Yet the common arithmetic score in the United States was considerably lower than that in Japan. Boys and women begin kindergarten at about the identical level general in arithmetic efficiency. By the end of fifth grade, common boys’ gains are larger than ladies’ by a small margin. With respect to race and ethnicity, common performance gaps already exist in kindergarten and widen throughout the full span of grades. By fifth grade, the typical score for a black student is equal to the typical score for a white third-grader.
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