Sentences with phrase «academic proficiency rates»

Academic data has found that these students often have lower academic proficiency rates than their English - only counterparts and this achievement gaps continues to widen over the course of their academic careers.

Hall said Wednesday that the remaining schools on his list reported «concerning» academic proficiency rates of about 20 percent or lower.

Historically, indicators including academic proficiency rates and graduation rates have widely varying performance from school to school, while indicators such as attendance rates typically have the same performance across all schools.

They found that in middle schools, for example, low - income parents ranked schools higher if they had higher academic proficiency rates - information that was easily available on the MySchoolDC website - but high - income parents tended to rank schools based on their accountability ratings, information that tended to be harder to find.

Similarly, parents of incoming kindergartners were also more likely to rank schools based on academic proficiency rates, while parents of high school students - who likely were more familiar with the school system - more often ranked their school choices based on the accountability ratings.

Holtz said low academic proficiency rates in areas of poverty continue to fester because of a state bureaucracy that bogs down teachers and a status quo mentality at DPI.

California students have benefited, as the state has seen among the highest jumps in academic proficiency rates since the standards were put in place.

Henry specifically cited the achievement school district (ASD) model that Tennessee is using, which allows private charter school operators to take over public schools, fire the teachers and principals, and use their own school management approaches to try to bring students» academic proficiency rates up into the top quartile of the state's public schools.

Once parents could see suspension rates and academic proficiency rates, there was context for parents who previously believed their children were the only ones seen as «the problem» in the classroom.

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.

Not exact matches

Success also outlined its academic goals for all its students in its application, as mandated by SUNY application requirements: the network is aiming for 75 percent proficiency rates for second - year students in both math and English on state tests.

Academic achievement, academic growth, graduation rates as well as graduation - rate growth, English - language proAcademic achievement, academic growth, graduation rates as well as graduation - rate growth, English - language proacademic growth, graduation rates as well as graduation - rate growth, English - language proficiency

Academic proficiency, academic growth (measured by a value table, as well as by double - counting a student who achieved proficiency after falling short the previous year); English - language proficiency; graduatioAcademic proficiency, academic growth (measured by a value table, as well as by double - counting a student who achieved proficiency after falling short the previous year); English - language proficiency; graduatioacademic growth (measured by a value table, as well as by double - counting a student who achieved proficiency after falling short the previous year); English - language proficiency; graduation rates.

Academic achievement, closing achievement gaps, four - year adjusted cohort graduation rates, «speed to proficiency» of English - language learners

A low participation rate will also affect a school's academic proficiency calculation.

Academic achievement, academic growth, English - language proficiency, graduation rate (four - and five - year adjusted cohorAcademic achievement, academic growth, English - language proficiency, graduation rate (four - and five - year adjusted cohoracademic growth, English - language proficiency, graduation rate (four - and five - year adjusted cohort rate).

Academic proficiency; academic growth using student - growth percentiles; English - language proficiency; graduation rate (four - year adjusted cohort rate, but schools can earn additional points added for progress on longerAcademic proficiency; academic growth using student - growth percentiles; English - language proficiency; graduation rate (four - year adjusted cohort rate, but schools can earn additional points added for progress on longeracademic growth using student - growth percentiles; English - language proficiency; graduation rate (four - year adjusted cohort rate, but schools can earn additional points added for progress on longer rates).

Academic achievement, academic progress, graduation rates, progress to English - language proAcademic achievement, academic progress, graduation rates, progress to English - language proacademic progress, graduation rates, progress to English - language proficiency

Academic proficiency, academic growth using value - added measures; graduation rate (four - and five - year cohorts); English - language proAcademic proficiency, academic growth using value - added measures; graduation rate (four - and five - year cohorts); English - language proacademic growth using value - added measures; graduation rate (four - and five - year cohorts); English - language proficiency

Academic achievement, academic growth, closing achievement gaps, four - and five - year adjusted cohort graduation rates, English - language proAcademic achievement, academic growth, closing achievement gaps, four - and five - year adjusted cohort graduation rates, English - language proacademic growth, closing achievement gaps, four - and five - year adjusted cohort graduation rates, English - language proficiency

Academic proficiency, academic growth usingstudent - growth percentiles; English - language proficiency; graduation rate, using both four - year and seven - year cohoAcademic proficiency, academic growth usingstudent - growth percentiles; English - language proficiency; graduation rate, using both four - year and seven - year cohoacademic growth usingstudent - growth percentiles; English - language proficiency; graduation rate, using both four - year and seven - year cohort rates

Academic achievement, academic progress, graduation rates for high schools (including four -, five -, six -, and seven - year graduation rates), English - language proAcademic achievement, academic progress, graduation rates for high schools (including four -, five -, six -, and seven - year graduation rates), English - language proacademic progress, graduation rates for high schools (including four -, five -, six -, and seven - year graduation rates), English - language proficiency

For instance, states might assign separate ratings to each of the five indicator types the law requires: academic achievement, student growth, graduation rates, progress toward English language proficiency, and other indicators of school quality and student success.

They suggested that, rather than measuring academic achievement based on proficiency rates alone, states should either look at scale scores or some sort of an index providing partial credit for getting students to a basic level (and additional credit for getting students to an advanced one).

Academic achievement, academic growth (benchmark assessments), English - language - proficiency, graduation rates using both four - and five - year cohorAcademic achievement, academic growth (benchmark assessments), English - language - proficiency, graduation rates using both four - and five - year cohoracademic growth (benchmark assessments), English - language - proficiency, graduation rates using both four - and five - year cohort rates.

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.»

KKJ: We are proud that our graduation rate of 80 percent is significantly higher than New York City's overall rate of 73 percent, despite our students coming into our schools with lower levels of academic proficiency and higher levels of academic need.

States could also create entirely separate accountability systems for alternative schools, weighting existing measures differently (e.g. placing less emphasis on proficiency and placing more emphasis on academic growth) and using different indicators, such as high school completion rates instead of cohort graduation rates.

Since ESSA requires the use of proficiency rates, one design objective is a combination of measures on academic achievement to reduce both the short - term gaming around «bubble kids» (both real and perceived) and also the long - term incentive to lowball cut - scores for various achievement bands on statewide tests.

Annually measures, for all students and separately for each subgroup of students, the following indicators: Academic achievement (which, for high schools, may include a measure of student growth, at the State's discretion); for elementary and middle schools, a measure of student growth, if determined appropriate by the State, or another valid and reliable statewide academic indicator; for high schools, the four - year adjusted cohort graduation rate and, at the State's discretion, the extended - year adjusted cohort graduation rate; progress in achieving English language proficiency for English learners; and at least one valid, reliable, comparable, statewide indicator of school quality or student succAcademic achievement (which, for high schools, may include a measure of student growth, at the State's discretion); for elementary and middle schools, a measure of student growth, if determined appropriate by the State, or another valid and reliable statewide academic indicator; for high schools, the four - year adjusted cohort graduation rate and, at the State's discretion, the extended - year adjusted cohort graduation rate; progress in achieving English language proficiency for English learners; and at least one valid, reliable, comparable, statewide indicator of school quality or student succacademic indicator; for high schools, the four - year adjusted cohort graduation rate and, at the State's discretion, the extended - year adjusted cohort graduation rate; progress in achieving English language proficiency for English learners; and at least one valid, reliable, comparable, statewide indicator of school quality or student success; and

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.

Establishes a system of meaningfully differentiating all public schools on an annual basis that is based on all indicators in the State's accountability system and that, with respect to achievement, growth or the other academic indicator for elementary and middle schools, graduation rate, and progress in achieving English language proficiency, affords: Substantial weight to each such indicator; and, in the aggregate, much greater weight than is afforded to the indicator or indicators of school quality or student success.

The Every Student Succeeds Act (ESSA) takes a more comprehensive approach to assessing school quality than the No Child Left Behind Act (NCLB), moving beyond NCLB's focus on annual test performance to also consider factors like student academic growth, graduation rates, and rates of proficiency for English language learners.

Targets must be set for student proficiency, student academic growth, English - language proficiency, and, for high schools, high school graduation rates.

States must use the same n - size for all accountability purposes, ensuring that a different n - size can not be selected for including English learners in the English language proficiency indicator than for the Academic Achievement indicator or Graduation Rate indicator.

Our results indicate that citizens» perceptions of the quality of their local schools do in fact reflect the schools» performance as measured by student proficiency rates in core academic subjects.

That's because our friends at the Department of Education read ESSA's language to mean that proficiency rates — and proficiency rates alone — must be the sole measure of «academic achievement.»

When student test scores on the Ohio Academic Assessment indicated that only 33 % of Jones sixth graders were at the minimum state acceptance rates, middle childhood education students at Lourdes College stepped in to volunteer an hour each week to work with the sixth grade students to improve their reading proficiency.

Data in this chart for student enrollment, free - and reduced - priced lunch, 3rd - grade academic proficiency, high school readiness and graduation rates are from the 2013 - 14 school year.

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.

Under the regulation, schools and districts would receive an overall rating of one to five stars as determined by school performance (very low to very high) on multiple indicators — proficiency, a separate academic indicator for science and social studies, growth (elementary and middle school), achievement gap closure, transition readiness, graduation rate (high school) and opportunity and access.

That database shows big drops in proficiency rates in many states as they adopted tests aligned to new academic standards.

The Every Student Succeeds Act (ESSA) requires that each state meaningfully differentiates its schools based at least on the following indicators: Academic achievement; Another academic indicator (growth and / or graduation rates); English Learner Language proficiency; and An indicator of school quality or student success — The indicator of school quality or student success (SQ / SS), should be Read more about What are states using as School Quality and Student Success IndAcademic achievement; Another academic indicator (growth and / or graduation rates); English Learner Language proficiency; and An indicator of school quality or student success — The indicator of school quality or student success (SQ / SS), should be Read more about What are states using as School Quality and Student Success Indacademic indicator (growth and / or graduation rates); English Learner Language proficiency; and An indicator of school quality or student success — The indicator of school quality or student success (SQ / SS), should be Read more about What are states using as School Quality and Student Success Indicators?

The Republican lawmaker also pointed to the massive gaps in academic achievement between white and black students in Madison School District and low reading proficiency rates in Milwaukee schools.

Charter schools are transforming the lives of African American students by helping them unlock their full academic potential, reach grade - level proficiency, and graduate high school at high rates while prepared for college.

Currently, the city hovers at just over 50 % for academic proficiency, with a five - year average growth rate of about 1.6 % per year.

Moreover, if Student A's proficiency rating was already at a cut - score for proficiency, then Student A's academic performance with little growth might dip in the future, perhaps to the third rung or approaching proficiency.

Using publicly available data from the California Department of Education (CDE), the results show that charter schools are making significant gains in narrowing the achievement gap, with African American students consistently earning higher Academic Performance Index (API) scores and proficiency rates statewide in many urban districts and across subjects.

The report cited proficiency rates in reading and math for students in grades 3, 5 and 8, as measured by the Measures of Academic Progress exam, which tests students throughout the school year.

The school is ranked 13th in the state in terms of academic proficiency and growth measurements, graduation rate (96 %) and AP scores.