Sentences with phrase «when math test scores»

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It's counter-intuitive, but Grant says a study involving a math test has confirmed the finding: «When the defensive pessimists distracted themselves with another task right before the math test, their scores were about 25 percent lower than when they listed the most extreme outcomes that could happen in the test, and how they might fWhen the defensive pessimists distracted themselves with another task right before the math test, their scores were about 25 percent lower than when they listed the most extreme outcomes that could happen in the test, and how they might fwhen they listed the most extreme outcomes that could happen in the test, and how they might feel.

When kids eat breakfast they demonstrate broader vocabularies, improved memory and faster speed on cognitive tests, and they score higher in both reading and math.

When compared to control group counterparts in randomized trials, infants and toddlers who participated in high - quality home visiting programs were shown to have more favorable scores for cognitive development and behavior, higher IQs and language scores, higher grade point averages and math and reading achievement test scores at age 9, and higher graduation rates from high school.

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.

Seizing on a sharp drop in reading and math scores after students took their first Common Core tests, the teachers fed fears that kids would somehow suffer because their grades had fallen, when the opposite was true.

The governor's push to increase the weight of test scores upset the teachers» unions and many parents, and was considered a factor when 20 percent of students sat out state math and reading tests — which had been aligned with the Common Core national benchmarks — this year.

In math, the girls outscored the boys in the test that was scored anonymously, but when graded by teachers who were familiar with their names, the boys outscored the girls.

Unfortunately, the United States educates only a little more than 6 percent of its students to an advanced level in math according to the National Assessment of Educational Progress (NAEP), a small percentage when compared to the proportion in many other countries that score at a comparable level on the international PISA test.

When test scores came in showing results as low as the 39th percentile in math in those first few years, she and her staff resolved to make a change.

Back when I was a classroom teacher, my principal — to whom I rarely spoke — came by one day to tell me that one of my math students had gotten the highest score in the school on a standardized math test.

When it comes to math, the problem may be worse — many students experience math anxiety, low self - confidence, or overwhelming amounts of academic pressure, which can disrupt learning, leading to lower grades and test scores.

According to an analysis by Eric Hanushek, Ludger Woessmann and Paul Peterson, Indiana was toward the back of the pack when it came to test score gains on the National Assessment of Educational Progress in reading, math, and science from the early 1990s until today.

Students who took the SAT once under standard conditions and then requested an accommodation scored 45 and 38 points higher in verbal and math, respectively, when they retook the test with extended time.

Cambridge, MA — A new study finds that 8th grade students in the U.S. score higher on standardized tests in math and science when their teachers allocate greater amounts of class time to lecture - style presentations than to group problem - solving activities.

When comparing students, we also find that students with higher test scores in math and English language arts have stronger growth mindset.

When using one - hour testing sessions to gauge student performance, combined reading and math scores serve as a better indicator of student achievement than either test separately.

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.

The first paper, released in July 2009 by Roland Fryer and Steven Levitt, found that while there are no mean differences between boys and girls in math when they start school, girls gradually lose ground, so that the gap between boys and girls after six years of schooling is half as large as the black - white test score gap.

Data from 22,000 children involved in this study of the kindergarten class of 1998 — 99 show that, after controlling for family income, children who attended more academically oriented preschools had significantly higher scores in reading, math, and general knowledge when tested in the fall of their kindergarten year than children in preschool settings without academic content.

The Beaverton School District did just that four years ago when it started Summa Options, a program of advanced curriculum for students who score in the 99 percentile on standardized reading and math tests or a test of cognitive ability.

There are risks to assigning too much, however: A 2015 study found that when middle school students were assigned more than 90 to 100 minutes of daily homework, their math and science test scores began to decline (Fernández - Alonso, Suárez - Álvarez, & Muñiz, 2015).

The suit filed in state Supreme Court in Albany by the STA and about 30 city teachers, and supported by New York State United Teachers, argues SED did not properly account for the devastating effects of student poverty on achievement when it set growth scores on state tests in grades 4 - 8 math and English Language Arts.

I find that students in district schools do better when charters open nearby: students in these schools earn higher scores on reading and math tests and are less likely to repeat a grade.

Students whose middle schools started one hour later when they were in 8th grade continue to score 2 percentile points higher in both math and reading when tested in grade 10.

When reform - friendly commenters and cheerleading journalists write about the NOLA transformation, it's become de rigueur to offer a standard qualifier — words to the effect of, «We still have a long way to go, but...» In this formulation, poor overall reading and math proficiency based on standardized test scores is a mere speed bump before long and laudatory discussions of the remarkable growth demonstrated by the city's charter schools and students since Katrina.

Moreover, ACT Inc., which began measuring college readiness as the American College Testing Program in the 1950s, reports that among the college aspirants who took its admission exams last year, only 21 percent of the graduating seniors attained scores high enough in all four subjects — English, reading, math, and science — to indicate that they wouldn't need to take a no - credit remedial course when they entered college.

In other words, when a typical black student did more homework, his math test scores didn't go up as much.

When Samuel Rather II taught fifth - graders a decade ago, he felt pressure to raise his math test scores.

Completion of more - advanced math courses increased the predicted probability of college graduation even when the authors controlled for demographic traits, socioeconomic status, family and school characteristics, and overall measures of math ability (i.e., math GPA and grade 10 math test score).

Guggenheim unfairly puts a large emphasis on the role of charter schools, showing that they are intensely effective when it comes to test scores and college acceptance rates when they are only 17 % superior in math test scores.

This is important because the research found a link between professional community and higher student scores on standardized math tests.25 In short, the researchers say, «When principals and teachers share leadership, teachers» working relationships with one another are stronger and student achievement is higher.

It's a skill that's underutilized when we use test scores to assess our effectiveness in teaching math.

And ISTEP scores plummeted about 20 percent in 2015 when compared to the previous year due to a hastily rolled out test that was based on Indiana - specific standards for math and science instead of the Common Core.

In 2000, a scoring error by NCS - Pearson (now Pearson Educational Measurement) led to 8,000 Minnesota students being told they failed a state math test when they did not, in fact, fail it (some of those students weren't able to graduate from high school on time).

When Adair County Elementary School (ACES) staff members were brainstorming ways to get their students excited about using Study Island to prepare for the NWEA MAP test in math, and ultimately increase growth scores, they decided to tap into the spirit of competition and hold their own creative Math Bowl contest.

When Adamowski left his post last year, Hartford School Board member Robert Cotto Jr. wrote in the Hartford Courant that «Test score improvements in math and reading were inconclusive.

The scores for fourth - graders and eighth - graders were higher than in previous years, but psychometricians have yet to untangle the degree of improvement attributable to No Child Left Behind (no NAEP math test was given in 2002, when No Child Left Behind began).

When we've taught students in ways that enable them to score high on accountability tests, but in the process have made them scurry away from math or feel repelled by reading, have we educated those students properly?

They show that for the first time in two decades, the math scores of 4th graders across the nation were flat, showing no improvement on how 4th graders performed when last tested in 2007.

The state has proposed using English language arts and math standardized test scores in grades 3 to 8, science test scores when available, an English learner indicator, high school graduation rates, suspension rates, chronic absenteeism, college and career readiness, school climate, parent engagement and school conditions as part of its evaluation.

When we include all schools with enough tested ELs (10 or more) to have their scores reported by CDE, we find that in 740 out of 3,464 schools (21 %), no 4th - grade ELs who met the state ELA standard; in 748 of these schools, no ELs met the math standard.

So last spring the district decided to adhere strictly to a matrix of test scores and grades when making ninth - grade math placements.

So, when researchers looked at test scores four years after a school closure, displaced students had generally comparable scores on state math exams to scores of their non-displaced peers.

So, when Adair County Elementary School (ACES) staff members were brainstorming ways to get their students excited about using Study Island to prepare for the NWEA MAP test in math, and ultimately increase growth scores, they decided to tap into the spirit of competition.

Although No Child make requires states to improve graduation rates and test scores — including the aspirational goal that all children (and actually, based on safe harbor and other caveats, 92 percent of them) are proficient in reading, math, and science — states are given plenty of leeway when it comes to interpreting how to meet certain requirements (like the one assuring that all teachers be «highly qualified» for instruction) and develop their own solutions in order to achieve them.

When New York State made its standardized English and math tests tougher to pass this year, causing proficiency rates to plummet, it said it was relying on a new analysis showing that the tests had become too easy and that score inflation was rampant.

When looking at the percent of students in one grade who achieved math proficiency on their state test at a given school, ST Math had an average effect size of 0.36 on statewide ranking (z - score).

This year's math scores are the highest to date since 1990, when the test was first administered.

Standardized test scores in reading and math also have improved significantly in both sectors, with charters leading the way at a time when curricula have been enriched and after - school options expanded in both D.C. charters and DCPS.

The announcement comes a week after a fresh set of National Assessment of Educational Progress data, for 2013, showed no change in high school seniors» average scores in either reading or math, as compared with 2009, when 12th graders were last tested.