Sentences with phrase «white students scored»

The only other ethnic group difference was that White students scored lower than Latinos on physical aggression.

Meanwhile, 56 percent of white students scored proficient in reading on the tests and 63 percent in math.

Among black students with similar socioeconomic backgrounds, those who attended an integrated school with more white students scored higher.

• While 83.4 percent of white students scored proficient or advanced in math, that number was 78.1 percent for Asian students, 63.6 percent for American Indian students, 61.9 percent for Hispanic students, and 46.4 percent for black students.

White students scored in the higher ranges at twice that rate.

• In reading, 87 percent of white students scored proficient or advanced, compared to 75.6 percent for Asian students, 71.4 percent for American Indian students, 66.3 percent for Hispanic students and 57.6 percent for black students.

While 38 percent of white students scored proficient on the math test, only 15 percent of African American students did, and 18 percent of Hispanics.

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.

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.

Not surprisingly, the more teachers believed they could make a difference, the better both black and white students scored on achievement tests.

Perhaps it's because white students score higher on achievement tests and graduate at substantially higher rates that many of the loudest voices in this debate aren't troubled by asking for patience and time to get things exactly right before proceeding.

While there is about a 12 percent relative increase in white students scoring above 1100 on the SAT and above 24 on the ACT, there is a 50 percent relative increase for Hispanics, and an 80 percent relative increase for black students.

The difference between the percentage of National School Lunch Program eligible White students scoring Proficient and Above on the NAEP mathematics assessment and those from more prosperous families scoring at that level was 31 points.

Since white students score higher than black students on average, let's say that the average white score is 100, while the average score for black students is 80.

Notice in my example that the average score of black students lies at the same point in the white distribution in both the 5th and the 8th grades: around 75 percent of white students score higher than the average black student in both grades.

Note (BOTTOM CHART): We calculate the percentage gap by subtracting EL and economically disadvantaged students scores from white student scores and dividing by white students» scores.

But what we continue to see in DC is that white students score well above both national and urban district averages for their race; black, Hispanic and poor children score well below national averages for their races and classes.

White students score at Proficient or above 46 percent of the time; black New York State students reach Proficient or above 18 percent of the time.

Not exact matches

In fact, the researchers report that «if similar success could be achieved for all minority students nationwide, it could close the gap between white and minority test scores by at least a third, possibly by more than half.»

6,687 students 623 classroom teachers 10 schools (one high school, two junior highs, seven elementary) $ 188.8 million 2010 - 11 budget 1 % of students need free or reduced price lunches 97 % students are white or Asian (3 % black or Latino) 83 % of third - graders scored proficient or higher on this year's state's English test; 90 % on math exam.

The research also finds that black students are 54 percent less likely than white students to be identified as eligible for gifted - education services after adjusting for the students» previous scores on standardized tests, demographic factors, and school and teacher characteristics.

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.

Although white students comprised 55 % of the representative sample of 122,000 middle school students who took portions of the test, they make up 76 % of those scoring above 176.

Among students with the highest test scores, the team did find that white boys outnumbered white girls by about two to one.

On my worst day, knowing that I can walk into my lab full of vibrant, intelligent, creative and eager students who may be playing music (while being productive) or introducing me to new slang such as «rekt» (wrecked or destroyed) while keeping score of their rekt assailants on the white board, will make me smile.

Using the national standard deviation to scale all scores, the effect of attending a private school on black students is only one - fifth to one - quarter as large as the black - white gap.

For instance, in an April 28, 2004, column, Winerip described a school in Florida as unfairly penalized by NCLB, but he failed to mention that the school reported low overall test scores and had significant achievement gaps between white and minority students.

Over the past few years, the districts profiled in the report — the Houston Independent School District, the Sacramento City Unified School District, the Charlotte - Mecklenburg school system in North Carolina, and the Chancellor's District in New York City, a special 25,000 - student district of low - performing schools — have improved test scores and narrowed achievement gaps between minority and white students.

Calling it the Bieber Challenge ~ I hung a poster of the celebrity on my white board an told my students that everytime they scored a 90 percent or higher class average on a test ~ I would tear a piece of the poster down.

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.

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.

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.

And of the students who score well on the PSAT / NMSQT, indicating a 70 percent likelihood of thriving in an AP course, of those students, six out of ten Asians will take an AP course, [compared with] four out of ten white students and two out of ten African American students... In other words there is a racial break among kids who could achieve at a high level and are being propelled into more challenging academic experiences; that data needs to be understood.

For every 10 percentage point rise in the share of their class that is black, black students» reading scores fall by 0.250 points, Hispanic students» reading scores fall by 0.098 points, and white students» reading scores fall by 0.062 points.

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.

Compared with the average white student, the average black student scored 3.6 points lower; the average Hispanic student, 2.9 points lower; the average Asian student, 0.7 points higher; and the average Native American student, 1.5 points lower.

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 negative effect of black students on white students» own scores is largest in cohorts that are at least 33 percent black.

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.

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.

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.

At the 8th - grade level, 54 percent of black students scored at or above basic, compared with 83 percent of white students.

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 students.

For example, from 1990 to 2007, black students» scale scores increased 34 points on the NAEP 4th - grade mathematics tests (compared with a 28 - point increase for whites), and the black - white achievement gap declined from 32 to 26 points during this period.

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 distribution.

On the 2003 National Assessment of Educational Progress, just 40 percent of black 4th graders scored at or above the «basic» level in reading, compared with 75 percent of white students.

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.

Adding one troubled peer to a classroom of 20 students reduces white boys» reading and math scores by 1.6 percentile points and black boys» reading and math scores by 0.9 percentile points (the effects on girls are negligible).

Rotherham also did some checking and found out that while Winerip blames immigrant students for the poor scores at the school, «scores are no great shakes for white regular education students» either.