Sentences with phrase «white eighth graders»

Forty - eight percent of white eighth graders earned proficient or advanced math scores, which was statistically similar to achievement in 2015.

Forty - five percent of white eighth graders in Virginia earned proficient or advanced reading scores, as did 17 percent of black students, 26 percent of Hispanic students and 49 percent of Asian students.

Barely half of our African - American and Latino students finish high school on time, and the average African - American and Latino twelfth grader reads and does math at the level of white eighth graders.

The gap of 32 points separating average black and white eighth graders represents about three years» worth of math learning.

For example, 71 percent of Atlanta's white eighth graders are proficient readers.

«Nationwide the average black 12th grader reads at the level of a white eighth grader.

Not exact matches

«Fewer than one in five African - American fourth graders is proficient in reading and Latino eighth graders are less than half as likely to be proficient in math as their white peers.»

And nationwide scores for students classified as Hispanic rose in both grade levels; the score gap between white and Hispanic eighth - graders shrunk by three points between 2009 and 2011.

Black eighth graders gained twenty - three points from 1990 to 2015, Hispanic students gained twenty - four, and white students gained twenty - two.

In 2007, the NEAP reported that for eighth - graders, the achievement gap between minority and white students had not narrowed.

Among Florida ELL eighth - graders at middle schools that do not have a sufficient number of white eighth - grade students, only about 10 % scored at or above the proficient level in math.

At the same time, 35.1 percent of eighth - graders who are white and poor are proficient or better in math.

Thirty - four percent of Latino eighth - graders read Below Basic (a two point increase over 2013, but a nine point decrease over 2002); 15 percent of white eighth - graders read Below Basic (a one point increase over levels two years ago, but one point lower than in 2002); 37 percent of Native eighth - graders read Below Basic in 2015 (one point lower than two years ago, and two points lower than in 2002); and 14 percent of Asian eighth - graders read Below Basic (unchanged from 2013, but 10 points lower than levels 13 years ago).

Twenty - one percent of Latino eighth - graders read at the highest levels on NAEP in 2015 (unchanged from 2013, but five points higher than in 2002); 44 percent of white eighth - graders read at Proficient and Advanced (two points lower than in 2013, but three points higher than levels 13 years ago); 22 percent of Native eighth - grade students read at the highest levels (three points higher than in 2013, and four points higher than in 2002); and 52 percent of Asian eighth - graders read at Proficient and Advanced levels (unchanged from 2013, but 16 points higher than levels 13 years ago).

Meanwhile, 59 percent of white third - graders are considered proficient in reading, as are 68 percent of white fifth - graders and 59 percent of white eighth - graders.

Only 21 percent of Latino eighth - graders read at a «proficient» or «advanced» level, compared with 44 percent of white eighth - graders, according to the National Assessment of Educational Progress (NAEP).

However, since the early 1990s, the Hispanic - White achievement gap for public school students has not narrowed for fourth - or eighth - graders in either reading or mathematics, both nationally and for almost every state.

Arizona also emerged as a leader in closing the achievement gap between white and Hispanic students, with Hispanic eighth graders making an 11 point gain and the gap shrinking significantly by six points.

Nicholas Prosper, an eighth - grader, said that when he recited the line, «Not bad for a white girl» about the main character's dance moves, he learned about reverse racism.

Adam Kelley, an eighth - grader at Roland Park who lives on a predominantly white street in the neighborhood, said he was glad his parents chose not to send him to a private school where most students look like him.

For non-ELL non-low-income eighth - graders, the increases in reading were 13 points for black students, 17 points for Hispanic, and 4 points for white.

For example during the 16 year period, non-ELL low - income eighth - graders showed these increases in reading: 6 percentage points for black students, 21 points for Hispanic, and 14 points for white.

Delaware, which serves a proportionally larger population of black students than the nation serves as a whole, exhibits a similar pattern with respect to the white - black achievement gap in reading — stronger early - grades performance, but below - average overall performance by eighth graders.