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.
Not exact matches
[11] The same document prohibits states from combining «major racial and
ethnic subgroups... into a... «super-subgroup,»
as a substitute for considering student data in each of the major racial and
ethnic groups separately (emphasis added).»
In addition, we control for determinants of student achievement that may change over time, such
as a teacher's experience level,
as well
as for student characteristics, such
as prior - year test scores, gender, racial /
ethnic subgroup, special education classification, gifted classification, English proficiency classification, and whether the student was retained in the same grade.
This shift in focus creates a problem for certain
subgroups, such
as students with limited English proficiency or students from racial or
ethnic backgrounds, because these individuals are frequently the ones on the lower grid of the achievement gap.
In this section, each school district must list its annual goals for all students
as well
as for specific
subgroups of students (including racial /
ethnic subgroups, the three target
subgroups — English learners, low income students, and foster youth — and students with disabilities).
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.
Three states — in addition to the law's assessment requirements — use another cut of test score data such
as improvement among
subgroups of students, including those from low - income families, students from major racial and
ethnic groups, students with disabilities, and English language learners.
*
Subgroups include specific categories of students such
as students with disabilities, students from major racial and
ethnic groups, and English Language Learners.
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 disabilitie
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 disabilitie
as racial and
ethnic groups, students designated
as economically disadvantaged, and students with disabilitie
as economically disadvantaged, and students with disabilities.
Authorizers must also place increases in student achievement for all
subgroups as the most important factor when determining whether to renew or revoke a school's charter - including the progress of economically disadvantaged students, students from major racial and
ethnic groups, students with disabilities, and students with limited English proficiency.
The Ashanti Nation was a loose group of fiefdoms, an
ethnic subgroup that was formed in 17th century Ghana
as a trading coalition with the Europeans.
The more usual individualistic models of marriage choice, which would consider this pattern «nonnormative» or «disorderly,» may not be appropriate for
ethnic subgroups such
as the Hmong, where high educational expectations coexist with high rates of early marriage and early childbearing.