Sentences with phrase «student subgroups such»

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

Teachers can also select from dropdowns to filter the data by grade level, subject, test year or student subgroups such as ethnicity or English - language learner or disability status.

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.

Not exact matches

But the category of English - language learners differs from other subgroups, such as students of a particular race.

It refers to schools with stubborn achievement gaps or weak performance among «subgroup» students, such as English - language learners or students in special education.

Focus School: A school with persistent achievement gaps or poor performance among «subgroup» students, such as English - language learners or students in special education.

As with schools, that determination must be based not just on overall student achievement, but also on the performance of student subgroups, broken down by categories such as race and ethnicity.

First, it would all but eliminate school - level information about the learning of student subgroups, as testing only a single grade in each school often results in sample sizes for groups such as English learners or blacks that are too small to yield reliable information for the school as a whole.

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.

How do these practices differ for student subgroups, such as students with disabilities, English language learners, and low - achieving students?

In many waiver states, some of the primary accountability determinations, such as the selection of Priority schools, are based on the performance of all students plus students in a limited number of demographic subgroups.

Many educators at public schools have made identical complaints to Paige and Congress about No Child Left Behind, under which schools can face sanctions even if a subgroup of students, such as low - income or special - education students, do poorly on annual tests.

This shift in focus creates a problem for certain subgroups, such as students with limited English proficiency or students from racial or ethnic backgrounds, because these individuals are frequently the ones on the lower grid of the achievement gap.

The plan still includes tracking performance on annual standardized tests in grade 3 - 8 and in specific high school courses, measuring how well non-native English speakers are learning the language, and breaking down student performance by subgroups such as ethnicity, economic status, and students with disabilities.

If you're surveying in your own school or classroom, consider: How do student experiences compare across demographic subgroups, such as students of different genders or races?

TAP's modified version of Danielson's teaching standards has three main categories — designing and planning instruction, the learning environment, and instruction — and 19 subgroups that target such areas as the frequency and quality of classroom questions and whether teachers are teaching students such higher - level thinking skills as drawing conclusions.

The participation rate of 90 is also required among a number of student subgroups, such as minorities, students whose primary language is not English and children in the foster care system.

Civil rights groups were concerned that the legislation would not track subgroups, such as students with disabilities, students of color and English Language Learners.

Recently arrived immigrant English learners (RAIELs) are a highly diverse group, encompassing important subgroups such as students with refugee status, unaccompanied minors, and students with limited or interrupted formal education (SLIFEs).

Three states — in addition to the law's assessment requirements — use another cut of test score data such as improvement among subgroups of students, including those from low - income families, students from major racial and ethnic groups, students with disabilities, and English language learners.

One example: NCLB says schools are accountable for the progress of subgroups of students — such as those with disabilities or those who are not fluent in English — only when there's a critical mass of at least 100 students in that subgroup on a given campus.

Such sanctions and focus, however, aren't enough for civil rights groups, which are bristling at the bill's elimination of specific subgroup student achievement targets.

(e) The board shall establish the information needed in an application for the approval of a charter school; provided that the application shall include, but not be limited to, a description of: (i) the mission, purpose, innovation and specialized focus of the proposed charter school; (ii) the innovative methods to be used in the charter school and how they differ from the district or districts from which the charter school is expected to enroll students; (iii) the organization of the school by ages of students or grades to be taught, an estimate of the total enrollment of the school and the district or districts from which the school will enroll students; (iv) the method for admission to the charter school; (v) the educational program, instructional methodology and services to be offered to students, including research on how the proposed program may improve the academic performance of the subgroups listed in the recruitment and retention plan; (vi) the school's capacity to address the particular needs of limited English - proficient students, if applicable, to learn English and learn content matter, including the employment of staff that meets the criteria established by the department; (vii) how the school shall involve parents as partners in the education of their children; (viii) the school governance and bylaws; (ix) a proposed arrangement or contract with an organization that shall manage or operate the school, including any proposed or agreed upon payments to such organization; (x) the financial plan for the operation of the school; (xi) the provision of school facilities and pupil transportation; (xii) the number and qualifications of teachers and administrators to be employed; (xiii) procedures for evaluation and professional development for teachers and administrators; (xiv) a statement of equal educational opportunity which shall state that charter schools shall be open to all students, on a space available basis, and shall not discriminate on the basis of race, color, national origin, creed, sex, gender identity, ethnicity, sexual orientation, mental or physical disability, age, ancestry, athletic performance, special need, proficiency in the English language or academic achievement; (xv) a student recruitment and retention plan, including deliberate, specific strategies the school will use to ensure the provision of equal educational opportunity as stated in clause (xiv) and to attract, enroll and retain a student population that, when compared to students in similar grades in schools from which the charter school is expected to enroll students, contains a comparable academic and demographic profile; and (xvi) plans for disseminating successes and innovations of the charter school to other non-charter public schools.

Advocates contend that the disparity in test scores, often referred to as the «achievement gap,» provides political leverage and forces politicians and other stakeholders to respond to the needs of historically underserved subgroups such as African - American, Hispanic, and low - income students.

While the law aimed to close these gaps, they persist despite incremental progress.20 Even after making statistical adjustments to proficiency rates under NCLB, by 2005 — four years after the law passed — the rates of schools making «adequate yearly progress» started to decline.21 Any school missing a single target for any subgroup for two years in a row initiated particular actions, such as offering free tutoring or the option for students to transfer to a higher - performing school.

* Subgroups include specific categories of students such as students with disabilities, students from major racial and ethnic groups, and English Language Learners.

Test results were disaggregated by key student subgroups, such as ELLs and low - income students, and accountability targets were applied to these subpopulations within schools.

But ESSA also creates a pilot program allowing up to seven states to experiment with local assessments that could eventually be used statewide.73 As under NCLB, test results must be disaggregated and reported at the school level and by student subgroups, such as racial and ethnic groups, students designated as economically disadvantaged, and students with disabilities.

For instance, Title I, Part A, Sec. 1111 requires only that states «notify each local educational agency... in which any subgroup of students is consistently underperforming» and «ensure [that] such local educational agency provides notification» to schools.

However, the tests must be aligned with the state academic content standards, address the depth and breadth of such standards, and be equivalent in content coverage, difficulty, and quality to the state - designed assessments AND must provide comparable, valid, and reliable data on academic achievement, as compared to the state - designed assessments, for all students and for each subgroup of students among all local school districts within the state.

Emphasis on reporting the progress of high - need subgroups of students — such as English learners, low - income, minorities and students with disabilities.

It looks at both whole school populations AND subgroups that are often left behind in classrooms, such as low - income or African - American students.

States must make the results public, and provide data to show how different subgroups of students, such as racial minorities, are doing relative to other students.