Sentences with phrase «as subgroup performance»

Summative designations: While ISBE will report multiple data points in the school report card, such as subgroup performance, each school will receive a single summative designation to indicate school quality.

Not exact matches

It refers to schools with stubborn achievement gaps or weak performance among «subgroup» students, such as English - language learners or students in special education.

Focus School: A school with persistent achievement gaps or poor performance among «subgroup» students, such as English - language learners or students in special education.

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 ethnicitAs 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 ethnicitas race and ethnicity.

This method of calculating a school's progress has been referred to as a «trip wire» system, in which poor performance by one subgroup in one subject area can «trip up» an entire school.

This analysis includes the entire class of 2013, as well as additional information on trends and the performance of subgroups, including students with disabilities.

Rather than presenting performance as the proportion of students who have met the minimum - proficiency cut score, states could present the average (mean) score of students within the school and the average performance of each subgroup of students.

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.

In many waiver states, some of the primary accountability determinations, such as the selection of Priority schools, are based on the performance of all students plus students in a limited number of demographic subgroups.

As far as I can tell, Ed Trust is not satisfied with strong subgroup growth if said growth doesn't eliminate gaps in absolute performancAs far as I can tell, Ed Trust is not satisfied with strong subgroup growth if said growth doesn't eliminate gaps in absolute performancas I can tell, Ed Trust is not satisfied with strong subgroup growth if said growth doesn't eliminate gaps in absolute performance.

In math, charter school entry increases performance among all subgroups of students at district schools except Hispanic students and students classified as LEP, who experience no effects; Asian students only experience a significant positive effect in math in district schools located within a half - mile radius.

Randy Bomer's discussion of deficit perspective is well - taken as political issues surrounding school performance have highlighted the fact that schools are struggling to achieve adequate progress within the economically disadvantaged subgroup.

A Tier 3 school that has implemented targeted supports for more than three years, but has not improved the performance of the same student subgroup compared to the «all students» group will be classified as Tier 4 and qualify for comprehensive supports.

But because the NCLB escalating performance goals also apply to subgroups - including special education students and English learners - even the best schools nationally have struggled to keep up and avoid being designated as «failing.»

During her tenure at Hamilton, student achievement improved in all subgroups as evidenced by growth on the California Academic Performance Index.

Overall, while questions remain, the regulations make clear that the graduation rate and performance data of students in foster care must be reported on, and can not be lumped in with other subgroups as part of a «super-subgroup» to conceal its outcomes.

The plan still includes tracking performance on annual standardized tests in grade 3 - 8 and in specific high school courses, measuring how well non-native English speakers are learning the language, and breaking down student performance by subgroups such as ethnicity, economic status, and students with disabilities.

Performance of students in prekindergarten through grade 12 who are assigned to in - field program completers aggregated by student subgroups, as defined in the federal Elementary and Secondary Education Act (ESEA), 20 U.S.C. s. 6311 (b)(2)(C)(v)(II), as a measure of how well the program prepares teachers to work with a variety of students in Florida public schools.

The LCFF added foster youth as a distinct student subgroup to the state Academic Performance Index (API).

Student demographic and assessment data has long been shared as part of the accountability process; it's how states gauge their performance and the performance of demographic subgroups against each other and national norms.

As Dropout Nation has reported over the past year, the Obama waiver gambit is already allowing 37 states and the District of Columbia to ignore poor and minority kids, rendering them invisible altogether, through such subterfuges as lumping all of subgroups into a so - called super subgroup category that obscures data on the performance of districts and schools in helping each and all kidAs Dropout Nation has reported over the past year, the Obama waiver gambit is already allowing 37 states and the District of Columbia to ignore poor and minority kids, rendering them invisible altogether, through such subterfuges as lumping all of subgroups into a so - called super subgroup category that obscures data on the performance of districts and schools in helping each and all kidas lumping all of subgroups into a so - called super subgroup category that obscures data on the performance of districts and schools in helping each and all kids.

While we appreciate CDE's proposal to disaggregate student subgroup data in achievement (not just growth, as was the case in previous frameworks), as well as the Department's commitment to ensuring transparency of subgroup performance data in reporting, we strongly encourage CDE to reconsider the adoption of a combined subgroup for accountability purposes, which would have significant implications for educational equity.

Among the concerns of the advocacy groups is that the rubrics, as currently designed, might diminish the still lagging performance of subgroups — especially for English learners.

She will further argue for accountability systems that look at the growth and performance of all students as well as subgroups of children.

Data for subgroups, such as children qualifying for free and reduced price lunch, children with disabilities, and children who are learning English, show lower performance at Whitney than for similar children statewide, and Whitney's overall test based performance and growth measured by tests is much lower than state averages.

Accordingly, as states consider the three school classification designs detailed in the next section, they may want to identify where and how they can strike a balance between disproportionately high and low weighting of subgroup performance.

(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.

As in the elementary and middle school example index, states could include subgroup performance by allocating each subgroup a percentage weighting of each indicator.

It has been clear long ago that the Obama waiver gambit allows states to ignore poor and minority kids, rendering them invisible altogether, through such subterfuges as lumping all of subgroups into a so - called super subgroup category that obscures data on the performance of districts and schools in helping each and all kids.

It did not, for instance, specify the minimum number of young people that would constitute a subgroup (a factor known as the n) when reporting on student performance, or specify that SWD would need to be part of the calculation for school completion rates, or define a host of terms and timelines.

These groups were concerned that Florida's plan did not comply with ESSA's requirement that states include the performance of individual student subgroups as a factor in the grades assigned to schools.