Sentences with phrase «student subgroups»

One proposed regulation in the Every Student Succeed Act (ESSA) is for states to analyze the performance of student subgroups separately in order to show how states are leveling the playing field over time to ensure educational equity.

One of the most significant deviations the initial 11 states would make from the original NCLB law is backing away from the importance of individual student subgroups in assessing schools» performance.

One of the special features of the Texas plan is that performance statistics have to be reported for different student subgroups: African - Americans, Hispanics, whites, and economically disadvantaged students.

While we appreciate CDE's proposal to disaggregate student subgroup data in achievement (not just growth, as was the case in previous frameworks), as well as the Department's commitment to ensuring transparency of subgroup performance data in reporting, we strongly encourage CDE to reconsider the adoption of a combined subgroup for accountability purposes, which would have significant implications for educational equity.

This focus on student subgroup data was powerful.

We also looked at the impact of G&T participation for specific student subgroups defined by gender, race / ethnicity, socioeconomic status, and whether the students had been classified as gifted in elementary school.

These groups were concerned that Florida's plan did not comply with ESSA's requirement that states include the performance of individual student subgroups as a factor in the grades assigned to schools.

Efforts to improve school attendance and reduce dropout rates are part of the larger effort to increase achievement and close performance gaps between student subgroups.

CAP used the 2012 - 13 school - level proficiency rates from the U.S. Department of Education to compare the proficiency rates of student subgroups with the overall performance of their school.

We fear that putting students with disabilities, English language learners and minority students into one «super subgroup» will mask the individual needs of these distinct student subgroups and will prevent schools from tailoring interventions appropriately.

But it fell short in others, particularly in boosting achievement for student subgroups such as special education students.

The brief describes how student subgroup performance differs by school level (elementary, middle, and high) and school type (Title I Schools in Improvement, Title I Schools Not in Improvement, and non — Title I schools).

While, overall, SOL scores at year - round schools were similar to scores in traditional calendar schools, SOL scores of certain student subgroups were more likely to improve at a faster rate at year - round schools.

The state added performance - based student subgroups and individual student growth measures to the mix.

«Yet significant graduation rate gaps remain among various student subgroups and progress must accelerate over the next five years if the 90 percent goal is to be met equitably.»

The NGA / NCSL proposal would require short - and long - term goals at the state and student subgroup level.

Another piece of good news is the fact that the final version of the new law retained NCLB's student subgroup reporting and revised requirements for school, district and state accountability — requirements that benefits several categories of students who are chronically at risk for academic failure, such as those with disabilities, by calling attention to their performance and needs.

The state plans to set goals on the state reading and math tests for all students and several student subgroups by the 2023 - 24 school year; overall, the state's goal is to reduce «the number of nonproficient students for all students and for each subgroup of students by 33 percent» within six years.

With enough students and data about their characteristics — before and during the current learning experience — analysts can identify the interventions that work best for particular student subgroups.

With English - language learners as the special focus of this year's report, it also, for the first time, provides 50 - state information on this diverse and growing student subgroup,...

So, if California used a different, broader formula to determine which districts to assist — one that offered support to all of the ones with extremely low - performing student subgroups — would the state have the resources to do provide that help?

The reports look at student subgroups for every measure as well as the change over time, including for chronic absence.

For the purposes of the brief, we operationalized access and equity as follows: to evaluate access, we examined districts» choice and recruitment policies and assessed the degree to which pathways were representative of their districts» high school student populations; to evaluate equity, we compared academic outcomes for Linked Learning student subgroups with those of similar peers in traditional high school settings.

Strengthen school accountability for traditionally underserved students by maintaining required statewide assessments for all students in grade 3 - 8 and once in grades 10 - 12, with flexibility for states to intervene in schools failing to serve student subgroups.

Additionally, the graduation rates for Hispanic, American Indian and African American students in Nevada continue to lag behind the rates of most student subgroups.

By 2030, 75 percent of all students and student subgroups score at least proficient (a level 3 or 4) on the state E / LA and math exams.

Civil rights, business, and education advocates are warning that Congress and the Obama administration may defang a key portion of the No Child Left Behind Act in their quest to make the law more flexible — shortchanging racial minorities and other historically overlooked student subgroups in the process.

The tools can be used to develop reports highlighting chronic absence patterns by school, grade, and student subgroups so that decision - makers can take action.

In the last few years, state longitudinal data systems (SLDS) have improved and become more accessible, offering an unprecedented opportunity to examine CTE participation by occupational field and student subgroup over time from high school into college and the workforce.

Most states now combine student subgroups, previously identified by race, ethnicity, economic disadvantage, special education, and English language learner status, into opaque «super-subgroups» that are very purposefully less transparent.

Overall, however, the scales performed well along this dimension, both overall and for important student subgroups such as English language learners and students with disabilities.

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.

States will still have to annually test students in various grades, break out the results by major student subgroups, and intervene in persistently low ‐ performing schools if local efforts do not succeed.

Under the new federal law, English learners become more than just one of many student subgroups whose academic achievements must be tracked by schools receiving federal Title I dollars for low - income children.

Andrew Ujifusa reports in Education Week that during a recent Senate HELP Committee hearing, Senator Patty Murray (D - WA) «took the opportunity in her opening remarks to say that not every state's ESSA plan meets the law's requirements for schools with struggling student subgroups.»

Finally, when reviewing the statistically poor performance of the Hispanic student subgroup, the English Language Learner plan was reviewed and revised.

Revised AMOs culminate with all students and student subgroups achieving pass rates of at least 78 percent in reading and 73 percent by 2016 - 2017.