Sentences with phrase «on subgroup accountability»

Meanwhile there are reformers (including Common Core supporters and school choice activists) who want to backslide on subgroup accountability.

The 100 percent proficiency target set by No Child, for example, was an ambitious statement that all kids should get the education they need to write their own life stories, while AYP's emphasis on subgroup accountability made clear that states, districts, and schools need to do well by all children, regardless of who they are.

Not exact matches

A focus on growth will eclipse the need for «subgroup accountability.»

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

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.

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.»

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.

While this replaces the statutory approach of basing all accountability decisions on the separate performance of numerous student subgroups, including students from low - income families, the assessment results for all of these «disadvantaged» student subgroups designated in the ESEA statute must be reported each year and must be taken into account in determining performance consequences for public schools.

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.

Tightens the screws on NCLB's «subgroup accountability,» requiring schools to hit targets on dozens of indicators in order to avoid stigmas and sanctions.

How to define the «students in foster care» subgroup for the purposes of accountability is an open question, but nevertheless they must be reported on.

The first of its kind to be granted to districts as opposed to states, the waiver will allow the eight districts to implement a new accountability model called the School Quality Improvement System which is based on a holistic vision of student success, a collective moral imperative to prepare all students for college and career, and an emphasis on eliminating disparities between subgroups of students.

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.

ESSA maintains a strong focus on accountability and requires all states to have in place systems of accountability and supports that include annual accountability determinations for all public schools based on multiple indicators for the school overall and for certain subgroups of students.

ESSA requires state accountability systems to annually measure five indicators that assess progress toward the state's long - term educational goals, with a particular focus on certain student subgroups: those who are economically disadvantaged, minorities, children with disabilities, and English language learners.

ESSA requires that states adopt state accountability systems based on the challenging state academic standards for reading / language arts and math, as well as on ambitious state - designed long - term goals for all students and separately for each subgroup of students.

Despite for the first time taking into consideration the performance of subgroups like English learners, students with disabilities and those from low - income families, there is still a wide gulf between the top and bottom LA Unified middle schools at LA Unified when it comes to their score on the California Office to Reform Education's (CORE) new school accountability index.