Sentences with phrase «needs of student subgroups»

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.

Not exact matches

What Times readers were not told, however, was that before NCLB, North Carolina, like almost every state, did not hold schools accountable for the performance of various subgroups, like minorities and special - needs students.

While states under ESSA need to identify for intervention only the lowest performing 5 percent of schools, high schools with graduation rates under 67 percent, and some unspecified percentage of schools in which at - risk subgroups are underperforming, the National Governors Association reports that «40 percent of all students and 61 percent of students who begin in community colleges enroll in a remedial education course at a cost to states of $ 1 billion a year.»

Schools must report all results by subgroup, but if the number of students in a group won't produce statistically reliable results, the state need not identify the school as not making AYP based on the subgroup results.

• Ensure that all students within a participating school are included in the pilot and that participating districts and schools pay appropriate attention to the needs of different subgroups in designing policies to make them as equitable as possible.

Various subgroups of students, defined by ethnicity, gender, economic disadvantage, and need for special education, must be making comparable progress.

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.

Yet in addition to checking whether the lotteried - in and lotteried - out students are comparable as whole groups, we also need to check that subgroups of students, sorted by the grade to which they applied, are comparable.

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.

States need not identify schools for «additional targeted support» annually because these schools are identified for having a subgroup performing similarly to students in the bottom 5 percent of Title I schools; rather, states can identify these schools every three years, each time they identify their lowest - performing 5 percent of schools.

Moving students from a belief in the limits of intelligence can counter the argument for tracking by increasing academic achievement for all students, including high needs subgroups.

High - needs students in a school or district are often placed in a demographic subgroup for purposes of comparing their academic performance with those of other students.

Ed Trust encouraged the Dept. of Education to «ensure states consider their student achievement goals when deciding which schools need help working with subgroups of students,» and require summative ratings for all...

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.

Over the past decade, the focus on subgroup reporting under the Elementary and Secondary Education Act has fostered a new understanding that schools and school districts need to focus on the progress of ALL students for their schools to be successful.

85 % of parents who attended sessions said «Student Performance by Subgroup» and «Teacher Quality» were the most important factors needed on a DC school report card.

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.

Overall, as a group, teachers received lower scores on the Attention to Individual or Subgroups of Learners rubric than on the Focus and Quality of Evidence rubric, possibly indicating that attending to individual students» thinking and understanding is a skill that needs time to develop and is not prevalent in novice teachers.

How do you determine the needs of different subgroups of students across your district?

Grouping all the subgroups together, she said, will ensure affluent districts are still held accountable for the success of their high - need students.

In an effort to improve conditions for special populations, ESSA requires districts and schools to address the needs of subgroups of students that consistently underperform.

Average daily attendance won't tell you which students or subgroups miss class regularly and are in need of intervention, and truancy numbers often hinge on the nebulous difference between what schools consider to be «excused» or «unexcused» absences, they argue.

Inform evaluations of program effectiveness for various subgroups of students and adjust educational programming and resources as needed

(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.

Advocates contend that the disparity in test scores, often referred to as the «achievement gap,» provides political leverage and forces politicians and other stakeholders to respond to the needs of historically underserved subgroups such as African - American, Hispanic, and low - income students.

That's because more schools will reach the minimum number of 30 students needed to report the results of any subgroup of students.

Ed Trust encouraged the Dept. of Education to «ensure states consider their student achievement goals when deciding which schools need help working with subgroups of students,» and require summative ratings for all schools.

It did not, for instance, specify the minimum number of young people that would constitute a subgroup (a factor known as the n) when reporting on student performance, or specify that SWD would need to be part of the calculation for school completion rates, or define a host of terms and timelines.

This high school graduation report also highlighted that while the gaps between subgroups groups of high needs students remain large, these gaps are trending to close.

Emphasis on reporting the progress of high - need subgroups of students — such as English learners, low - income, minorities and students with disabilities.

One of her centers — the teacher center (blending with students)-- appears to actually meet the AP bar of teaching to subgroups of students with different needs and interests (dramatic centers, phonemic awareness center).

Account for students transitioning out of subgroups by requiring «a 4 - year cohort high school graduation rate to identify schools in need of comprehensive support and improvement»

Board of Education President David M. Foster said that persistent differences in the performance of student subgroups underscore the importance of the SOL program in detecting achievement gaps and in identifying low - performing schools in need of state interventions and resources.

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.

Continues to require collection, disaggregation, and publication of data on high - needs student subgroups.

For instance, Connecticut is proposing to combine ELs into a larger subgroup of «high needs» students, including students with disabilities and students from low - income families.

* I DO NOT believe that it is fair to identify a district or school as a «Low Performing School» based only on a «students with disabilities» subgroup that varies by having different disability clusters of students, at different ages, at different levels of severity and need, and in schools with different levels of resources.