The No Child Left Behind Act is a much - maligned decade - old federal education law that called for regular standardized tests, disaggregation of testing data
by racial subgroup, and increasing sanctions for states that fail to meet proficiency standards leading up to a requirement of about 100 percent proficiency by 2014.
Not exact matches
By the latter, Price laid out his intention to compare isolated and modernized subgroups of various «racial stocks» to control for confounders such as heredity, culture, climate, altitude, and latitude, and hoped to include disease - free populations that could be compared to populations ravaged by diseas
By the latter, Price laid out his intention to compare isolated and modernized
subgroups of various «
racial stocks» to control for confounders such as heredity, culture, climate, altitude, and latitude, and hoped to include disease - free populations that could be compared to populations ravaged
by diseas
by disease.
Additionally, whereas the BioCycle Study had greater
racial diversity than comparable studies (3 — 6), our study was limited
by different sample sizes among the
racial groups, which may have limited our power to detect significant differences in some of our
subgroup analyses.
The report gives only passing attention to the positive impact of NCLB on the education of the most disadvantaged students, a consequence of the requirement to report performance
by specific
subgroups (e.g.,
racial and ethnic groups and the economically disadvantaged).
Furthermore, both bills would have compounded the error
by requiring annual increases in test scores for every
racial subgroup in a school.
But this provision was likely to have harmed its intended beneficiaries,
by arbitrarily sanctioning schools that enroll students from several different
racial or ethnic
subgroups.
Then, under No Child Left Behind, we moved to a bit of nuance
by disaggregating proficiency rates
by racial and other
subgroups.
Our call for more studies on
racial / ethnic
subgroup disparities echoes a recommendation published 15 years ago
by the AAP Task Force on Minority Children's Access to Pediatric Care that more attention be paid to the heterogeneity of API populations.24
The federal government is permitting many schools to escape accountability for the progress of
racial or ethnic
subgroups under the No Child Left Behind Act, according to a computer analysis released
by the Associated Press last week.
For a school or district to make adequate yearly progress, both the overall student population and each
subgroup of students — major
racial and ethnic groups, children from low - income families, students with disabilities, and students with limited proficiency in English — must meet or exceed the target set
by the state.
It goes something like this: Step away from federal heavy - handedness around states» accountability and teacher credentialing systems; keep plenty of transparency of results in place, especially test scores disaggregated
by racial and other
subgroups; offer incentives for embracing promising reforms instead of mandates; and give school districts a lot more flexibility to move their federal dollars around as they see fit.
NCLB has been widely praised for its requirement that states and schools break down their test results
by subgroups — across
racial, socioeconomic and other lines — to highlight achievement gaps.
Kopperud points out that the new law requires chronic absenteeism rates to be disaggregated
by all the significant
subgroups, including
racial and ethnic
subgroups as well as
subgroups for homeless students and foster youth.
Under the new law's language, the information must be broken down
by various student
subgroups, including
racial and ethnic identity and disability status, as well as homeless and foster care students.
The main body of this report documents gross disparities in the use of out - of - school suspension experienced
by students with disabilities and those from historically disadvantaged
racial, ethnic, and gender
subgroups.
In addition, states are required to disaggregate these indicators, excluding English language proficiency,
by individual
subgroups of students, including those from low - income families, those from major
racial and ethnic groups, those with disabilities, and English language learners.
As an accountability measure, schools should undertake regular audits of course enrollments that analyze disparities in enrollment numbers among
racial subgroups and that critically examine the criteria being used
by teachers and counselors to determine student readiness for advanced coursework.
But ESSA also creates a pilot program allowing up to seven states to experiment with local assessments that could eventually be used statewide.73 As under NCLB, test results must be disaggregated and reported at the school level and
by student
subgroups, such as
racial and ethnic groups, students designated as economically disadvantaged, and students with disabilities.
By allowing states to ditch
racial, ethnic, and economic
subgroup categories and replace them with a super-
subgroup subterfuge that commingles poor and minority students into one, the administration is making it difficult for families, especially black, Latino, and Asian families who are joining the middle class for the first time and moving into suburbia — to get the information they need to make smart decisions for their kids, and impede them from helping to advance systemic reform.
The odds of having comorbid disorders are higher than expected
by chance for most
racial / ethnic
subgroups, except when base rates of disorders were already high or when cell sizes were small.
The number of low - birthweight babies declined
by 11 percent, and a greater number of mothers received early prenatal care across all
racial subgroups.