These standards are intended to raise
the bar on academic achievement to ensure students are prepared for college and careers.
Not exact matches
Because they're already above the «proficient
bar» in
academic achievement at a time when most federal and state policies are fixed
on boosting low achievers over that
bar, schools and teachers have little incentive to focus
on their educational needs or to devote resources to their schooling.
Each state chooses where to set the initial
academic achievement bar based
on the lowest - achieving demographic group or based
on the lowest - achieving schools in the state, whichever is higher.
NCSECS advocated and helped influence the law including a provision raising the
bar a bit higher to ensure high standards for special education students by limiting their participation in tests based
on alternate (lower)
academic achievement standards to 1 % of students tested (and not just limiting the reporting of their scores
on such tests, as was done under NCLB).
Charter schools are raising the
bar on student
academic growth and
achievement by improving a number of student performance measures, including increasing graduation rates and college acceptance rates.