Sentences with phrase «urban students scored»

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Using longitudinally linked, student - level data collected from two urban school districts, New York City and Washington, DC, Mathematica estimated the impacts of five EL middle schools on students» reading and math test scores.

Urban students in grades seven and eight who were engaged in the LeTUS inquiry - based science curriculum demonstrated higher standardized test scores than students engaged in traditional instruction in a sample of 5,000 students.

America's urban public schools are in trouble: Student test scores are low and dropout rates are high.

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.

In The Education Gap: Vouchers and Urban Schools (Brookings, 2002), we and our colleagues reported that attending a private school had no discernible impact, positive or negative, on the test scores of non-African-American students participating in school voucher programs in Washington, D.C., New York City, and Dayton, Ohio.

We draw on a new Urban Institute report to show, first, how to make more responsible comparisons across states and, second, that the declines in NAEP scores from 2013 to 2015 are unlikely to be explained by shifts in student demographics.

The Urban Institute's new report, Breaking the Curve: Promises and Pitfalls of Using NAEP Data to Assess the State Role in Student Achievement, proposes better ways to compare NAEP scores across states and over time.

During this same period, high - performing urban charters grew rapidly and produced exceptional gains in test scores and college enrollment rates for black and Latino students.

For example, while these five urban charter schools offer an existence proof that high standardized test scores are possible and within the grasp of every student in this country, it is equally true that the several practices of successful traditional schools in areas such as special education, the arts, or second language proficiency, offer insights for the charter world.

Now in its third year of offering bonuses to experienced teachers to transfer to struggling schools, the Hamilton County (Tennessee) school district, which includes urban Chattanooga, has seen student scores soar in their neediest schools.

In a demographically diverse district of urban, suburban, and rural areas, the percentages of black students scoring below state standards were two to four times greater than for white students.

The NAEP scores they focus on do not correspond in most of the cases to the relevant years in which the court orders were actually implemented; they ignore the fact that, as in Kentucky, initial increases in funding are sometimes followed by substantial decreases in later years; and their use of NAEP scores makes no sense in a state like New Jersey, where the court orders covered only a subset of the state's students (i.e., students in 31 poor urban school districts) and not the full statewide populations represented by NAEP scores.

Specifically, from 2003 — 2005 Boston's fourth - and eighth - grade students have shown the largest improvement in math scores of the 11 major cities participating in the National Assessment of Educational Progress Trial Urban District Assessment.

On the other hand, Denver's steady improvement has widened the achievement gap, something that happens in many urban districts that improve, as white and middle - class students raise their scores faster than poor and minority students.

The study found that after multimedia technology was used to support project - based learning, eighth graders in Union City, New Jersey, scored 27 percentage points higher than students from other urban and special needs school districts on statewide tests in reading, math, and writing achievement.

The council's Beating the Odds VI report, a city - by - city analysis of student performance, recently revealed that urban students» scores on state assessments in reading and math as well as on the more rigorous federal test — the National Assessment of Educational Progress (NAEP)-- are rising, with urban students making the most gains in mathematics.

As compared to white students with similarly strong PSAT / NMSQT scores, these approximately 5,000 Hispanic students are more likely to attend large, urban high schools with significantly more low - income, minority students.

And to turn back to school choice for a moment, Imberman finds that charters in an unnamed urban district had no effect on student tests scores — but had large positive effects on discipline and attendance.

At Blackstone Valley Prep, analysis of the suburban and urban students» scores on the 2013 state exams measuring proficiency in reading and math offers 80 different snapshots, by grade, subject and family income, with Blackstone students faring better than their peers on nearly all.

This pattern of test - score effects — showing positive results in urban areas with many low - income students, but neutral or even negative effects elsewhere — also appears in a national study of oversubscribed charter middle schools funded by the U.S. Department of Education.

According to a 2002 study of children in Dane County, Wisconsin, by urban - policy consultant David Rusk, low - income children at schools with a middle - class majority scored 20 - 32 percent higher on standardized tests compared with what their scores would be at schools with a lower percentage of middle - class students.

«For urban, low - income students, who don't plan to attend college, scoring «advanced» instead of «proficient» improves their probability of going to college by 10 percentage points,» he says.

This meta - analysis of social and emotional learning interventions (including 213 school - based SEL programs and 270,000 students from rural, suburban and urban areas) showed that social and emotional learning interventions had the following effects on students ages 5 - 18: decreased emotional distress such as anxiety and depression, improved social and emotional skills (e.g., self - awareness, self - management, etc.), improved attitudes about self, others, and school (including higher academic motivation, stronger bonding with school and teachers, and more positive attitudes about school), improvement in prosocial school and classroom behavior (e.g., following classroom rules), decreased classroom misbehavior and aggression, and improved academic performance (e.g. standardized achievement test scores).

In a 2015 report, Matthew Chingos at the Urban Institute finds that demographically similar students vary dramatically in their NAEP scores depending on which state they live in.

The first and most rigorous of the studies, by Dan Goldhaber and Emily Anthony of the Urban Institute, found that on average North Carolina students in grades 3 - 5 whose teachers were board certified scored 7 to 15 percent higher on tests than students whose teachers attempted but failed to gain certification.

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.

Urban charter schools have an incredible track record of increasing student achievement, while increasing school funding by as much as 10 % yields very modest test score effects, and these effects come at a very high cost.

Massachusetts» urban charter school students are drawn from a population in which middle school students generally score below the average on state - wide math and English tests.

Michael Casserly, executive director of the Council of Great City Schools, which represents urban districts, said he believed Baltimore city's scores reflected the state's performance, including the inclusion of more special education students.

But the evidence on test score gains is massive: CREDO has studied dozens of cities and have found an overall effect of ~.1 for urban areas serving hundreds of thousands of students.

Like students in many urban schools, BPS students have lower test scores, lower high school graduation rates, and are less likely to go to college than students from nearby suburban districts.

In 1993, Chicago students scored between 0.4 and 0.8 standard deviations below students in other urban districts on the IGAP.

The Trial Urban District Assessment shows that students in all 10 districts participating in the study scored below nationwide...

To argue that she has been even moderately successful with her approach, we would have to ignore the legitimate concerns of local and national charter reformers who know the city well, and ignore the possibility that Detroit charters are taking advantage of loose oversight by cherry - picking students, and ignore the very low test score growth in Detroit compared with other cities on the urban NAEP, and ignore the policy alternatives that seem to work better (for example, closing low - performing charter schools), and ignore the very low scores to which Detroit charters are being compared, and ignore the negative effects of virtual schools, and ignore the negative effects of the only statewide voucher programs that provide the best comparisons with DeVos's national agenda.

A report released Monday by the Urban Institute has adjusted the raw scores for each state to account for student demographics, including poverty, race, native language and the share of students in special education.

In that statewide test of fourth -, seventh -, and tenth - graders, students in urban and suburban districts tended to score higher than those in rural districts.

Kevin Gallick, EdD Urban Education Leadership»13 and principal at CPS George Washington High School, describes strategies in this video for sharing standardized test score data directly with students to help them understand the connections between GPA, test scores and college access:

Concerning the so - called «achievement gap», why don't we create a test that is biased in favor of urban populations instead of one biased against them, and see how suburban students score.

Adamowski's dissertation, which exists only in one copy, apparently, is about teacher compensation... you know, those princely salaries teachers get, unlike special masters (150 - 225K + + + plus pensions never earned and platinum health benefits) or superintendent / CEOs of urban districts (with no CT state certification) $ 230K + + plus bonuses for every decimal place attained by test score percentages once the «lowest performing» students are removed from the pool.

URBAN NAEP COVERAGE EdWeek: NAEP: Urban School Districts Improving Faster Than the Nation Baltimore Sun: Baltimore students score near bottom in reading, math on key national assessment Cleveland Plain Dealer: Vast poverty differences create unfair comparisons on Nation's Report Card Miami Herald: Miami and Florida students outperform peers on nationalURBAN NAEP COVERAGE EdWeek: NAEP: Urban School Districts Improving Faster Than the Nation Baltimore Sun: Baltimore students score near bottom in reading, math on key national assessment Cleveland Plain Dealer: Vast poverty differences create unfair comparisons on Nation's Report Card Miami Herald: Miami and Florida students outperform peers on nationalUrban School Districts Improving Faster Than the Nation Baltimore Sun: Baltimore students score near bottom in reading, math on key national assessment Cleveland Plain Dealer: Vast poverty differences create unfair comparisons on Nation's Report Card Miami Herald: Miami and Florida students outperform peers on national test

Milwaukee Public Schools is a large, urban district with a diverse, largely economically challenged student population and its achievement scores have historically lagged state averages in both mathematics and reading.

It's true that student test scores on the National Assessment of Educational Progress — sometimes called «the nation's report card» — are higher than when she became chancellor and made the biggest jump of any participating urban school district.

Improving students» reading skills was a major issue for three high schools in an urban district in which the majority of students were below grade level in their reading assessment scores.

A recent study of urban, suburban, and rural schools in four states found that smaller schools helped close the achievement gap — as measured by test scores — between students from poor communities and students from more affluent ones.

We could increase charter school test scores by opening more charter schools that targeted suburban white students instead of at - risk urban youth, but that's not the point of having charter schools.

This report highlights growth in U.S. Latino students» reading scores over the last decade, using scores from the National Assessment of Educational Progress (NAEP) reading assessment to compare progress across states and major cities, and for some major urban school districts.

African - American and white students in fourth grade scored the highest gains in reading compared with any other urban district.

Every year, urban school districts across the country release test scores showing dismal student proficiency in math and reading, especially for students in poverty.

Those who had great test scores will fair better... that doesn't seem fair to urban teachers who have the most difficult students.

Using publicly available data from the California Department of Education (CDE), the results show that charter schools are making significant gains in narrowing the achievement gap, with African American students consistently earning higher Academic Performance Index (API) scores and proficiency rates statewide in many urban districts and across subjects.