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Friday, April 24, 2020 | History

2 edition of First-graders" achievement in top and bottom schools found in the catalog.

First-graders" achievement in top and bottom schools

First-graders" achievement in top and bottom schools

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  • 26 Currently reading

Published by U.S. Dept. of Education, Office of Educational Research and Improvement, Educational Resources Information Center in [Washington, DC] .
Written in English

    Subjects:
  • First grade (Education) -- United States -- Statistics.,
  • Academic achievement -- United States -- Statistics.

  • Edition Notes

    Other titlesFirst graders" achievement in top and bottom schools
    StatementNational Center for Education Statistics.
    GenreStatistics.
    SeriesIssue brief, Issue brief (National Center for Education Statistics)
    ContributionsEducational Resources Information Center (U.S.)
    The Physical Object
    FormatMicroform
    Pagination1 v.
    ID Numbers
    Open LibraryOL17128609M


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First-graders" achievement in top and bottom schools Download PDF EPUB FB2

First-graders' achievement in top and bottom schools. [Washington, DC]: National Center for Education Statistics, (OCoLC) Material Type: Government publication, National government publication: Document Type: Book: All Authors / Contributors: John H Ralph; National Center for Education Statistics.

Each of the four approaches show large differences in reading and mathematics achievement at the end of first grade between students in the top and bottom schools.

Data on family educational and economic backgrounds also show great differences between the top school students and bottom school by: 1. Perhaps more striking, the average first-grader in the top schools has achievement exceeding 88–89 percent of the first-graders in the bottom schools, while the average student in the bottom schools exceeds 7–9 percent of the students in the top schools (table 2, lines 3 and 4).

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First-Graders' Achievement in Top and Bottom Schools Most people First-graders achievement in top and bottom schools book that schools differ widely from one another in their students' achievement, but little is known about the magnitude of these differences, particularly at the early grades of schooling.

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Latest Updates. For the seven schools, matched pairs were created based on school-wide percentages of children qualifying for free or reduced price lunch (FARL), Reading First status, and third grade school mean performance on the Florida Comprehensive Achievement Test (FCAT), the state-mandated test of reading (see Table 2).

Because we had an odd number of Cited by: Structure Book opens top to bottom (both story structure or form of piece) Language Demands and Conventions (including vocabulary load and sentence structure) Knowledge Demands (life, content, cultural/literary) Levels of Meaning/Purpose Once upon a time (story) Sequential Causal and Problem Solution Vocabulary load (business partners.

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