Sentences with phrase «gaps among all groups of students»

While NCLB established a noble new aspiration — raising achievement while closing achievement gaps among all groups of students — its goals were undermined by accountability requirements for schools to make «Adequate Yearly Progress» (AYP) that were generally onerous and, in the case of English learners, literally impossible to meet.

One of the primary policy goals of the No Child Left Behind Act (NCLB), and the inspiration for its name, has been closing achievement gaps among groups of students defined by race, ethnicity, income, and other characteristics.

Although Achievement Level Descriptors are intended to aid interpretation of the four categories, they are less precise than scaled scores for describing student growth or changes in achievement gaps among groups of students since they do not reveal changes of student scores within the four levels.

Not exact matches

Maria Izolda Cela Coelho, the secretary of education of Ceará State in Brazil, says the seminar was an excellent opportunity for her to reflect on relevant issues of public education improvement, such as the promotion of high - quality learning among students, performance gap reduction between different social groups, and the implementation of curricula focused on the development of 21st - century skills.

The second group, Focus schools, consists of schools in which the gaps in achievement or graduation rates among student subgroups specified in the ESEA statute are greatest or the achievement or graduation rates among these subgroups are lowest.

Recent results on our Nation's Report Card (the National Assessment of Educational Progress, or NAEP), for example, tell us that during the NCLB era, student achievement in reading and math improved for African American, Hispanic, and white students alike, and achievement gaps among these groups narrowed.

A: Yes, under a five - star grading system that accounts for students» growth in reading and math skills, school poverty levels and a school's ability to close gaps in achievement among groups of students.

Many school systems have gotten the message that they need to be more data driven, and they are now awash in data - not just yearly student test scores, but figures on how different groups of students are doing in particular subjects or grade levels, how successful a school is at attracting and retaining teachers or closing the achievement gap among disadvantaged students, or how equitable funding is from school to school.

The document indicated Holtz would receive a guaranteed three - year, $ 150,000 job with a personal driver at the Department of Public Instruction should Humphries win and would have authority to take over large districts with persistent gaps in academic achievement among groups of students.

LEXINGTON, Ky. — Kentucky has made significant progress in education, but the state is not doing enough to close the academic achievement gaps that persist among different groups of students, according to a new report from the Prichard Committee for Academic Excellence.

The achievement gap among Kentucky students persists despite the state's overall academic gains, according to the findings of a Prichard Committee Study Group.

Despite some significant academic gains over the years, serious achievement gaps persist among many of our students, particularly those from several racial and ethnic groups.

Knowledge of students» cultural background, history, community, and the issues they face every day can help educators close the achievement gaps among different student groups.

While there were no significant overall gains among students of other ethnic groups, black students in their second year of private - school attendance improved their test scores by 6.3 percentile points — a striking advance at a time when schools around the country are trying to close a persistent gap between scores of white and black students.

The risk of confirming negative stereotypes about one's social group, known as stereotype threat, depresses academic achievement among students of color and contributes to racial gaps in achievement.

With an increasing call to address disparities of outcomes among student groups and to eliminate predictable achievement and success gaps, educational leaders will benefit by using the LEAD Tool to reflect on their practice, assess their skills, and develop their strategies for equity.

Facing the issue of cultural diversity, inclusion in Canada seems more effective than in the United States, especially in terms of bridging the gap among various student groups (e.g., native students and immigrant students).

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.

These examples illustrate that although pockets of positive trends in closing achievement gaps exist, there are no exemplars of student achievement among all students and student groups across the board.

Despite these gains, the rate of improvement in achievement among these student groups relative to white peers has not allowed for much progress in closing performance gaps.