Sentences with phrase «white students gained»

«The [Tulane] authors also report that the [academic] gains were not equal across groups: white students gained more than black students from the reforms,» according to the NEPC, also noting that a large - scale out - migration of higher income students may have resulted in inflated growth scores for the charter schools.

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

Not exact matches

Love Means Zero was co-produced by Jill Mazursky and former top - ranked tennis pro Anne White — one of Bollettieri's first students in 1977, who gained notoriety for competing at Wimbledon wearing an all - white spandex bodyWhite — one of Bollettieri's first students in 1977, who gained notoriety for competing at Wimbledon wearing an all - white spandex bodywhite spandex bodysuit.

Another literature review, conducted by economists Jeffrey Grogger and Derek Neal, found few clear - cut gains for white students, while «urban minorities in Catholic schools fare much better than similar students in public schools.»

In fact, with the possible exception of minority boys from the Caribbean, schools whose student population had shifted from white working class to minority were usually schools with high gain scores.

Waldfogel noted that trends in black - white test scores over the last 30 years indicate that we may be entering a period of steady gains among black students in America.

Plans that are limited to central - city school districts, regardless of whether they require or merely encourage student busing, have had difficulty maintaining previous integration gains in the face of declining white enrollments, the study said.

The gains in math were the equivalent of closing almost half the yawning gap between white and black students in the U.S.

On the other hand, it can not be the whole story, as African American and non-Hispanic white students also made strong gains during this period.

Its white students made significant gains in both fourth and eighth grades; perhaps gentrification is a possible explanation.

The first two saw improvements for their Hispanic students; the latter made gains for its white and black students.

(Of course, D.C. has so few white students that they would have to make enormous gains in order for it to register statistically.)

But after its passage into law, white, black and Hispanic students all made gains and the widening of the white - minority test score gap was reversed.

Furthermore, the gains are approximately equivalent to a third of the black - white gap in test scores among students in the experiment.

Moreover, the reason for a school's failure to win an award was often not that African - American and Latino students were lagging behind, but that white non-Hispanic students experienced slower growth in achievement: the average school with multiple racial subgroups witnessed larger gains for African - American and Latino students than for white students.

What matters most of all, says White, is how the students «apply the knowledge they gain in the context of the projects.»

To put this gain in perspective, the difference nationwide between minority and white students is approximately 1.0 standard deviation.

Overall scoring patterns in New York State remained largely unchanged, with black and Hispanic students making small proficiency gains but remaining at least 20 percentage points behind white test - takers.

Even though the achievement gap has not narrowed — black youngsters now score on NAEP where white fourth graders did several decades ago — are not the black student achievement gains evidence that, when teachers know what to do, they do it?

This is consistent with the notion that the apparent achievement gains associated with having a black teacher reflect in part the relatively low quality of white teachers who work in more disadvantaged schools and in schools with large populations of African - American students.

However ~ NAEP shows minimalto - no improvement for these students ~ and some losses; whats more ~ white and Hispanic students scores fell by 3 points ~ and black students scores stayed the same ~ so only the influx of new wealthier students with higher scores could account for the small overall gain.

Due to Simpson's Paradox, where the size of the group can mask aggregated data, the scores of white students, black students, and Hispanic students all gained more than the national average.

· In fourth - grade reading, DCPS's non-poor students again had the largest gains compared to their peers in all cities, and white students had the fifth - biggest gains.

As Paul Peterson recently pointed out in the Wall Street Journal (August 7, 2013), between 1999 and 2008, on the NAEP, white nine - year - olds gained 11 points in math, African American students gained 13 points, and Hispanic student performance improved by 21 points.

To get specific: In Chicago Public Schools ~ white and Asian students made minor gains on NAEP in reading between 2003 and 2009 ~ but Hispanic students gained little and blacks gained nothing ~ so the achievement gap widened between whites and minorities at the fourth and eighth grade levels.

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In Florida, for example, where MCT graduation requirements gained a great deal of attention, test results revealed gains for low - achieving students but differential passing rates for African American, Hispanic, and white students.

For instance, between the early 1970s and 2008, reading scores for 9 - year - olds rose by 14 points for white students, 34 points for African American students, and 25 points for Latino students — more in every case than the average gain of 12 points for 9 - year - olds overall.

Despite gains in achievement, African American and Latino students still score significantly lower in the aggregate than white students.

Gains continued to accelerate, and by three years after funding, the typical SIG school in Massachusetts had seen student achievement improve by 0.4 to 0.5 standard deviations: roughly half of the achievement gap between African American and white students.

When you break the test scores down by ethnicity and weight them by their percentage of the student population, it's interesting to see how both white and Hispanic test gains contributed more to the average score than black gains.

White, African American, and Latino students all scored higher on those NAEP tests than did students from the same racial and ethnic groups in the 1970s, but African American and Latino students made greater gains than white studWhite, African American, and Latino students all scored higher on those NAEP tests than did students from the same racial and ethnic groups in the 1970s, but African American and Latino students made greater gains than white studwhite students.

The four - year trend included 1 percentage - point gains in math proficiency for multiracial and white students and for English language learners, to 44 percent, 69 percent and 29 percent, respectively.

Maryland's public school students made greater gains on a national standardized test than their peers in nearly every other state, although the achievement gap between white and minority students persists.

The report says that students have made significant gains in math and reading since the passage of NCLB; and achievement gaps between white and minority students have closed somewhat since 2002.

Alonso said the improvement among white students somewhat masks the great gains made by minorities.

The researchers didn't find great gains for high - achieving white students.

Twenty - one percent of Latino students read at the highest levels on NAEP in 2015 (a one point increase over 2013 and a six point gain over 2002); 21 percent of Native students read at Proficient and Advanced levels (unchanged from two years ago, and a one point decline over 2002); 36 percent of white students read at Proficient and Advanced (unchanged from 2013, but five points higher than in 2002); and 54 percent of Asian students read at the highest levels on NAEP (two points higher than two years ago, and 17 points higher than in 2002).

Both white and minority children in Connecticut's magnet schools showed stronger connections to their peers of other races than students in their home districts, and city students made greater academic gains than students in non-magnet city schools, Casey Cobb and a team of colleagues found in this research commissioned by the state of Connecticut.

While Latino students have been making slow, steady gains on most subjects on NAEP (16 points on eighth - grade reading since 2003) the Latino - white gaps continue to range between 24 to 30 points.

The gains for Hispanic students (five points) and black students (three points) were greater than those for white students (one point), narrowing the score gap among the groups from 2009.

However, Superintendent John White says the reporting system does not fully reflect the gains made by many schools that are making great progress, particularly with low - achieving students.

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

Graduations Up, Dropouts Down in LAUSD, Statewide High school graduation rates for Los Angeles Unified and districts across California increased last year, with Latino students showing larger gains than their white and Asian classmates, the state Department of Education said Tuesday.

- Black students in charter schools gained the equivalent of 33 fewer days of learning in reading and 30 fewer days in math than their counterparts in non-charter schools - Latino students in charter schools gained the equivalent of 30 fewer days in reading but 21 more days in math - Asian students in charter schools gained the equivalent of 75 fewer days in reading and 53 fewer days in math - White students in charter schools gained the equivalent of 107 fewer days in reading but 9 more days in math

«The magnitude of the test - score gains from one year are equivalent to 10 percent to 20 percent of the achievement gap between minority and white students,» reads the report.

African - American and white fourth - grade students scored the highest gains in mathematics for their age group when compared with the other districts surveyed.

While there were no significant overall gains among students of other ethnic groups, black students in their second year of private - school attendance improved their test scores by 6.3 percentile points — a striking advance at a time when schools around the country are trying to close a persistent gap between scores of white and black students.

Another thorny issue is demographics: Some critics charge that any documented learning gains can be attributed to the increase in white, affluent students who now enroll in DCPS.

White told reporters that the East Baton Rouge Parish school system showed big gains among black and low - income students earning AP credit.