Results support the use of oral reading fluency assessment as a valid tool for identifying students at risk of not passing
the statewide reading achievement test.
Not exact matches
Charter school students in grades 3 through 8 perform better than we would expect, based on the performance of comparable students in traditional public schools, on both the math and
reading portions of New York's
statewide achievement tests.
The study found that after multimedia technology was used to support project - based learning, eighth graders in Union City, New Jersey, scored 27 percentage points higher than students from other urban and special needs school districts on
statewide tests in
reading, math, and writing
achievement.
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.»
Continue
reading Executive session on HB 1493, limiting
statewide assessments to academic
achievement and growth, on February 13
Using
statewide longitudinal data, the study analyzes dual - credit participation rates by race / ethnicity, gender and math and
reading achievement on state tests and examines differences in outcomes for dual - credit participants and nonparticipants.
Continue
reading Subcommittee work session on HB 1493, limiting
statewide assessments to academic
achievement and growth, on February 6
First, the court concluded that the state has a compelling interest in (a) not socially promoting third - graders who do not exhibit the requisite
reading proficiency and (b) receiving federal education funding, which requires 95 percent participation in specified
statewide achievement testing.
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reading Hearing on HB 1493, limiting
statewide assessments to academic
achievement and growth, on January 16 at 1:00 p.m.
The federal education law, whose most recent reauthorization is also known as the No Child Left Behind Act of 2001, requires schools and school divisions to meet annual objectives for increasing student
achievement on
statewide assessments in
reading / language arts and mathematics.
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reading Statewide Testing Results Steady;
Achievement Gaps Remain →
This measures the progress for students identified as the lowest 20 %
statewide in
reading and math
achievement.
«The
statewide accountability system shall be based on the challenging State academic standards for
reading or language arts and mathematics to improve student academic
achievement and school success.
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 a
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 a
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 a
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).
Among Connecticut African - American, Hispanic, and low - income students, performance growth is three times greater than
statewide growth in math and twice as great for
reading and writing, trimming the size of the
achievement gap.
Additionally, ESSA requires states to annually test 95 percent of students in
reading and math, to use the participation rate to calculate the
achievement indicator, and to factor assessment participation into the
statewide accountability system another way.21 For example, four states — Connecticut, Massachusetts, New Mexico, and Vermont — plan to lower a school's classification for not meeting this requirement.22 In three states — Illinois, Nevada, and Tennessee — schools that do not have a 95 percent participation rate can not score at the highest level of proficiency; receive zero points for proficiency; or receive an F on the
achievement indicator for the given group of students, respectively.23
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.
A
statewide study of the effects of differentiated instruction on fourth grade students» mathematics and
reading achievement.