Does it produce consistent scores
for different student subgroups?
Not exact matches
With respect to the research on test - based accountability, Principal Investigator Jimmy Kim adds: «While we embrace the overall objective of the federal law — to narrow the achievement gap among
different subgroups of
students — NCLB's test - based accountability policies fail to reward schools
for making progress and unfairly punish schools serving large numbers of low - income and minority
students.
For several days in early January, Michaelis and support staff members met with classroom teachers in grades three to six charged with identifying
students in
different subgroups (Hispanic, African American, English language learners, special education) at levels 1 and 2 with the best chance of scoring at a higher level on the math, reading, or writing section of the CMTs, if they received intensive, targeted remediation.
The primary aims of this study are to document the process of moving towards new, integrated systems in each of these cities; to highlight which strategies moved the cities forward in creating these systems and what barriers the cities encountered; to examine how these cities incorporated the needs of
students with disabilities, English language learners, and
students from
different economic backgrounds into their system designs; to understand how
students, teachers, and parents, and others experience elements of the new system and how these experiences differed
for students with special needs; and to document quantitative outcomes on a range of measures, disaggregated by
student subgroup.
States would still have to test
students in reading and math in grades 3 through 8 and once in high school, and break out the data
for whole schools, plus
different «
subgroups» of
students (English - learners,
students in special education, racial minorities, those in poverty).
Under ESSA, states will still have to test
students in reading and math in grades 3 through 8 and once in high school, as well as in science three times between grades 3 and 12, and break out the data
for campuses as well as
different subgroups of
students.
When the letter grades were converted to numbers (4, 3, 2, 1, 0), «average relative reading ability» could be determined
for subgroups of
students, defined as printing at
different rates.