Sentences with phrase «subgroup performance»

In addition, the bill requires states to develop a plan to address problems in their «achievement gap schools» — the 5 percent of elementary and middle schools and the 5 percent of high schools in each state with the largest achievement gaps among student subgroups, or the lowest student subgroup performance based on achievement tests and graduation rates.

As in the elementary and middle school example index, states could include subgroup performance by allocating each subgroup a percentage weighting of each indicator.

CORE's system also shrinks the number of students measured for subgroup performance from 100, which is California's current law, to 20.

Look at subgroup performance.

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.

Some states set it up so that subgroup performance on tests really does matter.

By considering subgroup performance data from 2001 - 2004, the research team sought to determine which schools, including those not making Adequate Yearly Progress, were, in fact, making significant progress toward closing the gap.

In addition, the bill categorizes «achievement gap schools» as the 5 percent of elementary and middle schools and the 5 percent of high schools in each state with the largest achievement gaps among student subgroups, or the lowest student subgroup performance based on achievement tests and graduation rates.

In this example, states could include subgroup performance by allocating each subgroup a percentage weighting of each indicator.

Indeed, this concern drove the requirement that, under the statute, accountability ratings be determined by subgroup performance in addition to aggregate school performance.

Therefore, we urge you to consider each applicant's subgroup performance measures as significant and coherent components of overall accountability and require applicants to articulate meaningful and effective interventions for schools that are low performing or have subgroups that fail to progress.»

Summative designations: While ISBE will report multiple data points in the school report card, such as subgroup performance, each school will receive a single summative designation to indicate school quality.

As we saw for states overall, there's less good news in math than in reading, but D.C., Indiana, Tennessee, Nebraska, Louisiana, and Mississippi — all flagged above for producing good progress for all students — deserve praise for improved subgroup performance.

Said another way, Tier 3 schools that do not improve the student subgroup performance after 3 years will be moved to the Tier 4 rating.

The accountability systems that have replaced AYP are obscuring subgroup performance, essentially allowing the adults who work within them off the hook for doing well by the children in their classrooms.

Importantly, it also makes subgroup performance more visible — critical to understand if a school is helping to close the achievement gap for historically underserved populations.

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).

Another significant benefit of this design is that states can create specific questions about subgroup performance for each indicator when schools fail to meet specific performance thresholds.

The NRC report's main reference to this feature of current accountability systems is that consideration of subgroup performance has added analytical difficulties because of the smaller samples.

Performance on state assessments in English language arts, mathematics, science, and social studies, for all students and for each subgroup

There are legitimate questions about API, and whether it's demanding enough (and sensitive enough to subgroup performance).

I would include: Student growth, subgroup performance, graduation rates, and more.

Accordingly, as states consider the three school classification designs detailed in the next section, they may want to identify where and how they can strike a balance between disproportionately high and low weighting of subgroup performance.

Under ESSA, the state and districts will determine the bottom 5 % schools based on graduation rates and subgroup performance.

Learning From NCLB: School Responses to Accountability Pressure and Student Subgroup Performance