The participation rate of 90 is also required among
a number of student subgroups, such as minorities, students whose primary language is not English and children in the foster care system.
Not exact matches
The state plans to set goals on the state reading and math tests for all
students and several
student subgroups by the 2023 - 24 school year; overall, the state's goal is to reduce «the
number of nonproficient
students for all
students and for each
subgroup of students by 33 percent» within six years.
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.
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.
For example, the idea that the success
of LEAs will be determined based on: «the
number and percentage
of participating
students by
subgroup who have daily access to effective and highly effective teachers» is problematic in the way that it potentially limits the innovative staffing models possible to serve
students if educator is defined as one being co-located with the
student.
NCLB held schools accountable for every
subgroup that had a sufficient
number of students (called the minimum «n - size»).
Because the statistical power
of this experiment is driven by the
number of school groups, not the
number of individual
students, we are unable to conduct
subgroup analyses to reveal how seeing a play may differently affect subsets
of students.
With respect to the research on test - based accountability, Principal Investigator Jimmy Kim adds: «While we embrace the overall objective
of the federal law — to narrow the achievement gap among different
subgroups of students — NCLB's test - based accountability policies fail to reward schools for making progress and unfairly punish schools serving large
numbers of low - income and minority
students.
The authors find that the 20 +
subgroup size presents clear advantages in terms
of the
number of students represented, particularly in making historically underserved
student populations visible.
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
In many waiver states, some
of the primary accountability determinations, such as the selection
of Priority schools, are based on the performance
of all
students plus
students in a limited
number of demographic
subgroups.
All states, both waived and unwaived, must report the
number and percentage
of students in each
subgroup, how many pass the reading / language arts and mathematics tests, the
number who graduate high school with a standard diploma, and so on.
By requiring the calculation
of separate API
numbers for
student subgroups, it exposed gaps in achievement for low - income
students, special education
students and Hispanic and African - American children.
CORE's system also shrinks the
number of students measured for
subgroup performance from 100, which is California's current law, to 20.
Analysis
of 9th grade suspension data finds that black
students,
students who are economically disadvantaged, and special education
students are three demographics
subgroups that are disproportionately suspended, both in the frequency
of suspensions and the duration in
number of school days lost.
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.
Allows elementary and middle schools to earn additional points in its accountability system for accelerating
student achievement, including increasing
student performance in math, decreasing the
number of minimally proficient
students, improving the performance
of certain
student subgroups and / or using an inclusion model for special education.
, which shall be the same State - determined
number for all
students and for each
subgroup of students in the State;
(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.
The Department suggested that Delaware's goal to decrease by 50 percent the
number of non-proficient
students in each
subgroup within twelve years did not meet the statute's threshold for «ambitious.»
That's because more schools will reach the minimum
number of 30
students needed to report the results
of any
subgroup of students.
As an accountability measure, schools should undertake regular audits
of course enrollments that analyze disparities in enrollment
numbers among racial
subgroups and that critically examine the criteria being used by teachers and counselors to determine
student readiness for advanced coursework.
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.
When the letter grades were converted to
numbers (4, 3, 2, 1, 0), «average relative reading ability» could be determined for
subgroups of students, defined as printing at different rates.
The platform also calls for charter schools to retain proportionate
numbers of students from a range
of subgroups, including ELLs, and opposes «high - stakes standardized tests that falsely and unfairly label
students of color,
students with disabilities and English Language Learners as failing.»