Sentences with phrase «failing school category»

Not exact matches

• Nine schools moved off the state's «failing» category and four moved onto the «good standing» category.

The imperfections of the NCLB measuring stick are magnified by the fact that it divides all schools into just two categories, pass or fail («making AYP» or not).

Schools that receive a moderate fail rating are subject to additional inspections, with an implicit threat of a downgrade to the severe fail category if inspectors judge improvements to be inadequate.

«We're living in a world in which Massachusetts, which leads the country in NAEP [National Assessment of Educational Progress], has half of its schools labeled «failing» and where Alabama has a single - digit number of schools in the «failing» category.»

We investigated further whether certain types of charters are likely to succeed or fail by separating charter schools into categories based on their mission statements.

As the years passed and the «adequate yearly progress» targets grew, he says, more and more schools in more and more states fell into the category of «failing» — 50 percent, 60 percent, even 70 percent.

If, in the second year of improvement, the school fails to make AYP with a different accountability group for which the school is subsequently designated for improvement or is subsequently designated for improvement for a different accountability performance criterion or indicator, the school shall modify the plan consistent with the highest accountability category and also address the additional group (s), criterion or indicator;

If, in the second year of corrective action, the school fails to make AYP with a different accountability group for which the school is subsequently designated for corrective action or is subsequently designated for corrective action on a different accountability performance criterion or indicator, the school shall modify the plan consistent with the highest accountability category and also address the additional group (s), criterion or indicator;

Specifically, a state shall identify: (1) the lowest - performing 5 % of schools receiving title I - A funds; (2) high schools failing to graduate at least one third of students; (3) schools that have been required to implement additional targeted support but have not improved within a specified timeframe, as determined by the state; and (4) additional statewide categories, at the state's discretion.

A new report from the Cato Institute finds that state departments of education routinely understate the cost of public schools and often fail to report key spending categories.

There are no sanctions outlined for failing grades except for school districts with more than 15,000 students that perform in the lowest report card category for two consecutive years.

Thus, unless or until Congress and the White House negotiate a reauthorization of NCLB that includes a new accountability function - California schools will continue falling into the failing» category - even those that are otherwise considered successful.

The boards would be tasked with reviewing annual progress reports and identifying a «chronically failing» school or school district, which is defined in the bill as one that is placed in the lowest performance category for three straight annual accountability reports.

One of the first additional categories of students that Arizona made eligible for ESAs were children assigned to failing district schools.

«When children in these categories fail to meet expectations, schools and districts are threatened with being penalized.»

In Wisconsin, the 0 - 100 rating will place a school in one of five categories: significantly exceeds expectations (83 - 100), exceeds expectations (73 - 82.9), meets expectations (63 - 72.9), meets few expectations (53 - 62.9) and fails to meet expectations (52.9 and below).

According to a law passed in 2015, any district earning marks in the «Fails to Meet Expectations» category two years in a row, becomes eligible for state intervention in the form of an initiative dubbed the Opportunity Schools and Partnership Program.

MPS has improved its state report card category from Fails to Meet Expectations to Meets Few Expectations in the 2014 - 15 school year.

This «loss» may contribute to boosting school scores overall or may reduce the percentage of students scoring in the «failing» or «needs improvement» category, but such «improvements» will not necessarily represent authentic learning gains.

Kind of reminds me of how NCLB ended up putting all schools into two categories: «failing» or «not failing.»

Schools falling into this coasting category will be given help to improve, but those that fail to make progress could be turned into academies.

Any study of failing schools or high achieving schools should start with an examination of what the schools in each category have in common.

Students who fail to make AYP and fall into a number of number of categories will count numerous times against the overall school evaluation.

The chart identifies the projected results for this year's SBAC test and it shows the percent of high school juniors, in each category, that are expected to fail.

If we are concerned that local schools are failing to serve these categories of students adequately we can address (and have imperfectly addressed) that through legal remedies.

For a district qualifying under this paragraph whose charter school tuition payments exceed 9 per cent of the school district's net school spending, the board shall only approve an application for the establishment of a commonwealth charter school if an applicant, or a provider with which an applicant proposes to contract, has a record of operating at least 1 school or similar program that demonstrates academic success and organizational viability and serves student populations similar to those the proposed school seeks to serve, from the following categories of students, those: (i) eligible for free lunch; (ii) eligible for reduced price lunch; (iii) that require special education; (iv) limited English - proficient of similar language proficiency level as measured by the Massachusetts English Proficiency Assessment examination; (v) sub-proficient, which shall mean students who have scored in the «needs improvement», «warning» or «failing» categories on the mathematics or English language arts exams of the Massachusetts Comprehensive Assessment System for 2 of the past 3 years or as defined by the department using a similar measurement; (vi) who are designated as at risk of dropping out of school based on predictors determined by the department; (vii) who have dropped out of school; or (viii) other at - risk students who should be targeted to eliminate achievement gaps among different groups of students.

By Valerie Strauss January 26, 2011; 5:00 AM ET Categories: Achievement gap, Charter schools, Laugh and cry, Michelle Rhee, Standardized Tests Tags: charter schools, data - driven reform, michelle rhee, president obama, school reform, standardized tests, teachers unions Save & Share: Previous: Obama's faulty education logic: What he said and failed to say Next: How a single test can change a child's life — a must - see video from Rhode Island

To be clear, a «coasting school» in the context of Gaining Ground was not a failing school in that it would not have included schools in the Ofsted category of «inadequate».