 • Accompanies U.S. Students from Educated Families Lag in International Tests It's not just about kids in poor neighborhoods By Eric A. Hanushek, Ludger Woessmann and Paul E. Peterson

While only 17 % of students from low - education families tested proficient in math as compared to 43 % of high - education families, when compared to students of well - educated families in other countries, the U.S. fails miserably.

For each available test, we computed the difference between the percentage of students who were proficient on the NAEP and the percentage reported to be proficient on the state's own tests for the same year.

Even if these students make incredible gains in their sixth -, seventh -, and eighth - grade years, they still won't be at grade level, much less «proficient,» when they sit for the state test.

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.

Even so, 81 percent of BASIS DC students were proficient in reading and 77 percent were proficient in math on the D.C. standardized test results released in July 2013, less than a year after the school opened.

As Eric Hanushek, Ludger Woessmann and I show in our book Endangering Prosperity: A Global View of the American School (publication date: September 3, 2013), the United States, with 32 percent of its students proficient in mathematics, comes in Number 32 among political jurisdictions that take the PISA test.

Based on its own tests and standards, the state claimed in 2009 that over 90 percent of its 4th - grade students were proficient in math, whereas NAEP tests revealed that only 28 percent were performing at a proficient level.

Few people would defend the quality of most state tests and the low bar that they set to proclaim a student «proficient.»

Central High did not make the Adequate Yearly Progress standard under the federal No Child Left Behind Act, and less than 20 percent of its students score «proficient» on state standardized math tests.

The NCLB accountability system divides schools into those in which a sufficient number of students score at the proficient level or above on state tests to meet Adequate Yearly Progress (AYP) benchmarks («make AYP») and those that fail to make AYP.

For example, on the 4th - grade math test in 2009, West Virginia reported that 60.8 percent of its students had achieved proficiency, but 28.1 percent were proficient on the NAEP.

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.

Los Altos says that among the 7th graders who used the program in 2010 — 11 — all remedial students — 41 percent scored «proficient» or «advanced» on the California Standards Test compared to 23 percent the year before.