Sentences with phrase «changes in state proficiency»

In this paper we extend the five prior analyses by identifying the changes in state proficiency standards between 2011 and 2013, the last year for which the relevant information is available.

To identify changes in state proficiency standards, we use the same procedures as in our five prior analyses.

Change in State Proficiency Standards, 2011 - 2013 Summer 2015 • Accompanies States Raise Proficiency Standards in Math and Reading Commitments to Common Core may be driving the proficiency bar upward By Paul E. Peterson and Matthew Ackerman

Not exact matches

There is no uniform standard for determining proficiency and with transitions to new assessments in many states, including Oregon, policymakers are in the midst of changing the criteria for determining whether a student has become proficient.

For more on this topic, an article in the Summer 2015 issue of Education Next looks at changes in where states set the bar for proficiency and finds that over the past year, more states rose the bar than lowered it.

The grades reported here are based on the comparison of state and NAEP proficiency scores in 2009, and changes for each are calculated relative to 2003 (Figure 2).

The article also features two interactive maps, one showing changes in proficiency standards state by state between 2011 and 2013, and the other showing the strength of state proficiency standards in 2013 state by state.

The authors use data from state tests and the National Assessment of Educational Progress (NAEP) to estimate changes to each state's proficiency standards in reading and math in grades 4 and 8 by identifying the difference between the percentages of students the state identifies as proficient and the percentages of students identified as proficient by NAEP, an internationally benchmarked proficiency standard.

(The differences between state and NAEP proficiency rates, as well as the changes in state standards over time, are shown in an interactive graphic available at educationnext.org/edfacts).

These columns reveal the exact estimate of the change in proficiency standards for all states for which data are available.

Peterson, Barrows, and Gift used data from state tests and the National Assessment of Educational Progress (NAEP) to estimate changes to each state's proficiency standards in reading and math in grades 4 and 8 by identifying the difference between the percentages of students the state identifies as proficient and the percentages of students identified as proficient by NAEP, an internationally - benchmarked proficiency standard.

In addition, states» assessments and proficiency rate cutoffs may change from year to year and so may not be comparable between years.

In addition to whatever other changes are playing out in schools (not to mention this year's test - takers are a slightly different group than last year's), states are using both new sets of assessments and new cut scores to determine proficiency rateIn addition to whatever other changes are playing out in schools (not to mention this year's test - takers are a slightly different group than last year's), states are using both new sets of assessments and new cut scores to determine proficiency ratein schools (not to mention this year's test - takers are a slightly different group than last year's), states are using both new sets of assessments and new cut scores to determine proficiency rates.

In one large, high - performing suburban district (i.e., 90 % or more of students in most schools achieving at or above state proficiency standards), district leaders noticed demographic changes occurring in several elementary schoolIn one large, high - performing suburban district (i.e., 90 % or more of students in most schools achieving at or above state proficiency standards), district leaders noticed demographic changes occurring in several elementary schoolin most schools achieving at or above state proficiency standards), district leaders noticed demographic changes occurring in several elementary schoolin several elementary schools.

The most far - reaching change requires that states include English language proficiency in their accountability frameworks under Title I, the provision that governs accountability for all low - income students.

Here, the study argues that, notwithstanding changes in tests and proficiency thresholds in the states over this period of time, the relative position of Arizona vis - a-vis these comparison entities remains very similar, with Arizona continuing to lag behind both in percent of ELL students achieving proficiency in reading and math.

Associate Superintendent Judy Park and the Utah State Office of Education's data analysts created this telling report showing overall proficiency in English Language Arts is trending upward despite significant demographic changes, steady enrollment growth and reduced literacy funding.

In the 2014 - 15 school year, 3rd and 4th graders» proficiency rates on the state math test broke into double digits — a step up from 0 percent before the change in managemenIn the 2014 - 15 school year, 3rd and 4th graders» proficiency rates on the state math test broke into double digits — a step up from 0 percent before the change in managemenin management.

Our analysis also included an achievement change score, calculated as the gain in percentage of students attaining or exceeding the state - established proficiency level from the first to the third year for which we had evidence.

According to West Virginia MetroNews» Brad McElhinny, West Virginia's final ESSA plan — recently approved by the U.S. Education Department — included several changes based on feedback from the federal agency, including how much weight the state «gives to different areas of its academic accountability system,» whether or not the state properly holds counties accountable for English - language proficiency, and the «viability of locally - selected tests in lower grades.»