The reports look
at student subgroups for every measure as well as the change over time, including for chronic absence.
Not exact matches
«Although electronic alcohol screening and brief counseling interventions may have effects on participants among
subgroups of university
students or among other groups, the results of this study and others suggest that the effect of this type of intervention among university
students is modest
at best,» write Timothy S. Naimi, M.D., M.P.H., of Boston Medical Center, Boston, and Thomas B. Cole, M.D., M.P.H., of JAMA, Chicago, in an accompanying editorial.
While states under ESSA need to identify for intervention only the lowest performing 5 percent of schools, high schools with graduation rates under 67 percent, and some unspecified percentage of schools in which
at - risk
subgroups are underperforming, the National Governors Association reports that «40 percent of all
students and 61 percent of
students who begin in community colleges enroll in a remedial education course
at a cost to states of $ 1 billion a year.»
By 2030, 75 percent of all
students and
student subgroups score
at least proficient (a level 3 or 4) on the state E / LA and math exams.
The state wants 80 percent of all
students and
student subgroups to score
at a level demonstrating that they are on track for postsecondary readiness by 2024 - 25, based on state tests; also wants all
students and
student subgroups to graduate
at a 90 percent clip by the same year.
For smaller American Indian / Alaskan Native and Hawaiian Native / Pacific Islander
subgroups, the majority of
students in the
subgroup remain uncovered if only
students in that
subgroup are pooled: the «super
subgroup» strategy of aggregating across racial / ethnic groups is the only way to account for most
students in these groups, although their data are not identifiable
at the
subgroup level.
Both NCLB and its successor, the Every
Student Succeeds Act (ESSA), left the choice of minimum
subgroup size
at the school level (n - size) for accountability purposes to the states.
If n is too small, statistical reliability is
at risk; if n is too big, too few schools and
students are held accountable, as those with
subgroup enrollments less than n do not participate in the accountability system.
For a school to make AYP, each
subgroup and the school overall must make AYP, and the school must test
at least 95 percent of
students, including 95 percent of each
subgroup.
The law itself set a high bar for these indicators, saying that they must be «valid, reliable, and reportable statewide»; they would also need to be able to be disaggregated
at the school level by
student subgroup.
NCLB requires annual testing of
students in reading and mathematics in grades 3 through 8 (and
at least once in grades 10 through 12) and that states rate schools, both as a whole and for key
subgroups, with regard to whether they are making adequate yearly progress (AYP) toward their state's proficiency goals.
The NGA / NCSL proposal would require short - and long - term goals
at the state and
student subgroup level.
As for
subgroups, let's look
at the percentage of
students scoring
at «satisfactory» or above on mathematics:
Despite the vast majority of randomized control trials (RCTs) of private school choice showing significant, positive test score effects for
at least some
subgroups of
students, some of those gains have been modest and other effects have been null for
at least some
subgroups.
The higher the threshold — say, requiring a
subgroup to represent
at least 15 percent of the
student body, as opposed to 5 or 10 percent — the lower the failure rate will be for schools with small percentages of disadvantaged minority
students.
The natural question is, how will that
subgroup of
students meet the performance targets when
students who score
at proficient levels are quickly taken from the group?
For several days in early January, Michaelis and support staff members met with classroom teachers in grades three to six charged with identifying
students in different
subgroups (Hispanic, African American, English language learners, special education)
at levels 1 and 2 with the best chance of scoring
at a higher level on the math, reading, or writing section of the CMTs, if they received intensive, targeted remediation.
Identification of, and comprehensive, evidence - based intervention in, the lowest - performing five percent of title I schools, all public high schools with a graduation rate below 67 percent, and public schools in which one or more
subgroups of
students are performing
at a level similar to the performance of the lowest - performing five percent of title I schools and have not improved after receiving targeted interventions for a State - determined number of years; and
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.
As I've previously written, 9 of the 10 analyses show significant, positive effects for
at least some
subgroups of
students.
Oakland Unified is one of 28 districts that could face state intervention if
at least three
student subgroups don't improve in the next two years.
To make adequate yearly progress, or AYP, under the federal law, schools and districts must meet annual targets for the percentage of
students who score
at least
at the proficient level on state reading and mathematics tests, both for the
student population as a whole and for certain
subgroups of
students.
Under current law, a state must determine the average yearly progress (AYP) for all
students and
subgroups at the school, LEA, and state level; AYP standards mandate specified thresholds of performance with respect to assessments and graduation rates.
4
Subgroup of
students who were considered English learners
at the time of the assessment.
So we know that Latinx
students, black
students and then some
subgroups within the Asian American population, are not fairing as well, they are just not completing
at the same rate as their white counterparts.»
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.
For this reason, we also examine two U.S.
subgroups conventionally thought to have better preparation for school — white
students and
students from families where
at least one parent is reported to have received a college degree — and compare the percentages of high - achieving
students among them to the (total) populations abroad.
In terms of achievement, all major
subgroups of
students were
at least as well - off after the reforms.
States may include both former English learners and
students with disabilities in calculating graduation rates if they were part of the
subgroup at any point during high school, even if the
student exited during high school.
Schools in which
at least 85 percent of
students in each
subgroup are proficient should continue to do what's working for their
students.
The intent of that law was to prevent schools from hiding
subgroups of
students from the accountability structure and was not aimed
at preventing parents from refusing to have their children tested.
Many educators
at public schools have made identical complaints to Paige and Congress about No Child Left Behind, under which schools can face sanctions even if a
subgroup of
students, such as low - income or special - education
students, do poorly on annual tests.
Our
subgroups of exceptional learners — ESL
students, distinct demographic groups, and high poverty
students — in conjunction with our
students as a whole, are performing
at exemplary high levels.
«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.
Even if we expanded beyond this
subgroup of high income
students to the entire high income population
at these schools, I believe the conclusion still holds true that low income
students have suffered higher tuition hikes than high income
students.
Under the new law, states and districts are required to provide comprehensive support and improvement to: the lowest - performing 5 percent of schools, high schools that fail to graduate one - third or more of their
students, and schools in which
subgroups perform
at the same level as
students in the lowest - performing schools despite local interventions.
During her tenure
at Hamilton,
student achievement improved in all
subgroups as evidenced by growth on the California Academic Performance Index.
«Should a
student's membership in the
subgroup be determined only
at the time when the
student is enrolled in the cohort or should a
student be included in the
subgroup if the
student is identified as... a child who is in foster care
at any time during the cohort period?»
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.
For the first time, the law required schools to test all children annually in grades 3 through 8 and
at least once in high school and report results by
subgroups — including race, English learners and
students with disabilities — so it was clear how every
student was faring.
Student proficiency
at the subject / grade level by income
subgroup was provided to GreatSchools by state education agencies.
One category covers Title I schools with
at least one consistently underperforming
subgroup of
students.
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.
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.
The Politics K - 12 Team
at Education Week surveyed all 50 states regarding their use of «super
subgroups» in their NCLB waivers that «can no longer be used in place of individual
subgroups of
student for accountability purposes» under ESSA.
Just how states address this issue if the participation rate of all
students (or a
subgroup of
students)
at a particular school falls below 95 percent is up to them.
The federal one looks
at the performance of certain «
subgroups» of kids: minorities, poor
students, youngsters with disabilities and those still learning English.
Seven states — Florida, Georgia, Indiana, Kentucky, Massachusetts, New Mexico, and Oklahoma — would create new super-
subgroups encompassing either the bottom 25 percent of
students at each school or traditional
subgroups combined into a single unit.
While, overall, SOL scores
at year - round schools were similar to scores in traditional calendar schools, SOL scores of certain
student subgroups were more likely to improve
at a faster rate
at year - round schools.