Sentences with phrase «include subgroup performance»

In this example, states could include subgroup performance by allocating each subgroup a percentage weighting of each indicator.

As in the elementary and middle school example index, states could include subgroup performance by allocating each subgroup a percentage weighting of each indicator.

Not exact matches

This analysis includes the entire class of 2013, as well as additional information on trends and the performance of subgroups, including students with disabilities.

While this replaces the statutory approach of basing all accountability decisions on the separate performance of numerous student subgroups, including students from low - income families, the assessment results for all of these «disadvantaged» student subgroups designated in the ESEA statute must be reported each year and must be taken into account in determining performance consequences for public schools.

Ensure that all students in tested grades are included in the assessment and accountability system, hold schools and districts accountable for the performance of each student subgroup and include all schools and districts;

I would include: Student growth, subgroup performance, graduation rates, and more.

In return, the state must lay out plans for improving performance of the lowest - achieving schools and student subgroups, including African - American students and students with disabilities.

But because the NCLB escalating performance goals also apply to subgroups - including special education students and English learners - even the best schools nationally have struggled to keep up and avoid being designated as «failing.»

The plan still includes tracking performance on annual standardized tests in grade 3 - 8 and in specific high school courses, measuring how well non-native English speakers are learning the language, and breaking down student performance by subgroups such as ethnicity, economic status, and students with disabilities.

This regulation builds on ESSA's protections for youth in foster care, including its requirement that states report graduation rates and performance data for this subgroup.

«However, by including former English learners, overall scores for the subgroup will rise and may mask the performance of current English learners,» Delia Pompa, senior fellow for education policy at the Migration Policy Institute in Washington, D.C., wrote in a commentary for EdSource.

A second piece of legislation, SB 1346, focuses heavily on requirements around English learners and adds a mandate to include reclassified English learners to the subgroups of pupils whose educational achievement must be measured by the state's Academic Performance Index.

The administration also failed to fully address other concerns: For example, it granted Georgia a waiver in spite of concerns that it didn't include graduation rate data for poor and minority kids into its proposed accountability system, the College and Career Ready Performance Index, which effectively meant that «a school could earn a high CCRPI with low graduation rates for some subgroups».

By considering subgroup performance data from 2001 - 2004, the research team sought to determine which schools, including those not making Adequate Yearly Progress, were, in fact, making significant progress toward closing the gap.

However, by including former English learners, overall scores for the subgroup will rise and may mask the performance of current English learners.

His amendments, for example, would require state accountability systems to set performance, growth, and graduation targets for all students, including all subgroups of students, and make performance against those targets matter for all schools.

The panelists — including Arkansas's Fort Smith Public Schools Superintendent Benny Goodman and the National Center for Learning Disabilities's Laura Kaloi — also advocated for using multiple assessment measures to judge school quality, adding more flexibility for improving low - performing schools, maintaining a focus on holding schools accountable for the performance of student subgroups, tracking student growth, and ensuring states set high standards.

Among their top concerns are the incorporation of super subgroups within state accountability systems, graduation rate calculations that include students who receive GEDs, and a lack of transparency and clarity about schools» performance.

Allows elementary and middle schools to earn additional points in its accountability system for accelerating student achievement, including increasing student performance in math, decreasing the number of minimally proficient students, improving the performance of certain student subgroups and / or using an inclusion model for special education.

(e) The board shall establish the information needed in an application for the approval of a charter school; provided that the application shall include, but not be limited to, a description of: (i) the mission, purpose, innovation and specialized focus of the proposed charter school; (ii) the innovative methods to be used in the charter school and how they differ from the district or districts from which the charter school is expected to enroll students; (iii) the organization of the school by ages of students or grades to be taught, an estimate of the total enrollment of the school and the district or districts from which the school will enroll students; (iv) the method for admission to the charter school; (v) the educational program, instructional methodology and services to be offered to students, including research on how the proposed program may improve the academic performance of the subgroups listed in the recruitment and retention plan; (vi) the school's capacity to address the particular needs of limited English - proficient students, if applicable, to learn English and learn content matter, including the employment of staff that meets the criteria established by the department; (vii) how the school shall involve parents as partners in the education of their children; (viii) the school governance and bylaws; (ix) a proposed arrangement or contract with an organization that shall manage or operate the school, including any proposed or agreed upon payments to such organization; (x) the financial plan for the operation of the school; (xi) the provision of school facilities and pupil transportation; (xii) the number and qualifications of teachers and administrators to be employed; (xiii) procedures for evaluation and professional development for teachers and administrators; (xiv) a statement of equal educational opportunity which shall state that charter schools shall be open to all students, on a space available basis, and shall not discriminate on the basis of race, color, national origin, creed, sex, gender identity, ethnicity, sexual orientation, mental or physical disability, age, ancestry, athletic performance, special need, proficiency in the English language or academic achievement; (xv) a student recruitment and retention plan, including deliberate, specific strategies the school will use to ensure the provision of equal educational opportunity as stated in clause (xiv) and to attract, enroll and retain a student population that, when compared to students in similar grades in schools from which the charter school is expected to enroll students, contains a comparable academic and demographic profile; and (xvi) plans for disseminating successes and innovations of the charter school to other non-charter public schools.

These groups were concerned that Florida's plan did not comply with ESSA's requirement that states include the performance of individual student subgroups as a factor in the grades assigned to schools.

The state contends that the performance of student subgroups will be indicated on report cards, which will be modified to add a «federal percent of points index,» that includes EL progress towards English proficiency.