Identification of, and comprehensive, evidence - based intervention in, the lowest - performing five percent of title I schools, all public high schools with a graduation rate below 67 percent, and public schools in which one or
more subgroups of students are performing at a level similar to the performance of the lowest - performing five percent of title I schools and have not improved after receiving targeted interventions for a State - determined number of years; and
While Duncan is technically right that more schools are held accountable for
more subgroups of students, he is also letting more schools avoid NCLB's consequences.
Not exact matches
It is required to report whatever metrics its state chooses not only for all its tested grades (3 - 5), but also for a number
of distinct «
subgroups» including those defined by race / ethnicity, as long as there are
more students in each
subgroup than the minimum n - size the state has chosen.
Over time we expect
more and
more schools to succeed with the majority
of their
students, but to struggle with certain extra-needy
subgroups.
«Schoolwide» improvement is for schools that miss new AYP growth targets for all
students or for
subgroups that total
more than one - third
of school enrollment.
Across grades and different
student subgroups, the Coleman study found that most
of the variation in
student achievement is within rather than between schools, but a larger share
of the variation is found between schools in earlier grades and among
more disadvantaged
subgroups.
[The Delaware Department
of Education] proposes to decrease the percentage
of non-proficient
students in each
subgroup by 50 % by 2030, which would result in no
more than half to two - third
of certain
subgroups of students achieving proficiency.
Until this year, the rating system in Texas specified separate targets for racial
subgroups that accounted for
more than 10 percent
of the
student body (and
more than 30
students).
More recently, black and Latino
students in NYC gained the most
of any
subgroup on new tests aligned with higher standards.
Students in three
of six
subgroups tested showed significant reading gains due to the voucher offer after four or
more years.
Theories connecting being physically present in school to better academic outcomes have never been
more substantiated, yet NAEP scores show stagnation nationwide and a widening gap between
subgroups while about 6.8 million
students in the United States missed
more than three weeks
of school during the 2013 - 2014 school year (Attendance Works and Everyone Graduates Center 2017).
A Tier 3 school that has implemented targeted supports for
more than three years, but has not improved the performance
of the same
student subgroup compared to the «all
students» group will be classified as Tier 4 and qualify for comprehensive supports.
Under the new law, states and districts are required to provide comprehensive support and improvement to: the lowest - performing 5 percent
of schools, high schools that fail to graduate one - third or
more of their
students, and schools in which
subgroups perform at the same level as
students in the lowest - performing schools despite local interventions.
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.
Absent a district - wide effort to improve academic engagement and performance
of this large and growing
student subgroup, read
more
And the reality is that, with the exception
of students with disabilities, charter schools generally have a higher percentage
of students from demographic
subgroups that lag academically behind their
more advantaged peers.»
The new provisions are an acknowledgment that multilingual America must do
more to meet the language needs
of a
student subgroup — comprising 10 percent
of school children nationwide and 22 percent, about 1.4 million
students, in California — that has trailed in graduation rates, college admission and other key academic indicators.
While, overall, SOL scores at year - round schools were similar to scores in traditional calendar schools, SOL scores
of certain
student subgroups were
more likely to improve at a faster rate at year - round schools.
Instead
of basic workshops about bullying, Villenas says
more targeted information about bias - based bullying, specifically, would help teachers understand the issues faced by particular
subgroups in their schools and how they play out among
students.
• Some
of the same folks who are complaining about the «indecipherable» display presented to the board are also urging it to add on
more indicators and the results
of student subgroups to the summary display.
CSI schools are those in the bottom 5 percent
of performers in the state, those where
more than a third
of students don't graduate, and those where
subgroups of students are chronically underperforming.
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.
In response, I have attempted to produce a repository
of data reports that
more fully and accurately visualize 3 years
of student performance in Math and ELA across
subgroups and years for Silicon Valley school districts.
Under NCLB, an entire district can be subject to immediate state - level intervention if one or
more of its
student subgroups fail to meet AYP for two consecutive years.
This was the first time states were required to report data by race, disability, and other important
subgroups, which revealed to parents and advocates a
more accurate picture
of how
students were doing.
Likewise, Hispanic
students as a whole had a dropout rate
of 11.8 percent, but drastic gaps existed among
subgroups — Guatemalan
students had dropout rates
of 27 percent and Dominicans
of slightly
more than 8 percent.
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.
-- 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.
That's because
more schools will reach the minimum number
of 30
students needed to report the results
of any
subgroup of students.
Discipline problems increased for all
subgroups in the study when around
more older and retained
students, but white
students and girls
of all races experienced the largest jump in discipline issues.
NCLB's safe harbor provision, however, uses complementary logic: A
subgroup that does not achieve its annual performance goal can still «pass» if the percentage
of students scoring below proficient in that
subgroup decreases by 10 percent or
more.
The U.S. Department
of Education had proposed that principals, like teachers, be evaluated as «effective» or «highly effective» based on a year or
more of student academic growth across all
subgroups.
The CALI site has an interesting first page — a list shows the frequently used material for the day, and week by the
student subgroup - 1L, 2 / 3L and there is a link to
more zeitgeist1 at the bottom
of the page.