Sentences with phrase «test scores of students in»

4) The test scores of students in the United States relative to the test scores of students around the world aren't all that different than what students» self - reports of their socioeconomic status would predict.

In 1983, this NCEE commission released a report called A Nation at Risk that falsely claimed that the test scores of US students was far below the test scores of students in other countries.

For instance, the test scores of students in their first few years of learning English are put in the same category as students who are close to English proficiency.

The grant - funded DREAM initiative trains California third - and fourth - grade teachers in arts / literacy practices, and after its first two years of implementation, language arts test scores of students in these teachers» classrooms increased by 87 points.

Today's enthusiastic embrace of data has waltzed us directly from a petulant resistance to performance measures to a reflexive and unsophisticated reliance on a few simple metrics — namely graduation rates, expenditures, and the reading and math test scores of students in grades 3 through 8.

For Charter Schools, school authorizers have weighed very heavily the test scores of students in charter renewals.

When researchers examined, for example, whether competition from private schools pressed nearby public schools to improve performance, they found that the test scores of students in these competing schools did indeed increase, albeit modestly.

Due to the attrition and replacement of students during the course of middle school, however, KIPP's eighth - grade students had pre-KIPP test scores that were about 6 to 7 percentile points higher than the test scores of students in district schools.

First, high school scores might appear to be stagnant because not enough time has passed for the gains from earlier grades to show up in the test scores of students in later grades.

When, however, my colleagues and I analyzed longitudinal data that adjusted for the grades and test scores of students in 8th grade, we found that students at schools with minimum - competency exams with C - grades in 8th grade, while not more likely to drop out, were about 7 percentage points less likely to get a high - school diploma or a General Education Diploma (GED) within six years.

If money «causes» education outcomes to improve, test scores of students in the two groups will diverge over time.

It is not hard to imagine, then, a scenario under which Villaraigosa a few years from now will cite some dramatic if narrow improvements in the test scores of the students in the schools under his control, while ducking responsibility for the problems that remain in the broader district.

We estimate the impact of tracking on student achievement by comparing the postintervention (18 months after the experiment began) test scores of students in the tracking and nontracking schools.

Even so, the test scores of students in tracking schools remained 0.16 standard deviations higher than those of students in nontracking schools overall (and 0.18 standard deviations higher with control variables).

We can address this issue by comparing the prior test scores of charter school applicants in our data with the test scores of students in regular public schools in their neighborhoods (within three miles).

We compare the test scores of students in each of the seven categories, taking into account differences in the students» socioeconomic characteristics, including parent schooling, self - reported household income, the number of non-school books in the home, and the quality of the peer groups (calculated by averaging family background and home resources for all students in the classroom).

For example, two studies (in 1992 and 1997) found that the math and reading test scores of students in South Carolina improved significantly when the students were taught by teachers receiving merit pay.

However, simple tests we conducted, based on changes in the average previous - year test scores of students in schools affected and unaffected by charter - school competition, suggest that, if anything, the

However, simple tests we conducted, based on changes in the average previous - year test scores of students in schools affected and unaffected by charter - school competition, suggest that, if anything, the opposite phenomenon occurred: students switching from traditional public to charter schools appear to have been above - average performers compared with the other students in their school.

I first analyze changes over time in the FCAT test scores of students in their initial 3rd - grade year in order to discern the extent to which Florida's elementary - school students made true achievement gains during the period in question.

• Each year of attendance at an oversubscribed charter school increased the math test scores of students in the sample by 13 percent of a standard deviation, a roughly 50 percent increase over the progress typical students make in a school year, but had no impact on their fluid cognitive skills.

Our results show that each year of attendance at an oversubscribed Boston charter school increases the math test scores of students in our sample by 13 percent of a standard deviation.

By looking at the individual test scores of each student in Florida, Winters is able to identify gains in performance at the 3rd grade level that were not influenced by the «anti-social promotion» policy.

Not exact matches

Among the 18 countries in the Organization for Economic Cooperation and Development's assessment, the U.S. ranked at best eighth and at worst 12th, based on the range of scores from its 1,133 students tested.

Mean test scores in reading (Programme for International Student Assessment) Mean test scores in science (Programme for International Student Assessment) % of those aged 25 - 64 who have attained tertiary level education Education expense, % of GDP

Almost half of Canadian students (45 %) who wrote the test in 2000 achieved top scores in reading, but in 2009 only 40 % made similar grades.

The median GMAT score for its latest entering class of 710 is pretty darn impressive, considering that most of these students haven't taken a standardized test in more than 15 years.

Comparing national test scores, Catholic schools in general (as with most private schools) perform better in both reading and math than public schools although the advantage is stronger in reading than in Math though the difference in Math was still statistically significant; however, this could be due to the self selecting nature of the students in Catholic schools where the parents have made the decision to value education to the extent of paying for it.

Between 2007 and 2009, Fryer distributed a total of $ 9.4 million in cash incentives to 27,000 students in Chicago, Dallas, and New York City, incentivizing book reading in Dallas, test scores in New York, and course grades in Chicago.

According to statistics from the U.S. Department of Education, the gap in eighth - grade reading and math test scores between low - income students and their wealthier peers hasn't shrunk at all over the past 20 years.

Finally, in Houston in 2010 — 11, he gave cash incentives to fifth - grade students in 25 low - performing public schools, as well as to the parents and teachers of those students, with the intent of increasing the time they spent on math homework and improving their scores on standardized math tests.

Sports, like grades and test scores, become part of a student's competitive package that is offered to college admissions in hopes of making the cut.

And a 2014 study of student performance at schools in California and New York, conducted by the American Institutes for Research, found that attending deeper - learning schools had a significant positive impact, on average, on students» content knowledge and standardized - test scores.

Students in 4th - 6th grade who went to bed an average of 30 - 40 minutes earlier improved in memory, motor speed, attention, and other abilities associated with math and reading test scores.

The ACT composite score at Stevenson in 2001 was 24.7, with 88 percent of students tested, Galloway said.

The average ACT score in 2001 was 23.3, with 86 percent of students tested.

And she found that it's incredibly predictive, that people are pretty honest about their grit levels and that those who say, «Yes, I really stick with tasks,» are much more likely to succeed, even in tasks that involve a lot of what we think of as IQ: She gave the test to students who were in the National Spelling Bee and the kids with the highest grit scores were more likely to persist to the later rounds; she gave it to freshmen at the University of Pennsylvania and grit helped them persist in college; she even gave it to cadets at West Point and it predicted who was going to survive this initiation called «Beast Barracks.»

And, when research uses standardized tests to measure homework's impact, she continued, it is difficult to gauge how much of the overall improvement or decline in test scores is due to student learning in the classroom context as opposed to student learning from homework.

Two elementary schools in North Carolina increased the achievement test scores of students from the 30th percentile to the 83rd percentile over a three - year period.

Share Our Strength's No Kid Hungry campaign reported in 2013 that on average, students who eat school breakfast attend 1.5 more days of school per year and score 17.5 percent higher on standardized math tests; when combined, these factors translate into a student being twenty percent more likely to graduate high school.

The evidence is compelling: Two elementary schools in North Carolina were able to increase the achievement - test scores of students from the 30th percentile up to the 83rd percentile over a three - year period.

Approximately 30,000 students will take up to three - hour - long field tests for new Common Core - based exams starting Monday — a week ahead of official state exams that will count students» scores in math and English.

«The Assembly Majority has heard the concerns of New York's educators and parents and we know that teachers» performance and that of New York's students may not be truly reflected in test scores.

Belluck has used his own Twitter handle in recent days to dog the State Education Department over the results of third - through eighth - grade English and math test scores that showed charter school students performing slightly better than their public school counterparts.

Cuomo, in a sharp reversal, vetoes the bill he helped negotiate that set the two - year moratorium on use of student test scores.

In addition, teachers whose students» test scores are consistently low; those who have failed to secure their teaching certificates on time; those who haven't had a permanent position for six months or more; those who've faced department probes leading to substantiated allegations of misconduct; and those granted an extension regarding tenure could also be dismissed.

The vote came a few months after the state's teachers unions, closely aligned with the Assembly, claimed a victory in December when the Regents, prompted by the governor and Legislative leaders, placed a moratorium on the use of student test scores in teacher evaluations.

Proponents of this approach note that Massachusetts, which has the highest student scores in the nation, leaves to local districts the decision on how much weight to give test scores.

New York is going back to the drawing board to rethink the way it evaluates school teachers and principals after controversy over the use of student test scores in job evaluations helped fuel a massive boycott of state exams in recent years.

Charter school's students of the poorest neighborhood of New York City are doing excellent test scores in the state exams & the traditional public schools are falling miserably where those charter schools are co located.