Sentences with phrase «making adequate yearly progress on»

Eight years after they found themselves lumped in with some of the lowest - performing schools in the state, Mobile County schools such as Mae Eanes Middle School and Grant Elementary are now regularly making Adequate Yearly Progress on state exams and have become turnaround models for educators around the country.

A public school, charter school or school district shall be deemed to have made adequate yearly progress on an accountability performance criterion set forth in paragraph (14) of this subdivision if each accountability group within such school or district achieved adequate yearly progress on that criterion.

the school or district has made adequate yearly progress on all applicable criteria and indicators in paragraphs (14) and (15) of this subdivision for two consecutive years.

Except as provided in subparagraph (vi) of this paragraph, a local educational agency (LEA) that received funds under title I for two consecutive years during which the LEA did not make adequate yearly progress on all applicable criteria in paragraph (14) of this subdivision in a subject area, or all applicable indicators in subparagraphs (15)(i) through (iii) of this subdivision, or the indicator in subparagraph (15)(iv) of this subdivision, shall be identified for improvement under section 1116 (c) of the NCLB, 20 U.S.C. section 6316 (c) and shall be subject to the requirements therein (Public Law, section 107 - 110, section 1116 [c], 115 STAT.

With the implementation of No Child Left Behind, schools must make adequate yearly progress on state testing and focus on best teaching practices in order to continue receiving funds.

NLCB required all students to make adequate yearly progress on standardized tests.

Not exact matches

Under the law, schools must show not only that their overall student body is making «adequate yearly progress» on state tests, but also that a sufficient percentage of certain subgroups of students are likewise proficient.

While it's true that some schools now classified as failing would be classified as making «adequate yearly progress,» I would argue that they are making adequate yearly progress if their students are well on track to proficiency.

U.S. Education Secretary Margaret Spellings announced on Aug. 4 that Alabama, Arkansas, Tennessee, and Utah will be allowed to let districts provide supplemental educational services, or SES, to eligible students whose Title I schools fail to make adequate yearly progress for two years.

Central High did not make the Adequate Yearly Progress standard under the federal No Child Left Behind Act, and less than 20 percent of its students score «proficient» on state standardized math tests.

The NCLB accountability system divides schools into those in which a sufficient number of students score at the proficient level or above on state tests to meet Adequate Yearly Progress (AYP) benchmarks («make AYP») and those that fail to make AYP.

Under that system, whether a school makes Adequate Yearly Progress is determined primarily based on the share of students scoring at proficient levels in math and reading in a given year.

To make adequate yearly progress, or AYP, under the federal law, schools and districts must meet annual targets for the percentage of students who score at least at the proficient level on state reading and mathematics tests, both for the student population as a whole and for certain subgroups of students.

The No Child Left Behind Act prescribed sanctions for schools and districts failing to make «Adequate Yearly Progress,» and even under the waivers that most states have now obtained from NCLB's accountability provisions they must still show how they will take action on their lowest - performing schools.

An article in the Oct. 25, 2006, issue of Education Week on charter schools in the District of Columbia («At Age 10, Booming D.C. Charters Feel «Growing Pains»») should have said that 118 out of 146 regular public schools in the city did not make adequate yearly progress under the No Child Left Behind Act for last school year.

In her Nov. 22 letter (starts on page 6), Assistant Secretary of Education Deborah Delisle wrote, «The requirements to determine whether schools have made adequate yearly progress (AYP) and to identify schools for improvement, corrective action and restructuring have not been waived, and any State laws or regulations, including those related to AYP or school improvement status, are not affected by the waivers granted to your district.»

The original text of NCLB, under its section on state plans, says that to make «adequate yearly progress» (AYP) a school must test 95 percent of its students.

When schools have failed to make Adequate Yearly Progress, it has mostly been teachers and principals who've been slapped on the wrist or let go from their jobs.

If their request is granted, student scores on Smarter Balanced assessments this year would be reported to the U.S. Department of Education, as they will be to parents and schools in California, but would not be used to measure whether a school or district has made Adequate Yearly Progress.

But it's also garnered lots of criticism for its focus on standardized test - scores and its system of rating schools according to whether they make «adequate yearly progress.»

Teachers and administrators throughout this country are focused on ensuring that both students and schools make adequate yearly progress and show growth.

By eviscerating No Child's Adequate Yearly Progress provisions, the administration also takes away real data on school performance, making it more difficult for families from being the lead decision - makers reformers need in order for overhauls to gain traction, and complicating the activities of researchers (including those doing state - by - state comparisons).

If a group of parents goes to the principal and says they want to focus on student achievement so the school can make adequate yearly progress, she says, their offer of help is likely to be accepted.

Most notably, it eliminates NCLB's uber - intrusive requirement that numerous groups of students make «adequate yearly progress» on state tests lest schools be subject to a cascade of punishments.

In 2007, the school failed to make adequate yearly progress, and in 2008 was put on notice.

«They're concerned about their school looking good on testing reports and making adequate yearly progress.

By eviscerating No Child's Adequate Yearly Progress provisions, the administration also takes away real data on school performance, making it more difficult for families from being the lead decision - makers reformers need in order for overhauls to gain traction, and making it more difficult for researchers to do their work.

Though thin on the details of the waivers, U.S. Secretary of Education Arne Duncan says too many schools will not make adequate yearly progress measurements this year, and the law needs to be overhauled.

Who could argue with a reform initiative based on kids, teachers, or schools making «adequate yearly progress»?

Caillier (2007) states that while many states were not on track towards making adequate yearly progress (AYP) in both reading and mathematics, there have been recorded improvements in student achievement in almost all states.

In 2007, the school failed to make adequate yearly progress, and in 2008 was put on notice.