Sentences with phrase «yearly progress data»

«School Librarian Staffing Levels and Student Achievement as Represented in 2006 — 2009 Kansas Annual Yearly Progress Data», American Association of School Librarians.

«School Librarian Staffing Levels and Student Achievement as Represented in 2006 — 2009 Kansas Annual Yearly Progress Data.»

Not exact matches

While it's fashionable to laugh at adequate yearly progress, and say, «Oh my God, this is all bean counting,» there's a powerful engine of data behind all of this.

While many principals extol the benefits of using student achievement data as a diagnostic tool, officials downtown remain deeply suspicious of the longer - term consequences that will accompany repeated failures to make adequate yearly progress.

In public schools, charter schools or school districts with fewer than 30 students subject to an accountability performance criterion set forth in paragraphs (14) and (15) of this subdivision, the commissioner shall use the weighted average of the current and prior school year's performance data for that criterion in order to make a determination of adequate yearly progress.

We obtained student achievement data for literacy (reading or language arts) and mathematics from scores on the states «tests for measuring Adequate Yearly Progress (AYP) mandated by the No Child Left Behind Act of 2002 (NCLB).

After analyzing student outcome data and comparing current student performance with annual yearly progress benchmarks for student achievement, the leadership team agrees that there are significant differences in outcomes among students of diverse racial, ethnic, cultural and linguistic backgrounds unrelated to socioeconomic status???.

These data, says the report, attest to the influence of No Child Left Behind and its requirements that schools make adequate yearly progress in math, reading, and — beginning in 2007 — science.

In this case, outputs would be test scores and adequate yearly progress (AYP) data.

Review progress in differentiation at least yearly through student, parent, and staff surveys as well as other data that shows that students are progressing at a level commensurate with their ability.

As Dropout Nation has noted ad nauseam, few of the accountability systems allowed to replace No Child's Adequate Yearly Progress provision are worthy of the name; far too many of them, including the A-to-F grading systems put into place by such states as New Mexico (as well as subterfuges that group all poor and minority students into one super-subgroup) do little to provide data families, policymakers, teachers, and school leaders need to help all students get high - quality education.

Numerous provisions contained in S. 1177 represent a huge step forward from current legislation: the elimination of adequate yearly progress and the 100 percent proficiency requirements, tempering the test - and - punish provisions of No Child Left Behind; the continued requirement of disaggregated subgroup data; removal of the unworkable school turnaround models required under the School Improvement Grant and Race to the Top programs; clarification of the term school leader as the principal of an elementary, middle or high school; inclusion of the use of Title II funds for a «School Leadership Residency Program»; activities to improve the recruitment, preparation, placement, support, and retention of effective principals and school leaders in high - need schools; and the allowable use of Title II funds to develop induction and mentoring programs that are designed to improve school leadership and provide opportunities for mentor principals and other educators who are experienced and effective.

By eviscerating No Child's Adequate Yearly Progress provisions, the administration also takes away real data on school performance, making it more difficult for families from being the lead decision - makers reformers need in order for overhauls to gain traction, and complicating the activities of researchers (including those doing state - by - state comparisons).

By considering subgroup performance data from 2001 - 2004, the research team sought to determine which schools, including those not making Adequate Yearly Progress, were, in fact, making significant progress toward closing Progress, were, in fact, making significant progress toward closing progress toward closing the gap.

You might want to check out Ed - Data, which is managed by the Education Data Partnership and recently uploaded 2011 — 2012 Academic Performance Index (API) and Adequate Yearly Progress (AYP) scores for school districts across the state.

In Fairfax County, Dr. Eller helped transform a school that was not making adequate yearly progress, had low SES, and a high minority population through the implementation of professional learning communities, the use of data, and the refinement of teaching and learning strategies.

Dr. Gandhi has recently served as the data director for the Special Education Component of the Audit of the Written, Taught, and Tested Curriculum for New York State, in which she oversaw the collection and analysis of data in districts that were under corrective action with the state due to failure to make Adequate Yearly Progress (AYP) due to the performance of students with disabilities.

Second, the letter notes that a school must fail to show Adequate Yearly Progress (AYP), but the district letter states that 20th Street has in fact improved, based on state data released in December.

The problem is that those data are currently being used to issue school report cards, to calculate adequate yearly progress — and not to evaluate programs and policies.

In 2001 - 03, the state began collecting data to report Adequate Yearly Progress (AYP) under No Child Left Behind, with a goal of 100 % proficiency by 2013 - 2014.

However, Obama wants to replace the federal adequate yearly progress system with state - developed accountability models, while Romney wants to arm parents with data and choices so that they, as education consumers, can hold schools accountable.

By eviscerating No Child's Adequate Yearly Progress provisions, the administration also takes away real data on school performance, making it more difficult for families from being the lead decision - makers reformers need in order for overhauls to gain traction, and making it more difficult for researchers to do their work.

Finally, we obtained student achievement data for literacy and mathematics in elementary and secondary grades, using scores on the states «tests for measuring Adequate Yearly Progress as mandated by the No Child Left Behind Act of 2002.