Not exact matches
After controlling
for average class size, per - pupil spending in 1998 - 99, the percentage of
students with disabilities, the percentage of
students receiving a free or reduced - price school lunch, the percentage of
students with limited English proficiency, and
student mobility rates, high - scoring F schools achieved
gains that were 2.5 points greater than their
below - average D counterparts in reading (see Figure 2).
In short, our results indicate that school accountability in Texas led to long - term
gains for students who attended schools that were at risk of falling
below a minimum performance standard.
But these standards do not by themselves necessarily account
for the
gains in achievement by all demographic groups and by our regional vocational / technical high schools (which enroll a disproportionate number of special education
students and
below - grade level readers).
Each of the processes
below have high effect sizes
for gains in
student achievement.
Second Look:
For schools
below the first three criteria, CCSA offers a «second look» process whereby schools may submit additional evidence of
student academic
gains that may demonstrate higher levels of growth than what is seen at other schools.
An appropriate warning might alert educators to the fact that VAM ratings based on state tests are more likely to be informative
for students already at grade level, and least likely to display the
gains of
students who are above or
below grade level in their knowledge and skills.
It appears that average and
below average
students have much to
gain from heterogeneous grouping, but we must not sacrifice gifted
students» needs in our attempts to find the best grouping practices
for all
students.