Importantly, it also
makes subgroup performance more visible — critical to understand if a school is helping to close the achievement gap for historically underserved populations.
Not exact matches
The purpose behind these
subgroups is to
make it impossible to hide inadequate student
performances.
2001 brought passage of the No Child Left Behind Act, a momentous reauthorization of the ESEA, declaring not only that every single student should become «proficient» in math and reading, but also that every school in the land would have its
performance reported, both school wide and for its student demographic
subgroups, and that schools failing to
make «adequate yearly progress» would face a cascade of sanctions and interventions.
Overall, while questions remain, the regulations
make clear that the graduation rate and
performance data of students in foster care must be reported on, and can not be lumped in with other
subgroups as part of a «super-subgroup» to conceal its outcomes.
One of the most significant deviations the initial 11 states would
make from the original NCLB law is backing away from the importance of individual student
subgroups in assessing schools»
performance.
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.
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.
Forsyth Central High School did not
make AYP because of poor
performance on English exams among the Hispanic and Economically Disadvantaged
subgroups.
All
subgroups with at least 45 students must meet the state
performance target in reading and math or
make Safe Harbor.