More and more, we will see such measures of competency replacing seat time as
the indicator of academic progress.
States are allowed to choose their own
indicators of Academic Progress and School Quality or Student Success, but the chosen measures must be supported by research as likely to increase student learning.
Not exact matches
The
academics also observed: «Interestingly, most interviewees felt that a high proportion
of players who ultimately gained professional contracts compensated for technical, tactical or physical limitations through being mentally tough, and thus mental toughness, rather than technical skill, was a better
indicator of who would
progress.»
The National Assessment
of Educational
Progress should be broadened to gauge how American youths are faring on a range
of academic, social, health, and cultural
indicators, contends a report that calls for new measures
of educational outcomes and equity.
All schools will use chronic absenteeism as an
indicator of school quality; high schools will also be judged on two other
indicators involving 9th grade
academic progress and high school completion
For instance, states might assign separate ratings to each
of the five
indicator types the law requires:
academic achievement, student growth, graduation rates,
progress toward English language proficiency, and other
indicators of school quality and student success.
Over the past several years Florida has attempted substantial reforms
of its struggling public school system, the fourth - largest in the country and one that consistently ranks close to the bottom on
academic indicators, including high - school graduation rates and scores on the National Assessment
of Educational
Progress (NAEP).
In this context, the inclusion
of term papers into the LA input becomes mandatory, since term papers are an important
indicator of student
progress and
academic performance.
Our study analyzed data across multiple
indicators of academic achievement, not simply the National Assessment
of Educational
Progress (NAEP).
Each
of the three
academic indicators (achievement, growth, and
progress toward English proficiency) must carry «substantial» weight.
Specifically, the proposed regulations provide that the additional K — 12
indicator (s) that a state uses can not «change the identity
of schools that would otherwise be identified» unless a school is making «significant
progress» on at least one
of the
academic indicators — test scores, graduation rate, additional K — 8
academic indicator, and EL
progress.
Annually measures, for all students and separately for each subgroup
of students, the following
indicators:
Academic achievement (which, for high schools, may include a measure of student growth, at the State's discretion); for elementary and middle schools, a measure of student growth, if determined appropriate by the State, or another valid and reliable statewide academic indicator; for high schools, the four - year adjusted cohort graduation rate and, at the State's discretion, the extended - year adjusted cohort graduation rate; progress in achieving English language proficiency for English learners; and at least one valid, reliable, comparable, statewide indicator of school quality or student succ
Academic achievement (which, for high schools, may include a measure
of student growth, at the State's discretion); for elementary and middle schools, a measure
of student growth, if determined appropriate by the State, or another valid and reliable statewide
academic indicator; for high schools, the four - year adjusted cohort graduation rate and, at the State's discretion, the extended - year adjusted cohort graduation rate; progress in achieving English language proficiency for English learners; and at least one valid, reliable, comparable, statewide indicator of school quality or student succ
academic indicator; for high schools, the four - year adjusted cohort graduation rate and, at the State's discretion, the extended - year adjusted cohort graduation rate;
progress in achieving English language proficiency for English learners; and at least one valid, reliable, comparable, statewide
indicator of school quality or student success; and
The bill replaces AYP standards with a requirement for states to annually measure all students and individual subgroups by: (1)
academic achievement as measured by state assessments; (2) for high schools, graduation rates; (3) for schools that are not high schools, a measure
of student growth or another valid and reliable statewide
indicator; (4) if applicable,
progress in achieving English proficiency by English learners; and (5) at least one additional valid and reliable statewide
indicator that allows for meaningful differentiation in school performance.
Establishes a system
of meaningfully differentiating all public schools on an annual basis that is based on all
indicators in the State's accountability system and that, with respect to achievement, growth or the other
academic indicator for elementary and middle schools, graduation rate, and
progress in achieving English language proficiency, affords: Substantial weight to each such
indicator; and, in the aggregate, much greater weight than is afforded to the
indicator or
indicators of school quality or student success.
I was encouraged this week to learn that ESSA — the new American education law — that replaced NCLB includes language that opens the door beyond
academic testing to include «multiple measures
of student learning and
progress, along with other
indicators of student success...» Education Week notes that sprinkled throughout the law are references to an instructional strategy that has enormous potential for reaching learners with diverse needs.
Once a framework had been established, committee tasks were to then: (1) «zoom in» and break down specific targeted sections
of the draft LPFs into what we called more detailed «mini progressions» for a smaller grade span, often adding some additional «interim steps» (
progress indicators) to the mini progressions; (2) use the more detailed and focused mini progressions to design sample instructional modules (with a series
of 4 ‐ 6 detailed lessons) illustrating how a teacher in the general education classroom might move students along this smaller grain ‐ sized learning progression using best practices in instruction; and (3) draw from best practices in instruction for students with significant cognitive disabilities to incorporate suggestions to each lesson plan for how to make the
academic content more accessible for all students.
Tennessee plans to use a variety
of academic indicators from both its state assessment and the National Assessment
of Educational
Progress (NAEP) to meet ESSA requirements.
«While we await direction from ED (Department
of Education) on new requirements for federal accountability, California will continue to use the API as the key
indicator in determining whether the school or LEA (district) has made adequate
academic progress.»
On - track
indicators of college and career readiness must measure not only
academic and engagement factors that ensure learners are making
progress toward content mastery or proficiency, but also behavioral factors that relate to the mastery
of the lifelong learning skills needed to succeed in postsecondary pathways.
CAP believes that Congress should provide states with the flexibility to establish an accountability system that takes into account the performance and
progress of all students and subgroups
of students across multiple
academic indicators.
Under ESSA, states must hold schools accountable for student performance in English language arts, or ELA, and mathematics; a second
academic indicator, such as growth in ELA and mathematics;
progress in achieving English language proficiency; high school graduation rates, if applicable; and at least one measure
of school quality or student success.
The Improving America's Schools Act — the 1994 reauthorization
of the Elementary and Secondary Education Act, or ESEA — cemented accountability as a strictly
academic notion.4 The No Child Left Behind Act, or NCLB — the 2001 reauthorization
of ESEA — strengthened this premise and required districts and schools that failed to make
academic progress to take specific improvement actions.5 NCLB also required states to hold schools accountable for an
academic indicator other than student achievement in reading and math.
Participants will be representative
of the characteristics and diversity
of student bodies, including those students identified through early warning
indicators (e.g., at risk
of losing
academic progress, becoming disengaged from school, etc.).
Louisiana's draft state plan proposes to tweak the state's measures
of school success by relying less on test scores and more on student's
academic progress as well as considering non-
academic performance
indicators.
Participants will be representative
of the characteristics and diversity
of student bodies, including those students identified through early warning
indicators (e.g., at risk
of losing
academic progress, becoming disengaged from school).