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.