Sentences with phrase «ethnic subgroups of students»

Advocates seeking transparency for individual racial / ethnic subgroups of students have been vocal in their opposition to the «super subgroup» approach.

Not exact matches

About a thousand Asian Americans, most of Chinese heritage, converged on the Legislative Office Building Thursday to support a bill that would ban the separation of data about Connecticut's students into ethnic subgroups in the public school system unless...

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).

[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).»

For smaller American Indian / Alaskan Native and Hawaiian Native / Pacific Islander subgroups, the majority of students in the subgroup remain uncovered if only students in that subgroup are pooled: the «super subgroup» strategy of aggregating across racial / ethnic groups is the only way to account for most students in these groups, although their data are not identifiable at the subgroup level.

Two - year data averaging: using two school years» worth of data on the racial / ethnic subgroup for that grade level, so drawing on two cohorts of students.

NCLB holds schools accountable for performance of subgroups — major racial and ethnic groups, students with disabilities, and English - language learners.

He found no detectable benefit from mandated class size reduction — either for students in general or for any student subgroup, racial, ethnic, or level of disadvantage.

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.

It made them report, separately, the scores of traditionally disadvantaged subgroups: ethnic and racial minorities, disabled students, low - income students and English learners.

States must include each major racial / ethnic subgroup in school accountability systems and can not use a combined «super subgroup» of minority students.

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.

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.

No, it won't walk away from holding schools accountable for subgroups of students that weren't supposed to be left behind: racial and ethnic minorities, economically disadvantaged students, special - needs students and English learners.

Before federal education officials exempted Indiana from the national accountability law, schools tracked the performance of students in every socioeconomic and ethnic «subgroup» in their building.

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).

Taking a contrary view was board member Feliza Ortiz - Licon said Holaday's suggestion would dilute the purpose of the new system, which is to clearly show achievement gaps among racial and ethnic student subgroups.

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.

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.

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.

* Subgroups include specific categories of students such as students with disabilities, students from major racial and ethnic groups, and English Language Learners.

NCLB mandated that states judge schools and districts, and impose punishments, based on test scores of the entire school and district and of subgroups of students: different ethnic groups, English language learners, children living in poverty 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.