Sentences with phrase «of racial subgroup»

Thomas J. Kane and Douglas O. Staiger, «Unintended Consequences of Racial Subgroup Rules» in Paul E. Peterson and Martin R. West (eds.)

Not exact matches

The large size and diverse racial / ethnic makeup of the Breast Cancer Family Registry allowed the researchers to evaluate mortality risk across different subtypes of breast cancer and subgroups of patients, and adjust for confounding factors.

By the latter, Price laid out his intention to compare isolated and modernized subgroups of various «racial stocks» to control for confounders such as heredity, culture, climate, altitude, and latitude, and hoped to include disease - free populations that could be compared to populations ravaged by disease.

Additionally, whereas the BioCycle Study had greater racial diversity than comparable studies (3 — 6), our study was limited by different sample sizes among the racial groups, which may have limited our power to detect significant differences in some of our subgroup analyses.

The report gives only passing attention to the positive impact of NCLB on the education of the most disadvantaged students, a consequence of the requirement to report performance by specific subgroups (e.g., racial and ethnic groups and the economically disadvantaged).

[12] The guidance does not explicitly prohibit aggregation of data across racial and ethnic subgroups in cases in which data for those disaggregated categories would be impossible to report due to sample sizes falling below the state's specified n - size.

Advocates seeking transparency for individual racial / ethnic subgroups of students have been vocal in their opposition to the «super subgroup» approach.

[11] The same document prohibits states from combining «major racial and ethnic subgroups... into a... «super-subgroup,» as a substitute for considering student data in each of the major racial and ethnic groups separately (emphasis added).»

For smaller American Indian / Alaskan Native and Hawaiian Native / Pacific Islander subgroups, the majority of students in the subgroup remain uncovered if only students in that subgroup are pooled: the «super subgroup» strategy of aggregating across racial / ethnic groups is the only way to account for most students in these groups, although their data are not identifiable at the subgroup level.

And they must report the results, for both the student population as a whole and for particular «subgroups» of students, including English - learners and students in special education, racial minorities, and children from low - income families.

Two - year data averaging: using two school years» worth of data on the racial / ethnic subgroup for that grade level, so drawing on two cohorts of students.

Figure 4 shows that as recently as 2004, for - profit institutions accounted for no more than 7 percent of enrollment among any racial subgroup.

To put it simply, multiculturalism has less to do with any rigorous study of other cultures than it does with ethnic, gender, racial, or other subgroup tension within the nations of the West, the United States in particular.

NCLB holds schools accountable for performance of subgroups — major racial and ethnic groups, students with disabilities, and English - language learners.

He found no detectable benefit from mandated class size reduction — either for students in general or for any student subgroup, racial, ethnic, or level of disadvantage.

We encourage states to focus on the lowest - performing students, but the lowest - performing students aren't always part of a particular racial or economic group, or even a particular curricular subgroup.

One of the key reasons for a possible disconnect is the law's requirement that not only the entire school but also racial, ethnic, economic, and other subgroups within the school make adequate yearly progress.

In addition, we control for determinants of student achievement that may change over time, such as a teacher's experience level, as well as for student characteristics, such as prior - year test scores, gender, racial / ethnic subgroup, special education classification, gifted classification, English proficiency classification, and whether the student was retained in the same grade.

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).

Among the smallest quintile of elementary schools, 47 percent of racially heterogeneous schools (those with four or more racial subgroups) won performance awards, versus 82 percent of similarly sized but racially homogeneous schools.

Then, under No Child Left Behind, we moved to a bit of nuance by disaggregating proficiency rates by racial and other subgroups.

It made them report, separately, the scores of traditionally disadvantaged subgroups: ethnic and racial minorities, disabled students, low - income students and English learners.

The few studies that examined relevant subgroups of racial / ethnic minority children identified noteworthy racial / ethnic disparities.

Our call for more studies on racial / ethnic subgroup disparities echoes a recommendation published 15 years ago by the AAP Task Force on Minority Children's Access to Pediatric Care that more attention be paid to the heterogeneity of API populations.24

The federal government is permitting many schools to escape accountability for the progress of racial or ethnic subgroups under the No Child Left Behind Act, according to a computer analysis released by the Associated Press last week.

States must include each major racial / ethnic subgroup in school accountability systems and can not use a combined «super subgroup» of minority students.

For a school or district to make adequate yearly progress, both the overall student population and each subgroup of students — major racial and ethnic groups, children from low - income families, students with disabilities, and students with limited proficiency in English — must meet or exceed the target set by the state.

It goes something like this: Step away from federal heavy - handedness around states» accountability and teacher credentialing systems; keep plenty of transparency of results in place, especially test scores disaggregated by racial and other subgroups; offer incentives for embracing promising reforms instead of mandates; and give school districts a lot more flexibility to move their federal dollars around as they see fit.

This shift in focus creates a problem for certain subgroups, such as students with limited English proficiency or students from racial or ethnic backgrounds, because these individuals are frequently the ones on the lower grid of the achievement gap.

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.

Analyses of candidates» 2014 portfolios revealed only small differences in performance across various ethnic and racial subgroups.

In this section, each school district must list its annual goals for all students as well as for specific subgroups of students (including racial / ethnic subgroups, the three target subgroups — English learners, low income students, and foster youth — and students with disabilities).

Taking a contrary view was board member Feliza Ortiz - Licon said Holaday's suggestion would dilute the purpose of the new system, which is to clearly show achievement gaps among racial and ethnic student subgroups.

States would still have to test students in reading and math in grades 3 through 8 and once in high school, and break out the data for whole schools, plus different «subgroups» of students (English - learners, students in special education, racial minorities, those in poverty).

The main body of this report documents gross disparities in the use of out - of - school suspension experienced by students with disabilities and those from historically disadvantaged racial, ethnic, and gender subgroups.

Although that rate, around 82 percent, has risen, and dropout rates have fallen for every racial subgroup, there are still around 750,000 students leaving school every year with «basically no chance of being successful,» he said.

The waivers may allow for the possibility of states targeting gender for subgroup accountability (and thus, addressing the crisis of low educational attainment among young men of all socioeconomic and racial backgrounds) on their own.

Three states — in addition to the law's assessment requirements — use another cut of test score data such as improvement among subgroups of students, including those from low - income families, students from major racial and ethnic groups, students with disabilities, and English language learners.

In addition, states are required to disaggregate these indicators, excluding English language proficiency, by individual subgroups of students, including those from low - income families, those from major racial and ethnic groups, those with disabilities, and English language learners.

Retrieved August 31, 2016, from http://www.edweek.org/tsb/articles/2011/10/13/01disproportion.h05.html In North Carolina, all racial subgroups remain relatively proportionately represented, with the exception of African Americans, who make up 26 percent of all public schools students yet comprise 32 percent of all school - aged children with disabilities.

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.

* Subgroups include specific categories of students such as students with disabilities, students from major racial and ethnic groups, and English Language Learners.

The No Child Left Behind Act is a much - maligned decade - old federal education law that called for regular standardized tests, disaggregation of testing data by racial subgroup, and increasing sanctions for states that fail to meet proficiency standards leading up to a requirement of about 100 percent proficiency by 2014.

Authorizers must also place increases in student achievement for all subgroups as the most important factor when determining whether to renew or revoke a school's charter - including the progress of economically disadvantaged students, students from major racial and ethnic groups, students with disabilities, and students with limited English proficiency.

States must make the results public, and provide data to show how different subgroups of students, such as racial minorities, are doing relative to other students.

There are subgroups focusing on diversity from the perspective of gender, racial ethnicity / national origin, veterans, LGBT, and attorneys with disabilities to promote diversity of all kinds firm - wide.

Nonetheless, the findings of this study highlight the importance of identifying high - risk subgroups in racial populations and the continuing need to target cost - effective interventions to them.

The odds of having comorbid disorders are higher than expected by chance for most racial / ethnic subgroups, except when base rates of disorders were already high or when cell sizes were small.

The number of low - birthweight babies declined by 11 percent, and a greater number of mothers received early prenatal care across all racial subgroups.

To ensure that the study included a sizable proportion of racial / ethnic minorities and low - income respondents for more accurate subgroup analyses, there was also an oversampling of US telephone exchanges that had a population of 70 % or more of African American, Hispanic, or low - income households.