Charter schools in New York consistently grew academic achievement among the following demographic groups at significantly higher rates than
the same subgroup of students in their district peers: Black, Hispanic, students in poverty, and special education.
It just means better performance than schools with
the same subgroups of students.
Not exact matches
[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).»
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.
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.
Rather, 55 percent
of all respondents, and roughly the
same share
of each
subgroup, support requiring
students to complete four years
of high school (Q. 5).
The percentage
of proficient
students within various
subgroups, broken out by ethnicity, income, disability, and English - language - learner status, must also meet these
same targets.
A Tier 3 school that has implemented targeted supports for more than three years, but has not improved the performance
of the
same student subgroup compared to the «all
students» group will be classified as Tier 4 and qualify for comprehensive supports.
Under the new law, states and districts are required to provide comprehensive support and improvement to: the lowest - performing 5 percent
of schools, high schools that fail to graduate one - third or more
of their
students, and schools in which
subgroups perform at the
same level as
students in the lowest - performing schools despite local interventions.
• Some
of the
same folks who are complaining about the «indecipherable» display presented to the board are also urging it to add on more indicators and the results
of student subgroups to the summary display.
, which shall be the
same State - determined number for all
students and for each
subgroup of students in the State;