Sentences with phrase «on student subgroup»

This sixth annual update on America's high school dropout challenge shows that these gains have been made possible by raising graduation rates for students who have traditionally struggled to earn a high school diploma, and focuses on the student subgroups and geographic areas that both contribute to this progress and are key to driving toward the 90 percent goal.

This sixth annual update on America's high school dropout challenge shows that these gains have been made possible by raising graduation rates for students who have traditionally struggled to earn a high school diploma, and focuses on the student subgroups and geographic areas that both contribute to this progress and are key to driving toward the 90 percent goal.

Not exact matches

About a thousand Asian Americans, most of Chinese heritage, converged on the Legislative Office Building Thursday to support a bill that would ban the separation of data about Connecticut's students into ethnic subgroups in the public school system unless...

«Although electronic alcohol screening and brief counseling interventions may have effects on participants among subgroups of university students or among other groups, the results of this study and others suggest that the effect of this type of intervention among university students is modest at best,» write Timothy S. Naimi, M.D., M.P.H., of Boston Medical Center, Boston, and Thomas B. Cole, M.D., M.P.H., of JAMA, Chicago, in an accompanying editorial.

In addition, we are interested in the possibility of heterogeneous effects on particular subgroups of students.

The results are mixed, with Teach to One students outperforming their traditional - school peers on average, but with some student subgroups and some school implementations showing less - than - stellar results.

These models are used to estimate impacts on the separate components of the subgroups (e.g., impacts on minority and non-minority students separately) and test for the difference in impacts between the two groups.

States shouldn't back down on making these goals ambitious, but the goals — including goals for all subgroups of students — must be achievable.

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).

For subgroup data, we used NAEP's «major reporting group» which, prior to 2002, was based on student - reported information.

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.

Under the NCLB law, schools must break out results on annual tests by both the student population as a whole, and these «subgroup» students.

Tennessee: Individual student - projection data will determine the proportion of students, by subgroup and subject area, who are projected to attain proficiency on the state assessment three years into the future.

Schools were assigned an overall rating based on the pass rate of the lowest - scoring subgroup - test combination (e.g., math for whites), giving some schools strong incentives to focus on particular students and subjects.

By 2030, have 80 percent of all students and subgroups meet or exceed expectations on the statewide English / language arts and math exams; have 95 percent of all students and subgroups graduate after four years in high school by 2030

By 2030, 75 percent of all students and student subgroups score at least proficient (a level 3 or 4) on the state E / LA and math exams.

The state wants 80 percent of all students and student subgroups to score at a level demonstrating that they are on track for postsecondary readiness by 2024 - 25, based on state tests; also wants all students and student subgroups to graduate at a 90 percent clip by the same year.

By 2024 - 25, the state wants 76 percent of all students and all student subgroups to show proficiency on the state E / LA exam, and 71 percent of all students and all student subgroups to do the same on the state math exam.

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.

Cut in half the share of all students and subgroups not proficient on English / language arts and math exams by 2030; cut in half the share of high school students not graduating after four years

Annual average improvement target of 2.5 percentage point gains in achievement on state reading and math tests between 2018 and 2025 for all students and student subgroups; plan includes goal of reaching a graduation rate of 90 percent by 2025 for all students and student subgroups

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.

The tracker has a seating plan function in place which allows you to analyse your cohort of students based on their subgroups and ensure that these are tracked effectively.

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.

Similarly, we urge those states that base a portion of their grade on the progress of low - achieving students, or other subgroups, not to overdo it.

NCLB required states to test ELLs and report their subgroup scores, increasing pressure on schools to move students to English fluency and raise reading and math scores.

Hence, it is of particular interest to understand the effect of NCLB accountability on specific student subgroups.

These students are the fastest growing subgroup in U.S. schools, but they remain among the lowest performing on standardized assessments and lag far behind peers in high school graduation rates.

A study of how Hispanic 10th graders are performing in mathematics and English language arts on Massachusetts» state exams compares the scores of various subgroups of Hispanic students.

In its analysis of the eleven waiver applications, the Center on Education Policy found that nine state applicants will base almost all accountability decisions on the achievement of only two students groups; i.e., all students and a «disadvantaged» student group or «super subgroup.»

CAP has praised states in the past for lowering their n - sizes, but their plan to have fewer students «count» toward a school's accountability rating would mean less attention on important subgroups of students.

As with schools, that determination must be based not just on overall student achievement, but also on the performance of student subgroups, broken down by categories such as race and ethnicity.

They provide simultaneous feedback on the many different kinds of issues worth raising about a reform — issues about the quality of implementation, the meaning various actors ascribe to the reform, the primary and secondary effects of the reform, its unanticipated side effects, and how different subgroups of teachers and students are affected.

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.

Their discovery of a money - performance relationship is attributed to analyzing the effects of spending that emanates from court decisions (exogenous variation in spending), tracing the effect of this spending to long run outcomes (completed schooling and wages), and focusing on the right subgroup (disadvantaged students).

And in fact, students with disabilities have made almost no gains in reading since 2002 — even though NCLB focuses specifically on boosting the achievement of this subgroup of students.

As for subgroups, let's look at the percentage of students scoring at «satisfactory» or above on mathematics:

ESSA requires states to «establish a system of meaningfully differentiating, on an annual basis, all public schools in the State, which shall be based on all indicators in the State's accountability system... for all students and for each subgroup of students.»

Since important differential effects were identified for only one subgroup, one can not infer that the impact of performance pay on student math learning is concentrated on any particular group of students.

States should continue to be required to gather this information and to report on it disaggregated by student subgroup.

With one exception (immigrants benefited less than native - born students from a performance pay regime), I found only small differences in the impact of performance pay on the math achievement of subgroups in the population.

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.

Among student subgroups, the study also finds that «grade configuration has a larger effect on the math scores of traditionally disadvantaged subgroups than on other students.

For several days in early January, Michaelis and support staff members met with classroom teachers in grades three to six charged with identifying students in different subgroups (Hispanic, African American, English language learners, special education) at levels 1 and 2 with the best chance of scoring at a higher level on the math, reading, or writing section of the CMTs, if they received intensive, targeted remediation.

Among a subgroup of students who entered school with below - average alphabet skills and ability to sound out words, those who participated in SFA for three years performed significantly better than peers whose schools were not in the program on tests of phonics skills, word recognition, and reading fluency.

This analysis includes the entire class of 2013, as well as additional information on trends and the performance of subgroups, including students with disabilities.

For all students and for subgroups broken down by race and gender, the first - wave reforms had statistically insignificant effects on the probability of entering college.

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.

With English - language learners as the special focus of this year's report, it also, for the first time, provides 50 - state information on this diverse and growing student subgroup,...