Sentences with phrase «learner subgroup»

In Manzanita Elementary's case, the school met all of its 2011 API growth targets but one - the English learner subgroup fell below its 725 point target - and was eligible for the waiver under state regulations.

under paragraph (2)(B)(v)(I) within the English learner subgroup of the subgroups of students (as defined in subsection (c)(2)(D)-RRB- for the purposes of the State - determined accountability system.

-- With respect to a student previously identified as an English learner and for not more than 4 years after the student ceases to be identified as an English learner, a State may include the results of the student's assessments under paragraph (2)(B)(v)(I) within the English learner subgroup of the subgroups of students (as defined in subsection (c)(2)(D)-RRB- for the purposes of the State - determined accountability system.

(with the exception of 11th grade) The Asian subgroup demonstrates consistent high (green) performance over time while the English Learner subgroup demonstrates low (red) performance over time.

Including former English learners in the English learner subgroup allows states and districts to present a more robust picture of how well their English learner students are progressing after meeting exit criteria.

After much debate, the legislation allows the inclusion of former English learners in the English learner subgroup for accountability purposes for up to four years.

According to Delia Pompa, a senior fellow for education policy at the Migration Policy Institute, ESSA could allow states to count former English learners toward the English Learner subgroup for the first two years after they exit the category — which is used for accountability...

According to Delia Pompa, a senior fellow for education policy at the Migration Policy Institute, ESSA could allow states to count former English learners toward the English Learner subgroup for the first two years after they exit the category — which is used for accountability purposes within districts.

As a result, Title I and English - language - learner subgroups typically face a gap in academic ability that tends to persist or grow throughout their school experience.

Not exact matches

Among those subgroups: English - language learners.

But the category of English - language learners differs from other subgroups, such as students of a particular race.

It refers to schools with stubborn achievement gaps or weak performance among «subgroup» students, such as English - language learners or students in special education.

Focus School: A school with persistent achievement gaps or poor performance among «subgroup» students, such as English - language learners or students in special education.

And they must report the results, for both the student population as a whole and for particular «subgroups» of students, including English - learners and students in special education, racial minorities, and children from low - income families.

The proposed consolidation of the office of English - language acquisition is sparking strong pushback from advocates for English - learners, the fastest growing subgroup of...

a. Should states mandate that charter schools serve a minimum percentage of special education students, English language learners, or other subgroups?

This will also help charter schools, like Eva Moskowitz's Success Academies, that seek to enroll more English - language learners or students from other underserved subgroups.

The recent House and Senate revisions of No Child Left Behind retained both annual testing and the requirement that scores be reported separately for various subgroups of students within each school, including English language learners.

We fear that putting students with disabilities, English language learners and minority students into one «super subgroup» will mask the individual needs of these distinct student subgroups and will prevent schools from tailoring interventions appropriately.

NCLB holds schools accountable for performance of subgroups — major racial and ethnic groups, students with disabilities, and English - language learners.

Assiduously collect and report the numbers of advanced learners as well as gaps between subgroups, and hold educators accountable for ensuring that gaps are closed at every level of achievement, including advanced.

First, it would all but eliminate school - level information about the learning of student subgroups, as testing only a single grade in each school often results in sample sizes for groups such as English learners or blacks that are too small to yield reliable information for the school as a whole.

Finally, states can signal that high - achievers matter by making them a visible, trackable «subgroup,» akin to special education students or English language learners, and publishing school grades for their progress and / or achievement.

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.

With English - language learners as the special focus of this year's report, it also, for the first time, provides 50 - state information on this diverse and growing student subgroup,...

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 success; and

It made them report, separately, the scores of traditionally disadvantaged subgroups: ethnic and racial minorities, disabled students, low - income students and English learners.

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.

How do these practices differ for student subgroups, such as students with disabilities, English language learners, and low - achieving students?

States set annual district and school targets for grade - level achievement, high school graduation, and closing achievement gaps, for all students, including accelerated progress for subgroups (each major racial and ethnic group, students with disabilities, English language learners, and students from low - income families), and rate schools and districts on how well they meet the targets.

4 Subgroup of students who were considered English learners at the time of the assessment.

The percentage of proficient students within various subgroups, broken out by ethnicity, income, disability, and English - language - learner status, must also meet these same targets.

States may include both former English learners and students with disabilities in calculating graduation rates if they were part of the subgroup at any point during high school, even if the student exited during high school.

Most states now combine student subgroups, previously identified by race, ethnicity, economic disadvantage, special education, and English language learner status, into opaque «super-subgroups» that are very purposefully less transparent.

Overall, however, the scales performed well along this dimension, both overall and for important student subgroups such as English language learners and students with disabilities.

Our subgroups of exceptional learners — ESL students, distinct demographic groups, and high poverty students — in conjunction with our students as a whole, are performing at exemplary high levels.

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.»

Under the bill, schools would have to measure student academic progress and report it by subgroup — race, family income, whether students are English - language learners or have disabilities — and issue annual report cards.

The regulations pose the same question about other subgroups — children with disabilities, English learners, and homeless children — while at the same time providing clearer definitions of each of the subgroups.

¹ This information was taken from Understanding Subgroups in Common State Assessments: Special Education Students and (ELLs) English Language Learners (NCEO, 2011).

More notably, Valor's achievement and growth were consistent across diverse subgroups of non-economically disadvantaged, economically disadvantaged, English language learners and students with disabilities.

For the first time, the law required schools to test all children annually in grades 3 through 8 and at least once in high school and report results by subgroups — including race, English learners and students with disabilities — so it was clear how every student was faring.

«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.

Others include high school graduation rates, and test scores — along with multi-year growth on those scores — of all students and subgroups, including English learners, on the state's academic standards.

No, it won't walk away from holding schools accountable for subgroups of students that weren't supposed to be left behind: racial and ethnic minorities, economically disadvantaged students, special - needs students and English learners.

The law will also affect middle class and suburban schools where overall achievement may seem fine but subgroups — English language learners, for example — aren't getting the services they need.

Finally, when reviewing the statistically poor performance of the Hispanic student subgroup, the English Language Learner plan was reviewed and revised.

In this section, each school district must list its annual goals for all students as well as for specific subgroups of students (including racial / ethnic subgroups, the three target subgroups — English learners, low income students, and foster youth — and students with disabilities).

That gap is wide: Data from the state Department of Education shows the achievement gap between white and black students in Mississippi is 28 percent, larger than the gaps for other traditionally disadvantaged subgroups in the state, including those between English speakers and English - language learners and between students in special education and general education, according to Mississippi Department of Education data.