Sentences with phrase «achievement of academic proficiency»

In MPS, the teachers and leaders are committed to the vision of high expectations for achievement, equal access to high levels of instruction, the achievement of academic proficiency for all students, and the closing of the achievement gap among subgroups within the schools.

Not exact matches

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

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).

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.»

Scenario 3 essentially projects the results of realizing the achievement goals of NCLB — getting all students to a basic level of academic proficiency — but by the year 2025.

ESSA requires state accountability systems to include an indicator of academic achievement «as measured by proficiency on the annual assessments.»

Each of the three academic indicators (achievement, growth, and progress toward English proficiency) must carry «substantial» weight.

The promise of preparing children for academic achievement and upward mobility depends upon a base level of language proficiency.

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.

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.»

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 purpose of Title III is to help ensure that students with limited English proficiency master English and meet the same challenging state academic achievement standards that all children are expected to meet.

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.

The use of mean scores places the focus on improving the academic achievement of all students within a school and not just those whose performance is around the state proficiency cut score (Center for Education Policy, 2011).

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.

As for participation and achievement, the addition of one sport increases the number of students at or above academic proficiency by 0.2 of a percentage point.

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.»

Principal - evaluation systems must be «based in significant part on evidence of improved student academic achievement and growth and student outcomes, including the English language proficiency of English language learner students, and evidence of providing strong instructional leadership and support to teachers and other staff.»

Code § 4.26, declares that Pennsylvania's local education agencies (LEA) must provide a program for each student whose dominant language is not English for the purpose of facilitating the student's achievement of English proficiency and the academic standards.

BART does not discriminate on the basis of race, color, national origin, creed, sex, ethnicity, sexual orientation, mental or physical disability, ancestry, athletic performance, special needs, proficiency in the English language or other language, or prior academic achievement.

It will not be used to discriminate on the basis of race, color, national origin, creed, sex, ethnicity, sexual orientation, mental or physical disability, age, ancestry, athletic performance, special need, proficiency in the English language or a foreign language, or prior academic achievement.

In addition, no person shall be discriminated against in admission to Brooke Charter School or in obtaining the advantages, privileges and access to the courses of study and extracurricular activities offered by the School on the basis of race, sex, color, creed, religion, ethnicity, national origin, ancestry, sexual orientation, gender identity or expression, mental or physical disability, age, ancestry, athletic performance, socioeconomic status, housing status or homelessness, special need, proficiency in the English language or a foreign language, or prior academic achievement, as required by federal and state law, including M.G.L. c. 71, § 89 (l); 603 CMR 1.06 (1); M.G.L. c. 76, § 5 and 603 CMR 26.00: Access to Equal Educational Opportunity.

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.

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?

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.

The primary purpose of Title III is to «help ensure that children who are limited English proficient, including immigrant children and youth, attain English proficiency, develop high levels of academic attainment in English, and meet the same challenging state academic content and student academic achievement standards as all children are expected to meet» (Title III, Part A, Sec. 3102).

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.

Policy Research Report No. 10: Academic Achievement of Elementary Students with Limited English Proficiency in Texas Public Schools.

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.

«The range of academic, workforce and social proficiency achievement students should acquire to successfully transition from high school to skilled employment, advanced military training, an associate degree, bachelor's degree, or technical or industry certification, without the need for remediation.

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.

KIPP: MA does not discriminate on the basis of race, color, national origin, sex, gender identity, ethnicity, sexual orientation, mental or physical disability, age, ancestry, athletic performance, special need, proficiency in the English language or in a foreign language, or prior academic achievement (M.G.L. Chapter 71, Section 89 (m); 603 CMR 1.06 (1).

Research shows young children are wired to learn multiple languages, that the brain is most receptive to language learning in the earliest years of life, and that the home language is central to developing English proficiency and overall academic achievement.

Examples of a standardized achievement tests include the California Achievement Test (CAT); Comprehensive Test of Basic Skills (CTBS), which includes the «Terra Nova»; Iowa Test of Basic Skills (ITBS) and Tests of Academic Proficiency (TAP); Metropolitan Achievement Test (MAT); and Stanford Achievement achievement tests include the California Achievement Test (CAT); Comprehensive Test of Basic Skills (CTBS), which includes the «Terra Nova»; Iowa Test of Basic Skills (ITBS) and Tests of Academic Proficiency (TAP); Metropolitan Achievement Test (MAT); and Stanford Achievement Achievement Test (CAT); Comprehensive Test of Basic Skills (CTBS), which includes the «Terra Nova»; Iowa Test of Basic Skills (ITBS) and Tests of Academic Proficiency (TAP); Metropolitan Achievement Test (MAT); and Stanford Achievement Achievement Test (MAT); and Stanford Achievement Achievement Test (SAT.)

A key mechanism for determining the effectiveness of this proficiency - based system is the use of Education Quality Reviews that incorporate quantitative and qualitative data in five dimensions of school quality: academic achievement, personalization, safety and school climate, high - quality staffing, and financial efficiencies.

(e) The board shall establish the information needed in an application for the approval of a charter school; provided that the application shall include, but not be limited to, a description of: (i) the mission, purpose, innovation and specialized focus of the proposed charter school; (ii) the innovative methods to be used in the charter school and how they differ from the district or districts from which the charter school is expected to enroll students; (iii) the organization of the school by ages of students or grades to be taught, an estimate of the total enrollment of the school and the district or districts from which the school will enroll students; (iv) the method for admission to the charter school; (v) the educational program, instructional methodology and services to be offered to students, including research on how the proposed program may improve the academic performance of the subgroups listed in the recruitment and retention plan; (vi) the school's capacity to address the particular needs of limited English - proficient students, if applicable, to learn English and learn content matter, including the employment of staff that meets the criteria established by the department; (vii) how the school shall involve parents as partners in the education of their children; (viii) the school governance and bylaws; (ix) a proposed arrangement or contract with an organization that shall manage or operate the school, including any proposed or agreed upon payments to such organization; (x) the financial plan for the operation of the school; (xi) the provision of school facilities and pupil transportation; (xii) the number and qualifications of teachers and administrators to be employed; (xiii) procedures for evaluation and professional development for teachers and administrators; (xiv) a statement of equal educational opportunity which shall state that charter schools shall be open to all students, on a space available basis, and shall not discriminate on the basis of race, color, national origin, creed, sex, gender identity, ethnicity, sexual orientation, mental or physical disability, age, ancestry, athletic performance, special need, proficiency in the English language or academic achievement; (xv) a student recruitment and retention plan, including deliberate, specific strategies the school will use to ensure the provision of equal educational opportunity as stated in clause (xiv) and to attract, enroll and retain a student population that, when compared to students in similar grades in schools from which the charter school is expected to enroll students, contains a comparable academic and demographic profile; and (xvi) plans for disseminating successes and innovations of the charter school to other non-charter public schools.

(m) Charter schools shall be open to all students, on a space available basis, and shall not discriminate on the basis of race, color, national origin, creed, sex, gender identity, ethnicity, sexual orientation, mental or physical disability, age, ancestry, athletic performance, special need, or proficiency in the English language or a foreign language or academic achievement.

States are supposed to give separate, «substantial weight» to student achievement, graduation rates, English - language proficiency and another academic indicator, as well as an indicator of school quality or student success.

Non-Discrimination Phoenix does not discriminate on the basis of race, color, creed, sex, national origin, ethnicity, religion, gender identity, sexual orientation, mental or physical disability, age, ancestry, homelessness, special needs, English language proficiency or foreign language proficiency, athletic ability or prior academic achievement.

For a district qualifying under this paragraph whose charter school tuition payments exceed 9 per cent of the school district's net school spending, the board shall only approve an application for the establishment of a commonwealth charter school if an applicant, or a provider with which an applicant proposes to contract, has a record of operating at least 1 school or similar program that demonstrates academic success and organizational viability and serves student populations similar to those the proposed school seeks to serve, from the following categories of students, those: (i) eligible for free lunch; (ii) eligible for reduced price lunch; (iii) that require special education; (iv) limited English - proficient of similar language proficiency level as measured by the Massachusetts English Proficiency Assessment examination; (v) sub-proficient, which shall mean students who have scored in the «needs improvement», «warning» or «failing» categories on the mathematics or English language arts exams of the Massachusetts Comprehensive Assessment System for 2 of the past 3 years or as defined by the department using a similar measurement; (vi) who are designated as at risk of dropping out of school based on predictors determined by the department; (vii) who have dropped out of school; or (viii) other at - risk students who should be targeted to eliminate achievement gaps among different groups oproficiency level as measured by the Massachusetts English Proficiency Assessment examination; (v) sub-proficient, which shall mean students who have scored in the «needs improvement», «warning» or «failing» categories on the mathematics or English language arts exams of the Massachusetts Comprehensive Assessment System for 2 of the past 3 years or as defined by the department using a similar measurement; (vi) who are designated as at risk of dropping out of school based on predictors determined by the department; (vii) who have dropped out of school; or (viii) other at - risk students who should be targeted to eliminate achievement gaps among different groups oProficiency Assessment examination; (v) sub-proficient, which shall mean students who have scored in the «needs improvement», «warning» or «failing» categories on the mathematics or English language arts exams of the Massachusetts Comprehensive Assessment System for 2 of the past 3 years or as defined by the department using a similar measurement; (vi) who are designated as at risk of dropping out of school based on predictors determined by the department; (vii) who have dropped out of school; or (viii) other at - risk students who should be targeted to eliminate achievement gaps among different groups of students.

The authors find that statewide accountability measures fall into one of seven main categories of indicators: achievement indicators, such as proficiency in reading and mathematics; student growth indicators in multiple academic subjects; English language acquisition indicators; early warning indicators, such as chronic absenteeism; persistence indicators, such as graduation rates; college - and career - ready indicators, such as participation in and performance on college entry exams; and other indicators, such as access to the arts.

The Every Student Succeeds Act (ESSA) requires states to provide the public with a greater amount of information about how the academic achievement of English learners (ELs) and how they are progressing towards English proficiency, than its predecessor, known as the No Child Left Behind Act (NCLB).

M.G.L. c. 71 § 89 (l) states that charter schools shall be open to all students, on a space available basis, and shall not discriminate on the basis of race, color, national origin, creed, sex, ethnicity, sexual orientation, mental or physical disability, age, ancestry, athletic performance, special need, or proficiency in the English language or a foreign language, and academic achievement.

The middle school received the ELPA Excellence Award for achieving the highest English language and academic growth among English learners and the highest academic achievement for English learners who transition out of the English language proficiency program.

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 asseAcademic 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 aAchievement 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 asseacademic achievement standards and aachievement standards and assessments.

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 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 academic proficiency rates than their English - only counterparts and this achievement gaps continues to widen over the course of their academic academic careers.

i3 funds are competitive grants (Development, Validation and Scale - up) given to LEAs and nonprofit organizations that have significantly closed the achievement gaps between economically disadvantaged students, students from major racial and ethnic groups, students with limited English proficiency, students with disabilities; or have demonstrated success in significantly increasing student academic achievement for all groups of students; or have made significant improvements in other areas such as graduate rates or increased recruitment and placement of high - quality teachers and principals.