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.
Not exact matches
The segmenting
of individual
students into a group, and that group into a
subgroup, and their understanding into data, and the knowledge that we hope they
learn into our teaching standards — this all becomes a tone, a posture dictating the terms
of teaching and
learning.
Create a positive school culture and climate that includes high - quality teaching and
learning, safety, caring relationships, supportive, and challenging
learning environments, sense
of community and inclusion for all
students and
subgroups, and distributed staff leadership
Since important differential effects were identified for only one
subgroup, one can not infer that the impact
of performance pay on
student math
learning is concentrated on any particular group
of students.
Effective remedies to improve instruction,
learning and school climate (including, e.g., decreases in bullying and harassment, use
of exclusionary discipline practices, use
of police in schools, and
student referrals to law enforcement) for
students enrolled are implemented in any school where the school as a whole, or any
subgroup of students, has not met the annual achievement and graduation targets or where achievement gaps persist.
The organizations oppose the draft
Student Success Act because «it abandons accountability for the achievement and
learning gains
of subgroups of disadvantaged
students who for generations have been harmed by low academic expectations.
TAP's modified version
of Danielson's teaching standards has three main categories — designing and planning instruction, the
learning environment, and instruction — and 19
subgroups that target such areas as the frequency and quality
of classroom questions and whether teachers are teaching
students such higher - level thinking skills as drawing conclusions.
The federal one looks at the performance
of certain «
subgroups»
of kids: minorities, poor
students, youngsters with disabilities and those still
learning English.
Planners can gain additional insights by analyzing the performance
of subgroups of students, in particular the
learning progress
of students of different socioeconomic backgrounds, ability levels, language experiences, ethnicities, races, and genders.
The AMOs represent the minimum percentage
of students within each
subgroup in the lowest - performing schools that must pass Standards
of Learning (SOL) tests in reading and mathematics in order to reduce sufficiently proficiency gaps in reading and mathematics within six years.
Here's the critical point: Even if your school has been an A + school for years — if any
of the 39
subgroups of students (
learning disabilities, low readers, etc) fail to make adequate yearly progress, the entire school fails.
The AMOs represent the percentage
of students within each
subgroup in the lowest - performing schools that must pass Standards
of Learning (SOL) tests in reading and mathematics in order to reduce — by half — the gaps separating these
students from their peers in the highest - performing schools within six years.
Teachers: you can work night and day with a
subgroup, show gains in
learning of 1 to 2 years from your
students beginning
of the year baseline, yet if your gains don't meet AYP Proficiency under differentiated accountability — you and your kids will be deemed failures.
While Stephanie did mention her own instructional strategies as a part
of her evidence for lesson effectiveness, the function
of these strategies served to support her claims that she was attending to the
learning needs
of this particular
subgroup of students, the English learners in her class.
We believe that the path to equity is connected to the ability
of every
student in every classroom, in every
subgroup, to have access to deeper
learning that fosters critical thinking and then allows them to
learn how to create, how to communicate effectively, how to solve problems and how to manage their own
learning.
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.
Comparisons were made based on subject, grade level and
subgroup and showed in 82
of 96 comparisons, the percentage
of charter school
students making
learning gains was higher than the percentage
of traditional public school
students making
learning gains.
(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.
Hispanic English language learners showed the greatest
learning gains
of any
student subgroup, with 72 additional days
of learning in math and 79 in reading.
For the purposes
of the brief, we operationalized access and equity as follows: to evaluate access, we examined districts» choice and recruitment policies and assessed the degree to which pathways were representative
of their districts» high school
student populations; to evaluate equity, we compared academic outcomes for Linked
Learning student subgroups with those
of similar peers in traditional high school settings.
Unfortunately, the way many
learning organizations in the United States got serious was to look at their high - stakes
student achievement results and focus their plans on the lowest - scoring subject area or
subgroups of students or on the bubble kids.
«Specific
student subgroup populations are at increased risk
of being bullied, including youth who are lesbian, gay, bisexual, and transgender (LGBT); youth with physical, emotional and / or
learning disabilities; and youth who are overweight.