Sentences with phrase «achievement of all student subgroups»

Not exact matches

NAEP operates under the National Center for Education Statistics (NCES) in the U.S. Department of Education and provides subject - matter achievement and instructional experiences of American student population subgroups.

The individual studies of the privately funded K — 12 scholarship programs in the District of Columbia and Dayton reported overall achievement gains only for the large subgroup of African American students in the program.

Annual average improvement target of 2.5 percentage point gains in achievement on state reading and math tests between 2018 and 2025 for all students and student subgroups; plan includes goal of reaching a graduation rate of 90 percent by 2025 for all students and student subgroups

Schools that fail to make adequate yearly progress (meet achievement targets) for three consecutive years, even if it's just for a particular subgroup of students, must offer free tutoring to all students.

The broad interest in understanding whether NCLB has influenced student achievement, both overall and for key subgroups, has motivated careful scrutiny of trend data from the National Assessment of Educational Progress (NAEP) and other sources.

In its analysis of the eleven waiver applications, the Center on Education Policy found that nine state applicants will base almost all accountability decisions on the achievement of only two students groups; i.e., all students and a «disadvantaged» student group or «super subgroup.»

As with schools, that determination must be based not just on overall student achievement, but also on the performance of student subgroups, broken down by categories such as race and ethnicity.

Across grades and different student subgroups, the Coleman study found that most of the variation in student achievement is within rather than between schools, but a larger share of the variation is found between schools in earlier grades and among more disadvantaged subgroups.

And in fact, students with disabilities have made almost no gains in reading since 2002 — even though NCLB focuses specifically on boosting the achievement of this subgroup of students.

With one exception (immigrants benefited less than native - born students from a performance pay regime), I found only small differences in the impact of performance pay on the math achievement of subgroups in the population.

With respect to the research on test - based accountability, Principal Investigator Jimmy Kim adds: «While we embrace the overall objective of the federal law — to narrow the achievement gap among different subgroups of students — NCLB's test - based accountability policies fail to reward schools for making progress and unfairly punish schools serving large numbers of low - income and minority students.

These assessments are the only assessment of student achievement that allow for comparisons across all the states, across some large school districts, across a range of subgroups, and over time.

In addition, we control for determinants of student achievement that may change over time, such as a teacher's experience level, as well as for student characteristics, such as prior - year test scores, gender, racial / ethnic subgroup, special education classification, gifted classification, English proficiency classification, and whether the student was retained in the same grade.

Because the proposed long - term goals for academic achievement are not ambitious, DDOE must revise its plan to identify and describe long - term goals that are ambitious for all students and for each subgroup of students.

Includes State - designed, long - term goals and measurements of interim progress for all students and separately for each subgroup of students, on academic achievement and graduation rate, that expect greater progress from groups that are further behind;

The second group, Focus schools, consists of schools in which the gaps in achievement or graduation rates among student subgroups specified in the ESEA statute are greatest or the achievement or graduation rates among these subgroups are lowest.

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 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.

Effective remedies to improve instruction, learning and school climate (including, e.g., decreases in bullying and harassment, use of exclusionary discipline practices, use of police in schools, and student referrals to law enforcement) for students enrolled are implemented in any school where the school as a whole, or any subgroup of students, has not met the annual achievement and graduation targets or where achievement gaps persist.

However, all waiver states must take into account the achievement of each of the ESEA's statutory subgroups, including students in low - income families, in the selection of Focus schools.

The organizations oppose the draft Student Success Act because «it abandons accountability for the achievement and learning gains of subgroups of disadvantaged students who for generations have been harmed by low academic expectations.

Professor Wolf methodically dissects the evaluation conducted by the Institute of Education Sciences (IES) and notes that the program improved the reading achievement of the treatment group students overall across all subgroups examined.

In terms of achievement, all major subgroups of students were at least as well - off after the reforms.

State accountability systems must expect the «continuous improvement» of all public schools in «the academic achievement and academic growth of all students,» including subgroups.

The Education Trust, for example, is urging states to use caution in choosing «comparative» growth models, including growth percentiles and value - added measures, because they don't tell us whether students are making enough progress to hit the college - ready target by the end of high school, or whether low - performing subgroups are making fast enough gains to close achievement gaps.

Moving students from a belief in the limits of intelligence can counter the argument for tracking by increasing academic achievement for all students, including high needs subgroups.

Efforts to improve school attendance and reduce dropout rates are part of the larger effort to increase achievement and close performance gaps between student subgroups.

«While the performance of Virginia students compares favorably to that of students in other states, the disparities between subgroups underscore the importance of the Board of Education's policies and initiatives aimed at narrowing, and ultimately closing, achievement gaps,» Board of Education President David M. Foster said.

This shift in focus creates a problem for certain subgroups, such as students with limited English proficiency or students from racial or ethnic backgrounds, because these individuals are frequently the ones on the lower grid of the achievement gap.

«Meanwhile,» he wrote, «student achievement remains low» for all student subgroups, compared with the performance of students in other states on national tests.

More notably, Valor's achievement and growth were consistent across diverse subgroups of non-economically disadvantaged, economically disadvantaged, English language learners and students with disabilities.

Charter schools in New York consistently grew academic achievement among the following demographic groups at significantly higher rates than the same subgroup of students in their district peers: Black, Hispanic, students in poverty, and special education.

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.

Some states, including Indiana, award «bonus points» for academic growth of students in the super subgroup, as well as for growth among a school's top - performing students, testified Kati Haycock, president of the Education Trust, an organization dedicated to closing the achievement gap.

Evaluators also analyzed annual student achievement data from the criterion - based Mississippi Curriculum Test for subgroups of students at each grade in each school in the state.

Ed Trust encouraged the Dept. of Education to «ensure states consider their student achievement goals when deciding which schools need help working with subgroups of students,» and require summative ratings for all...

I remember realizing I was one of the handful of free / reduced lunch students in AP Calculus in my high school, which is why I now constantly look at achievement gaps of under - represented subgroups.

Achievement scores for all students of the school as well as student subgroups are available.

A great deal of focus, both at the federal and state level, has been placed on expanding access to early education programs — including preschool and kindergarten — as a way to close achievement gaps between student subgroups.

As a result, underperforming SWD would continue to fall behind without an accountability system that incentivizes states and districts to close achievement gaps between subgroups of students.

The researchers also found that participation in integrated math reduced or eliminated the achievement gap between white and minority students, meaning that integrated math is beneficial for both higher performing and lower performing subgroups of students.

U.S. Secretary of Education Arne Duncan today recognized 337 schools as National Blue Ribbon Schools for 2014 based on their overall academic excellence or their progress in closing achievement gaps among student subgroups.

Achievement gap — The difference between the performance of subgroups of students, especially those defined by gender, race / ethnicity, disability and socioeconomic status.

By requiring the calculation of separate API numbers for student subgroups, it exposed gaps in achievement for low - income students, special education students and Hispanic and African - American children.

U.S. Sen. Tom Harkin, D - Iowa, the chairman of the Senate education committee, is set to unveil a bill to reauthorize the No Child Left Behind Act that would require states to set achievement and growth targets for students, including subgroup students.

As a school turnaround specialist, Mr. Ankrum has consistently helped schools to make sizable gains in hopes of bridging the achievement gap for students in the hardest to move subgroups, which include but are not limited to Black and Latino students.

That gap is wide: Data from the state Department of Education shows the achievement gap between white and black students in Mississippi is 28 percent, larger than the gaps for other traditionally disadvantaged subgroups in the state, including those between English speakers and English - language learners and between students in special education and general education, according to Mississippi Department of Education data.

With the No Child Left Behind Act of 2001, we codified the expectation that every child should perform on grade level by requiring proficiency rates of 100 percent by 2013 - 14 and mandating that student achievement data be reported for each student subgroup.

Taking a contrary view was board member Feliza Ortiz - Licon said Holaday's suggestion would dilute the purpose of the new system, which is to clearly show achievement gaps among racial and ethnic student subgroups.

Schools and districts receive a score on a scale of 0 to 100 based on student reading and math test scores and growth, closing of achievement gaps between student subgroups, and various measurements of postsecondary readiness.