Sentences with phrase «school made its adequate yearly progress»

In 2010 — 11, 28 percent of K12 schools made Adequate Yearly Progress (AYP) under the federal No Child Left Behind accountability law, compared to 52 percent of schools nationwide.

Six of the nine states participating in the U.S. Department of Education's growth - model pilot project provided information to the EPE Research Center detailing the number of schools making adequate yearly progress, or AYP, under...

It also required that all schools make Adequate Yearly Progress (AYP) to 100 percent proficiency in reading and math by 2014 and prescribed specific interventions for schools that failed to make AYP.

In fact, this seems likely to occur once the requirement that all subgroups of students within a school make adequate yearly progress comes into effect.

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.

Under that system, whether a school makes Adequate Yearly Progress is determined primarily based on the share of students scoring at proficient levels in math and reading in a given year.

These data, says the report, attest to the influence of No Child Left Behind and its requirements that schools make adequate yearly progress in math, reading, and — beginning in 2007 — science.

Teachers and administrators throughout this country are focused on ensuring that both students and schools make adequate yearly progress and show growth.

A higher percentage of CMO charter schools made adequate yearly progress (AYP) between the 2007 — 2008 and 2009 — 2010 school years than did EMO and independent charter schools (NAPCS, n.d. - c).

; or the percentage of schools making adequate yearly progress (Is AYP adequately defined?).

During the 2002 — 2003 school year, the school made its adequate yearly progress goals while seeming to operate as it had during the previous three years.

In the past, CRT results would have factored into determinations of whether schools made Adequate Yearly Progress (AYP) under No Child Left Behind.

The first year of these changes, the school made adequate yearly progress.

But at the end of that year, some half - dozen of the 16 targeted schools made adequate yearly progress, or AYP, under the federal No Child Left Behind Act, something they had never achieved before.

Though scores remain fairly steady in the 80s and 90s in surrounding counties, significantly fewer schools made adequate yearly progress targets set under federal law.

Are schools making adequate yearly progress?

No one asks whether a school makes adequate yearly progress in increasing students» proficiency at caring for others or giving a project their all.

Not exact matches

Among them: determining what constitutes acceptable state tests; establishing criteria by which to approve a state's school accountability plan; defining «qualified» teachers; and deciding how broadly to interpret a clause that lets schools avoid sanctions if their students make lesser gains than those required under the bill's «adequate yearly progress» provision.

The No Child Left Behind Act previously required all public schools receiving Title I funding to administer statewide standardized testing with the stipulation that students make «adequate yearly progress.»

Holbein looked at local school board races from 2004 - 2012 in North Carolina communities where schools failed to make adequate yearly progress (AYP) as defined by the 2001 federal No Child Left Behind legislation.

The department is also recognizing schools that are doing well under the federal law's requirement that schools make «adequate yearly progress.»

In fact, the «safe harbor» provisions in NCLB mean that all schools do not have to meet fixed targets across the board each year, but only make some improvement in order to make adequate yearly progress.

The No Child Left Behind Act requires that students in schools that fail to make «adequate yearly progress» for two years in a row be given the opportunity to transfer to another public school.

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.

It is in the bottom 10 percent of schools statewide, having made adequate yearly progress only once since 2003 under the federal No Child Left Behind Act.

Lee Hall was able to move out of the school in need of improvement category while Hidenwood is close to making adequate yearly progress (AYP).

As of that year, 38 percent of schools were failing to make adequate yearly progress, up from 29 percent in 2006.

While it's true that some schools now classified as failing would be classified as making «adequate yearly progress,» I would argue that they are making adequate yearly progress if their students are well on track to proficiency.

The students made progress — but not enough so the school met Safe Harbor or adequate yearly progress (AYP) as defined by the federal No Child Left Behind Act.

Schools that fail to make adequate yearly progress (meet achievement targets) for three consecutive years, even if it's just for a particular subgroup of students, must offer free tutoring to all students.

Districts with schools that had persistently failed to make «adequate yearly progress» in their test - score performance were required to offer the students in those schools options ranging from a seat in a higher - performing public school to free tutoring services.

NCLB is most often characterized as having been implemented during this year, in part because states were required to use testing outcomes from the prior 2001 — 02 year as the starting point for determining whether a school was making adequate yearly progress (AYP) and to submit draft «workbooks» that described how school AYP status would be determined.

Meanwhile, the expectation that all schools will achieve this goal has created a trajectory of failure that guarantees a steady increase in the number of schools that are stigmatized for not making adequate yearly progress.

NCLB requires annual testing of students in reading and mathematics in grades 3 through 8 (and at least once in grades 10 through 12) and that states rate schools, both as a whole and for key subgroups, with regard to whether they are making adequate yearly progress (AYP) toward their state's proficiency goals.

Their feeder high school has failed to make adequate yearly progress in the last five years.

U.S. Education Secretary Margaret Spellings announced on Aug. 4 that Alabama, Arkansas, Tennessee, and Utah will be allowed to let districts provide supplemental educational services, or SES, to eligible students whose Title I schools fail to make adequate yearly progress for two years.

Schools that fail to make Adequate Yearly Progress for six consecutive years are subject to the accountability provisions of No Child Left Behind.

Alternatively, children who choose to remain in low - performing schools are eligible for after - school and weekend tutoring once their school fails to make adequate yearly progress for three years» running.

Instead, a school is evaluated according to whether or not its students are making Adequate Yearly Progress (AYP) toward full proficiency by 2014.

• Twenty - seven D.C. schools faced restructuring for failing to make Adequate Yearly Progress, but when Rhee investigated, she says, «Most of the people I talked to were like, «What is restructuring?

Any well - designed measuring stick should provide that kind of basic information, especially if it purports to identify schools that are or are not making Adequate Yearly Progress.

Under the «No Child Left Behind» Act of 2001, states must determine each year whether school districts have made «adequate yearly progress» in academic achievement.

The NCLB accountability system divides schools into those in which a sufficient number of students score at the proficient level or above on state tests to meet Adequate Yearly Progress (AYP) benchmarks («make AYP») and those that fail to make AYP.

Then the district offered transfers only to students in 48 of the 179 schools that had failed to make adequate yearly progress.

If the school adopted that dubious approach under a results - based accountability regime, the student's current ability level would need to be assessed and the school would be required to demonstrate that the child was making adequate yearly progress as determined by an annual assessment using the same testing accommodations.

At the heart of both bills was a detailed formula for determining when a school is making «adequate yearly progress.»

But an accompanying chart revealed that 12 of Dayton's 19 K — 8 charters did not make Adequate Yearly Progress (AYP); 8 of the 10 charter high schools fell short of their AYP benchmark.

For last school year, 187 Georgia schools did not make «adequate yearly progress» under federal law solely because they fell short of the required participation level.

Conservatives pointed to a legal requirement in an earlier appropriations law that created public - school choice after schools failed to make adequate yearly progress (AYP) for two years.

In California, Maryland, and Ohio, only 14, 12, and 9 percent of schools in restructuring, respectively, made adequate yearly progress (AYP) as defined by NCLB the following year.