A measure of student growth or other
statewide academic indicator for elementary and middle schools.
Annually measures, for all students and separately for each subgroup of students, the following indicators: Academic achievement (which, for high schools, may include a measure of student growth, at the State's discretion); for elementary and middle schools, a measure of student growth, if determined appropriate by the State, or another valid and reliable
statewide academic indicator; for high schools, the four - year adjusted cohort graduation rate and, at the State's discretion, the extended - year adjusted cohort graduation rate; progress in achieving English language proficiency for English learners; and at least one valid, reliable, comparable, statewide indicator of school quality or student success; and
ESSA also requires state accountability systems to include «a measure of student growth, if determined appropriate by the State; or another valid and reliable
statewide academic indicator that allows for meaningful differentiation in school performance.»
Not exact matches
In Massachusetts, a
statewide system divides students into three grade chunks (from first grade all the way up to 12th) and focuses on children's likelihood of achieving progressive
academic targets — all of which are separately considered
indicators for high school graduation but also have more immediate relevance.
The Act (Section 1111 (c)(4)(B)(i)(I)-RRB- requires states to use an
indicator of
academic achievement that «measures proficiency on the
statewide assessments in reading / language arts and mathematics.»
ESSA in § 1111 (c)(4)(B)(i)(I) requires states to use an
indicator of
academic achievement that «measures proficiency on the
statewide assessments in reading / language arts and mathematics.»
The bill replaces AYP standards with a requirement for states to annually measure all students and individual subgroups by: (1)
academic achievement as measured by state assessments; (2) for high schools, graduation rates; (3) for schools that are not high schools, a measure of student growth or another valid and reliable
statewide indicator; (4) if applicable, progress in achieving English proficiency by English learners; and (5) at least one additional valid and reliable
statewide indicator that allows for meaningful differentiation in school performance.
On the most important measure — student performance — Arizona's public charter students have outperformed their
statewide peers for the past three years, topping state and national
indicators of
academic success.
The federal law that replaces the No Child Left Behind Act requires states» accountability systems to include at least one «nonacademic»
indicator of «school quality or student success» that «allows for meaningful differentiation in school performance» and «is valid, reliable, comparable, and
statewide» alongside
academic data (Ujifusa, 2016).
Together, results from these three assessments will be included along with at least one other
academic indicator chosen by the state to count more than other
indicators in
statewide accountability systems.
A State may, however, include other
statewide achievement - related measures, such as results on
statewide science assessments or student growth for elementary and middle schools, as an
Academic Progress or School Quality or Student Success
indicator.
The only measures a State may include within its
Academic Achievement indicator in addition to the required measure of student performance on the statewide reading / language arts and mathematics assessments under ESEA [Education and Secondary Education Act, of which ESSA is the latest version] section 1111 (b)(2)(B)(v)(I) are the two optional measures: (1) an achievement index or similar measure of student performance in reading / language arts and mathematics at multiple academic achievement levels above or below proficient (see question B - 10 and B - 11); and (2) measures of student growth in reading / language arts and mathematics for high schools (see questions B - 14 and
Academic Achievement
indicator in addition to the required measure of student performance on the
statewide reading / language arts and mathematics assessments under ESEA [Education and Secondary Education Act, of which ESSA is the latest version] section 1111 (b)(2)(B)(v)(I) are the two optional measures: (1) an achievement index or similar measure of student performance in reading / language arts and mathematics at multiple
academic achievement levels above or below proficient (see question B - 10 and B - 11); and (2) measures of student growth in reading / language arts and mathematics for high schools (see questions B - 14 and
academic achievement levels above or below proficient (see question B - 10 and B - 11); and (2) measures of student growth in reading / language arts and mathematics for high schools (see questions B - 14 and B - 15).
The authors find that
statewide accountability measures fall into one of seven main categories of
indicators: achievement
indicators, such as proficiency in reading and mathematics; student growth
indicators in multiple
academic subjects; English language acquisition
indicators; early warning
indicators, such as chronic absenteeism; persistence
indicators, such as graduation rates; college - and career - ready
indicators, such as participation in and performance on college entry exams; and other
indicators, such as access to the arts.