Sentences with phrase «white students in math»

In the 2013 - 14 school year, about 9 percent of Memorial's black students tested proficient in math and 13 percent in reading, compared to 46 percent of white students in math and 51 percent in reading.

Not exact matches

Standardized test results for the last school year showed slight growth at the state and local levels in both English and math, and a slight narrowing of the gap between black and Hispanic public school students and their white peers.

Performance gaps between black and Latino students and their white and Asian counterparts remained wide — some 30 points in ELA and even more in math.

Scott Kelly and his crewmates «will carry out hundreds of research experiments and work on cutting - edge technology development that will inspire students here at home in science, technology, engineering and math,» the White House statement says.

A 2010 study by Mark Berends and Roberto Penaloza of longitudinal data over 30 years demonstrates a relationship between increasing segregation of black and Latino students and growth in math achievement gaps between these groups and white students.

For example, Florida State University's 2017 study of the Florida Tax Credit Scholarship Program found that participants were four percentage points less likely to be white, one percentage point more likely to qualify for free lunch, and had prior math and reading scores that were two to four percentile points lower than eligible students that did not participate in the choice program.

Examining longer - term effects, however, the study's authors found that double - dosed students» scores on the math portion of the ACT (taken in the spring of 11th grade) were 0.15 standard deviations higher, the equivalent of closing roughly 15 % of the black - white achievement gap.

Fifth - grade lead teacher Joshua White looks at student performance on each «strand» of standards in reading, writing, and math, both within his own class and across the grade.

Included in this festive Christmas math center set are: • 5 Level 1 task cards (easiest) • 5 Level 2 task cards (medium) • 3 Level 3 task cards (challenge) • Recording sheet • Student and teacher instructions • A bonus no prep multi-step problem solving challenge page • Full answer key All color pages are also included in black and white to suit your printing preference!

On the 2017 National Assessment of Educational Progress, Chicago was the sole district to narrow its test - score gap between white students and black students in 4th - grade math compared to 2015.

Rhode Island's basic profile had changed little by the time U.S. Secretary of Education Arne Duncan told a crowd of Rhode Island stakeholders in late 2011, «In math, Rhode Island's white students trail Iceland, Estonia, Sloveniin late 2011, «In math, Rhode Island's white students trail Iceland, Estonia, SloveniIn math, Rhode Island's white students trail Iceland, Estonia, Slovenia.

A translation of the results finds that being surrounded by peers who score 1 point lower on average has the following effects: it lowers a Hispanic student's own score by 0.439 points in reading and 0.587 points in math, and it lowers a white student's own score by 0.176 points in math.

Maryland, New Jersey, and Texas are the other states in which a majority of white students is proficient in math.

Given recent school - related political conflicts in Wisconsin, it is of interest that only 42 percent of that state's white students are proficient in math, a rate no better than the nation as a whole.

Given recent school - related political conflicts in Wisconsin, it is of interest that only 42 percent of that state's white students are proficient in math, a rate no better than the national average.

A translation of the results shows that being surrounded by peers who score 1 point lower on average has the following effects: it lowers a black student's own score by 0.676 points in reading and 0.402 points in math; it lowers a Hispanic student's own score by 0.266 points in reading and 0.185 points in math; and it lowers a white student's own score by 0.168 points in reading and 0.092 points in math.

«The 42 percent math proficiency rate for U.S. white students trails behind all students in 17 other countries, among them Korea, Japan, Finland, Germany, Belgium, and Canada,» Peterson noted.

For the same 10 percentage point change in the share of their class that is black, black students» math scores fall by 0.186 points, Hispanic students» math scores fall by 0.086 points, and white students» reading scores fall by 0.043 points.

While the 42 percent rate of math proficiency for U.S. white students is much higher than the averages for students from African American and Hispanic backgrounds, U.S. white students are still surpassed by all students in 16 other countries.

In reading, Rhode Island's white students trail Australia, Canada, and Belgium... Rhode Island's white students trail their counterparts in 37 states in math, and in reading, white students here trail their counterparts in 33 states.&raquIn reading, Rhode Island's white students trail Australia, Canada, and Belgium... Rhode Island's white students trail their counterparts in 37 states in math, and in reading, white students here trail their counterparts in 33 states.&raquin 37 states in math, and in reading, white students here trail their counterparts in 33 states.&raquin math, and in reading, white students here trail their counterparts in 33 states.&raquin reading, white students here trail their counterparts in 33 states.&raquin 33 states.»

Black, Hispanic, and white 3rd graders all tend to perform worse in reading and math when they are in classes that have a larger share of black students.

While 42 percent of white students and 50 percent of students from Asian and Pacific Islands backgrounds were identified as proficient in math, only 11 percent of African American students, 15 percent of Hispanic students, and 16 percent of Native Americans were so identified.

While 42 percent of white students were identified as proficient in math, only 11 percent of African American students, 15 percent of Hispanic students, and 16 percent of Native Americans were so identified.

In math, the size of the gap has fallen nationally by 0.2 standard deviations, but that still leaves the average black 12th - grade student at only the 19th percentile of the white distribution.

In both math and reading, the national test - score gap in 1965 was 1.1 standard deviations, implying that the average black 12th grader placed at the 13th percentile of the score distribution for white studentIn both math and reading, the national test - score gap in 1965 was 1.1 standard deviations, implying that the average black 12th grader placed at the 13th percentile of the score distribution for white studentin 1965 was 1.1 standard deviations, implying that the average black 12th grader placed at the 13th percentile of the score distribution for white students.

In reading, the achievement gap has improved slightly more than in math (0.3 standard deviations), but after a half century, the average black student scores at just the 22nd percentile of the white distributioIn reading, the achievement gap has improved slightly more than in math (0.3 standard deviations), but after a half century, the average black student scores at just the 22nd percentile of the white distributioin math (0.3 standard deviations), but after a half century, the average black student scores at just the 22nd percentile of the white distribution.

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

Contents Include: - 43 Activities - 2 Full Color Menus - 2 Black - and - White Versions of the Menus for easy printing Give students an opportunity to practice using math in real - life situations.

In both reading and math, while the absolute performance of white students in Houston is higher than that of Hispanics and African - Americans, it is clear that the upward trend in performance for minority students in Houston is steeper than that of whiteIn both reading and math, while the absolute performance of white students in Houston is higher than that of Hispanics and African - Americans, it is clear that the upward trend in performance for minority students in Houston is steeper than that of whitein Houston is higher than that of Hispanics and African - Americans, it is clear that the upward trend in performance for minority students in Houston is steeper than that of whitein performance for minority students in Houston is steeper than that of whitein Houston is steeper than that of whites.

Students write a brief paragraph explaining the math processes they used to figure the total number of listings in the White Pages of the local phone book.

According to Florida's Annual Measure of Objectives [Excel file], in 2014, 70 percent of white students scored satisfactory or above in both reading and math while among black students, 39 percent scored satisfactoty or above in reading and 43 percent scored satisfactory or above in math.

According to the Program for International Student Assessment (PISA), there are more than a dozen other nations where, by the time children reach 15, math problem - solving scores are higher than for white students in the United States.

African American students advanced from the bottom quarter of Chicago's test score distribution for white students to the 46th percentile in reading and math, essentially closing the racial achievement gap.

The results are quite surprising: after adjusting the data for the effects of only a few observable characteristics, the black - white test - score gap in math and reading for students entering kindergarten essentially disappeared.

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.

But once the data are adjusted for the effects of the key background characteristics identified above, black students appear to lose much more ground than they do in the raw averages, falling 0.16 standard deviations in math and 0.19 standard deviations in reading relative to white students (see Figure 1).

Among the students in the city's third through eighth grades, 40 percent of black students and 46 percent of Hispanic students met state standards in math, compared with 75 percent of white students and 82 percent of Asian students.

In a ninth - grade math class, about half of the 17 students were asleep with their heads resting on their desks as a teacher flashed slides on a white screen that detailed how to use the distributive property to simplify and evaluate expressions.

Overall, non-Hispanic white students scored 0.27 standard deviations above the average on the math exam in the fall of kindergarten, while black students fell 0.36 standard deviations below the average, yielding a raw black - white gap of 0.63 standard deviations.

If black students in the sample continue to lose ground through 9th grade at the rate experienced in the first two years of school, they will lag behind white students on average by a full standard deviation in raw math and reading scores and by more than two - thirds of a standard deviation in math even after controlling for observable characteristics (the gap would be substantially smaller in reading).

For example, among eighth - grade ELL students in Florida, about 30 % score at or above the proficient level in math if they attend a middle school that has a minimum threshold number of white students.

Read a recent white paper that explains how individualized learning can help students excel in math.

Asian students have generally performed better than white students on state math tests in the city, and about the same on English tests.

• With few exceptions, students eligible for free and reduced - priced lunch and students of color in the cities were less likely than white students to enroll in high - scoring elementary and middle schools, take advanced math courses, and take a college entrance exam.

Recent results on our Nation's Report Card (the National Assessment of Educational Progress, or NAEP), for example, tell us that during the NCLB era, student achievement in reading and math improved for African American, Hispanic, and white students alike, and achievement gaps among these groups narrowed.

In both reading and math, the U.S. produces about the same number of low - achieving white students as low - achieving black students.

Again using the more reliable within - cohort comparisons, Jacobsen and his colleagues found that in both math and reading a black - white gap was virtually always present, even for students whose scores were similar just one or two years earlier.

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.

NAEP performances of both black and white students in 8th grade fell by one point in math and rose by just 2 points in reading between 2009 and 2015.

These patterns suggest that increasing exposure to black teachers is beneficial at best and neutral at worst for all students in terms of discipline, and that increasing teacher diversity while keeping teacher quality constant would have a modest positive effect on the reading achievement of black students while having an opposite effect on the math achievement of white students.