And on virtually every international
assessment of academic proficiency, American secondary school students» performance varies from mediocre to poor.»
Not exact matches
The new law also requires states to use, as part
of their rating systems, an indicator
of academic achievement «as measured by
proficiency on the annual
assessments.»
Designed to raise student
proficiencies so the United States can better compete in a global market, the standards were drafted in 2009 by a group
of academics and
assessment specialists at the request
of the National Governors Association and the Council
of Chief State School Officers.
But the actual establishment
of academic standards, the establishment
of proficiency cut scores, how states define those things, and the matching
of standards with
assessments, thats all state business.
ESSA requires state accountability systems to include an indicator
of academic achievement «as measured by
proficiency on the annual
assessments.»
The plan sets a target
of 66 %
of working - age New Mexicans earning a college degree or post-secondary credential by the year 2030 — a rigorous goal given the current attainment rate
of 45 %.1 The plan also sets a vision for New Mexico to be the fastest growing state in the nation when it comes to student outcomes, with a goal to increase the percentage
of students who demonstrate readiness to more than 60 % on the state English language arts (ELA) and math
assessments.2 These efforts are significant considering New Mexico's historically lower student
academic proficiency rates compared to other states and to national averages3, and demonstrate how leaders are driving a sense
of urgency to improve.
The Act (Section 1111 (c)(4)(B)(i)(I)-RRB- requires states to use an indicator
of academic achievement that «measures
proficiency on the statewide
assessments in reading / language arts and mathematics.»
ESSA in § 1111 (c)(4)(B)(i)(I) requires states to use an indicator
of academic achievement that «measures
proficiency on the statewide
assessments in reading / language arts and mathematics.»
The bill replaces AYP standards with a requirement for states to annually measure all students and individual subgroups by: (1)
academic achievement as measured by state
assessments; (2) for high schools, graduation rates; (3) for schools that are not high schools, a measure
of student growth or another valid and reliable statewide indicator; (4) if applicable, progress in achieving English
proficiency by English learners; and (5) at least one additional valid and reliable statewide indicator that allows for meaningful differentiation in school performance.
In an age
of over-testing and misguided dependence on standardized scores as the primary gauge
of academic proficiency, our teaching roots call us back to more authentic
assessments, which begin with authentic learning.
The state English language
proficiency assessment must align to Pennsylvania's academic standards and the PA English Language Proficiency Standards (ELPS) and must measure progress and / or attainment of English for each language domain, i.e. reading, writing, speaking, and
proficiency assessment must align to Pennsylvania's
academic standards and the PA English Language
Proficiency Standards (ELPS) and must measure progress and / or attainment of English for each language domain, i.e. reading, writing, speaking, and
Proficiency Standards (ELPS) and must measure progress and / or attainment
of English for each language domain, i.e. reading, writing, speaking, and listening.
The first makes state
assessment data comparable by adjusting
proficiency rates based on the discrepancy between how well low - income students performed on The National
Assessment of Academic Progress (NAEP) in each state compared to how well low - income students performed on their own state exam.
Arizona's ESSA plan proposes using both
proficiency and growth on the state
assessment as
academic indicators
of success.
The EL collaborative explores issues
of policy implementation, particularly focusing on college - and career - ready
academic standards and state English Language
Proficiency (ELP) standards, their aligned
assessment and accountability systems, and state policies that affect instruction, curriculum, professional supports and leadership for ELs.
According to the U.S. Department
of Education, the purpose
of Title 1 funding, «is to ensure that all children have a fair, equal, and significant opportunity to obtain a high quality education and reach, at minimum,
proficiency on challenging state
academic achievement standards and state
academic assessments.»
The purpose
of Title I is to ensure that every student has access to an equal, fair, and high - quality education that meets, at a minimum,
proficiency on challenging state
academic achievement standards and
assessments.
Courses will examine first and second language development; second language literacy development,
assessment, and instruction; successful approaches to assessing and teaching oral language and content skills including designs for differentiating instruction according to students» levels
of language
proficiency; and the multiple factors that influence
academic achievement among this student population.
She has authored and coauthored several books on language
proficiency standards,
academic language in diverse classrooms,
assessment and accountability, common language
assessment, and
assessment of English language learners.
Academic and engagement - related indicators
of readiness include student performance with respect to attendance, credit accumulation, course performance (grade point average and demonstration
of proficiencies in context), performance on summative
assessments, competitive course - taking patterns (Advanced Placement [AP], International Baccalaureate [IB], and career technical education options), and course completion.
The purpose
of Title I is to ensure that all children have a fair, equal, and significant opportunity to obtain a high - quality education and reach, at a minimum,
proficiency on the challenging Common Core State Standards and state
academic assessments.
Other measures
of reading
proficiency that are already in place in North Carolina classrooms and were submitted as alternative
assessments to meet the Read to Achieve requirements include the Discovery Education Reading / Language arts
assessment, Measures
of Academic Progress (MAP)
assessments, and ClassScape, among many others.
The Efficacy Institute approach is built on three elements: building consensus on clear targets for
academic proficiency; building belief among teachers, parents, and children themselves that
proficiency standards can be achieved; and then building a continuous stream
of feedback from student
assessments to drive changes in curriculum and instructional strategy.
The purpose
of Title I, Part A Improving the
Academic Achievement of the Disadvantaged is to ensure that all children have a fair, equal, and significant opportunity to obtain a high - quality education and reach proficiency on challenging state academic achievement standards and asse
Academic Achievement
of the Disadvantaged is to ensure that all children have a fair, equal, and significant opportunity to obtain a high - quality education and reach
proficiency on challenging state
academic achievement standards and asse
academic achievement standards and
assessments.