Sentences with phrase «by subgroups of children»

The ESSA maintains the requirement for annual reporting of achievement test data disaggregated by subgroups of children, including low - income students, students of color, students with disabilities and English - language learners.

Not exact matches

Kirby says — and even some vaccine defenders agree — that some small subgroup of children might have a particular vulnerability to vaccines and yet be missed by epidemiological studies.

While other studies have focused on caregiving within the home or between specific groups, such as middle - aged parents and young children, most have not looked at caregiving by subgroups of people, or a range of caregiving scenarios both inside and outside the home — for example, babysitting a friend's children or taking a niece or nephew out on weekends.

The researchers identified several hundred differences in methylation associated with either Mexican or Puerto Rican ethnicity, but discovered that only three - quarters of the epigenetic difference between the two ethnic subgroups could be accounted for by differences in the children's genetic ancestry.

For a subgroup of the children, they had pre-psychotic and post-psychotic IQ test results since this was a study approved by the institutional review board of the National Institute of Mental Health (NIMH).

Then, under No Child Left Behind, we moved to a bit of nuance by disaggregating proficiency rates by racial and other subgroups.

That's part of the reason No Child Left Behind mandated annual testing reported by subgroups such as race and socioeconomic status in the first place.

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.

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.

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 subgChild 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 subgchild 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.

This measure, introduced by the No Child Left Behind Act of 2001, mandated that schools and districts break down their test scores by subgroups.

The 100 percent proficiency target set by No Child, for example, was an ambitious statement that all kids should get the education they need to write their own life stories, while AYP's emphasis on subgroup accountability made clear that states, districts, and schools need to do well by all children, regardless of who they are.

Adequate yearly progress (AYP) refers to the amount of progress that must be shown by a school, and for designated subgroups within a school, according to the No Child Left Behind Act.

The No Child Left Behind law, passed by Congress a decade ago during the George W. Bush administration, requires regular standardized testing and the disaggregation of educational data by subgroup.

(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.

He followed Education Secretary Margaret Spellings, a Bush appointee known for pushing No Child Left Behind, a law that required regular standardized tests and the disaggregation of student data by minority subgroups.

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.

One claimed benefit of reporting scores by subgroups is that this revealed which groups of children tended to score poorly on standardized tests.

Historically, the 2001 No Child Left Behind version of the Elementary and Secondary Education Act (ESEA / NCLB) tracked students» academic progress by different subgroups... including one subgroup related to students with disabilities.

Mothers were eligible to participate if they did not require the use of an interpreter, and reported one or more of the following risk factors for poor maternal or child outcomes in their responses to routine standardised psychosocial and domestic violence screening conducted by midwives for every mother booking in to the local hospital for confinement: maternal age under 19 years; current probable distress (assessed as an Edinburgh Depression Scale (EDS) 17 score of 10 or more)(as a lower cut - off score was used than the antenatal validated cut - off score for depression, the term «distress» is used rather than «depression»; use of this cut - off to indicate those distressed approximated the subgroups labelled in other trials as «psychologically vulnerable» or as having «low psychological resources» 14); lack of emotional and practical support; late antenatal care (after 20 weeks gestation); major stressors in the past 12 months; current substance misuse; current or history of mental health problem or disorder; history of abuse in mother's own childhood; and history of domestic violence.

To be fair, the study by Wang and Crane (2001) is seemingly good evidence, but if the author was attempting to give a good feeling for how a child develops depression, then she did so only for a subgroup of children, which leaves one to conjecture that the issue actually goes deeper.

Third, although there are some data about various child and family characteristics that predict outcome (e.g., socioeconomic disadvantage, severity of child behaviour, maternal adjustment problems, treatment barriers), there has been a relative dearth of attention paid to a) the actual processes of change that are induced by PMT and b) whether there are certain subgroups (e.g., based on child gender or minority status or family socioeconomic status) for whom PMT is more or less effective.15 - 17

The trajectories were identical for nearly all subgroups of children as defined by their gender, race / ethnicity, and economic resources (as delineated by school lunch eligibility).

This work has recently been extended by the adoption of a public health model for the delivery of parenting support with parents of younger children.9, 11,40 Various epidemiological surveys show that most parents concerned about their children's behaviour or adjustment do not receive professional assistance for these problems, and when they do, they typically consult family doctors or teachers who rarely have specialized training in parent consultation skills.10 Most of the family - based programmes targeting adolescents are only available to selective subpopulations of adolescents (those who have identified risk factors) and / or indicated subgroups of youth (those who already possess negative symptoms or detectable problems).

Some researchers have argued that associations between abuse and adjustment problems can be explained by reporting biases because many studies of the effects of physical maltreatment use samples for which maltreatment is identified by referral to social service agencies.6 Of the community - wide population of maltreated children, those who are referred may represent a biased, more problematic subgrouof the effects of physical maltreatment use samples for which maltreatment is identified by referral to social service agencies.6 Of the community - wide population of maltreated children, those who are referred may represent a biased, more problematic subgrouof physical maltreatment use samples for which maltreatment is identified by referral to social service agencies.6 Of the community - wide population of maltreated children, those who are referred may represent a biased, more problematic subgrouOf the community - wide population of maltreated children, those who are referred may represent a biased, more problematic subgrouof maltreated children, those who are referred may represent a biased, more problematic subgroup.

Epidemiological research on parent — child conflict in the United States: subgroup variations by place of birth and ethnicity, 2002 — 2013.