Sentences with phrase «whose math scores»

It is important to note that in cases where core math instruction needs to be strengthened, additional efforts to assist those students whose math scores are the weakest are still necessary.

If the translated effects were taken literally, one would conclude that being surrounded by peers whose math scores were on average 1 point higher would raise a student's own score by 1.7 to 6.8 points, depending on the grade.

Not exact matches

Across the academic spectrum, «over half of the STEM degrees went to students whose [SAT math] scores put them in the top third of their class; those in the bottom third earned about one - sixth of the degrees,» Sander and Taylor continue.

They concluded that students who were allowed additional time on the entire exam would have scored no more than 10 points higher in verbal and 20 points higher in math, though there was no advantage whatsoever among students whose overall score in math was lower than 400.

And building test - score - based student achievement into teacher evaluations, while (in my view) legitimate for some teachers, has led to crazy arrangements for many teachers whose performance can not be properly linked to reading and math scores in grades 3 — 8.

Among students assigned to different teachers with the same Overall Classroom Practices score, math achievement will grow more for students whose teacher is better than his peers at classroom management (i.e., has a higher score on our Classroom Management vs. Instructional Practices measure).

Students in schools whose principals reported that teachers had primary responsibility for determining the school budget scored 13 points worse in math, 5 in science.

Student math achievement was 0.09 standard deviations higher for teachers whose overall evaluation score was 1 standard deviation higher (the estimate for reading was 0.08).

Think of the 7th grade math teachers with modest student test scores whose extra work ensures that their students excel in algebra two years later.

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.

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.

Carr attributed the lack of an increase in national reading scores and a decline of two points in math since 2013 to declining performance of the lowest performers --- those whose scores fall within the bottom 25 percent of students.

Asian and white student whose families have money score twice as high in math as black students from similar economic backgrounds.

The Times reported that students with teachers rated in the top 10 percent for effectiveness had scores averaging 17 percentile points higher in English and 25 points higher in math than students whose teachers were in the bottom 10 percent.

There were no differences in math test scores among students whose parents had low math anxiety, and no differences in reading achievement for parents with different levels of math anxiety.

This includes the ever - woeful South Carolina, whose reading and math proficiency targets declined from an A to a D +, according to Education Next «s analysis; the Palmetto State claimed that 54.9 percent of fourth - graders scored «exemplary» or its version of proficient and advanced levels in 2011, even though NAEP shows that only 36 percent of fourth - graders were performing that well.

Mississippi ranks near the bottom among all states in a number of markers including children ages 1 through 5 whose families read to them more than 3 days a week, fourth - and eighth - grade reading and math levels, on - time high - school graduation and average composite ACT scores.

Great Neck's Superintendent of Schools at the time she filed the lawsuit, Thomas Dolan, described her as a «highly regarded as an educator» with «a flawless record,» whose students consistently scored above the state average on standardized math and English tests.

State accountability systems that emphasize minimum proficiency and teacher evaluation systems that focus monomaniacally on improving reading and math scores have the effect of marginalizing those students whose families have taken care to read to them and do math problems with them — and who look to schools for more.

The pilots were also the first test case of the state's use of student test scores as part of the ratings for teachers whose students take the state's language arts and math tests, roughly about a sixth of the total.

In follow - up surveys from the earliest cohorts of the program, principals reported that nearly 9 in 10 iTeachAZ graduates scored «effective» or «highly effective» on their evaluation and that the achievement scores of graduates were significantly higher in both reading and math than those of students whose teachers graduated from other programs.60