Sentences with phrase «subgroup performance in»

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

Not exact matches

«While more vulnerable subgroups of children may exist, the low overall difference in academic performance after childhood exposure to surgery is reassuring.

We sought to clarify the neural mechanism by which different tDCS montages improved WM performance in participant subgroups.

In Texas, and under NCLB nationwide, holding schools accountable for the performance of every student subgroup has proven to be a mixed blessing.

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.

NCLB mandated reading and math testing in grades 3 through 8 and at least once in high school, and it required states to rate schools on the basis of test performance overall and for key subgroups.

Since the overall cohort and each tested subgroup were on average quite large, these schools could only escape a Low - Performing rating through broad improvement in test performance.

Identify schools for improvement, corrective action, or restructuring only if the same subgroup misses its performance targets in the same subject for two years in a row.

Their discovery of a money - performance relationship is attributed to analyzing the effects of spending that emanates from court decisions (exogenous variation in spending), tracing the effect of this spending to long run outcomes (completed schooling and wages), and focusing on the right subgroup (disadvantaged students).

These subgroup ratings weigh heavily in the overall performance rating for a school or district because the rating given by the state is based on the lowest performance on any single criterion (TAAS, dropout rate, attendance rate) for any subpopulation.

With one exception (immigrants benefited less than native - born students from a performance pay regime), I found only small differences in the impact of performance pay on the math achievement of subgroups in the population.

This method of calculating a school's progress has been referred to as a «trip wire» system, in which poor performance by one subgroup in one subject area can «trip up» an entire school.

A smaller subgroup of 3,556 5th graders showed no difference in performance on 5th grade science standards, based on whether or not their teachers participated.

The study found that «in every subgroup, with significant effects, cyber charter performance is lower.»

Identification of, and comprehensive, evidence - based intervention in, the lowest - performing five percent of title I schools, all public high schools with a graduation rate below 67 percent, and public schools in which one or more subgroups of students are performing at a level similar to the performance of the lowest - performing five percent of title I schools and have not improved after receiving targeted interventions for a State - determined number of years; and

While this replaces the statutory approach of basing all accountability decisions on the separate performance of numerous student subgroups, including students from low - income families, the assessment results for all of these «disadvantaged» student subgroups designated in the ESEA statute must be reported each year and must be taken into account in determining performance consequences for public schools.

Ensure that all students in tested grades are included in the assessment and accountability system, hold schools and districts accountable for the performance of each student subgroup and include all schools and districts;

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.

Using the NLSLSASD's standardized testing results by subgroup, the analysis illuminates the potential role of school isolation in student test score performance.1

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 subgroupIn 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 subgroupin a limited number of demographic subgroups.

As far as I can tell, Ed Trust is not satisfied with strong subgroup growth if said growth doesn't eliminate gaps in absolute performance.

In math, charter school entry increases performance among all subgroups of students at district schools except Hispanic students and students classified as LEP, who experience no effects; Asian students only experience a significant positive effect in math in district schools located within a half - mile radiuIn math, charter school entry increases performance among all subgroups of students at district schools except Hispanic students and students classified as LEP, who experience no effects; Asian students only experience a significant positive effect in math in district schools located within a half - mile radiuin math in district schools located within a half - mile radiuin district schools located within a half - mile radius.

2001 brought passage of the No Child Left Behind Act, a momentous reauthorization of the ESEA, declaring not only that every single student should become «proficient» in math and reading, but also that every school in the land would have its performance reported, both school wide and for its student demographic subgroups, and that schools failing to make «adequate yearly progress» would face a cascade of sanctions and interventions.

Part of their job will be to assemble «a repository of practices that are most effective in improving performance of student subgroups,» Cohn said.

We would argue that authorizers should require and actively monitor enrollment and performance data, disaggregated by subgroup, in line with the spirit of state laws.

High - needs students in a school or district are often placed in a demographic subgroup for purposes of comparing their academic performance with those of other students.

Using the NY State Assessments in evaluations allows us to meaningfully compare teacher performance statewide, which helps policymakers know which students need help or which teachers serving particular student subgroups may need additional support.

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.

«While the performance of Virginia students compares favorably to that of students in other states, the disparities between subgroups underscore the importance of the Board of Education's policies and initiatives aimed at narrowing, and ultimately closing, achievement gaps,» Board of Education President David M. Foster said.

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.

In return, the state must lay out plans for improving performance of the lowest - achieving schools and student subgroups, including African - American students and students with disabilities.

During her tenure at Hamilton, student achievement improved in all subgroups as evidenced by growth on the California Academic Performance Index.

Overall, while questions remain, the regulations make clear that the graduation rate and performance data of students in foster care must be reported on, and can not be lumped in with other subgroups as part of a «super-subgroup» to conceal its outcomes.

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.

«Meanwhile,» he wrote, «student achievement remains low» for all student subgroups, compared with the performance of students in other states on national tests.

This regulation builds on ESSA's protections for youth in foster care, including its requirement that states report graduation rates and performance data for this subgroup.

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.

Performance of students in prekindergarten through grade 12 who are assigned to in - field program completers aggregated by student subgroups, as defined in the federal Elementary and Secondary Education Act (ESEA), 20 U.S.C. s. 6311 (b)(2)(C)(v)(II), as a measure of how well the program prepares teachers to work with a variety of students in Florida public schools.

«However, by including former English learners, overall scores for the subgroup will rise and may mask the performance of current English learners,» Delia Pompa, senior fellow for education policy at the Migration Policy Institute in Washington, D.C., wrote in a commentary for EdSource.

Planners can gain additional insights by analyzing the performance of subgroups of students, in particular the learning progress of students of different socioeconomic backgrounds, ability levels, language experiences, ethnicities, races, and genders.

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.

In its review of the ESSA blueprint, the Georgia Partnership for Excellence in Education cautioned the performance of poor children, minorities, immigrants and other under - performing «subgroups» could be downplayed in the state scoring system.&raquIn its review of the ESSA blueprint, the Georgia Partnership for Excellence in Education cautioned the performance of poor children, minorities, immigrants and other under - performing «subgroups» could be downplayed in the state scoring system.&raquin Education cautioned the performance of poor children, minorities, immigrants and other under - performing «subgroups» could be downplayed in the state scoring system.&raquin the state scoring system.»

Analyses of candidates» 2014 portfolios revealed only small differences in performance across various ethnic and racial subgroups.

Before federal education officials exempted Indiana from the national accountability law, schools tracked the performance of students in every socioeconomic and ethnic «subgroup» in their building.

In fact, the most recent Texas Academic Performance Report Data indicates these underserved subgroups are outperforming their peers at school districts in reading, writing, and math, demonstrating that public charter schools are workinIn fact, the most recent Texas Academic Performance Report Data indicates these underserved subgroups are outperforming their peers at school districts in reading, writing, and math, demonstrating that public charter schools are workinin reading, writing, and math, demonstrating that public charter schools are working.

LA Unified fared better in the performance of English learners on the ELA test than compared to the state, but did not best the state in two other key subgroups, which are students with disabilities and students from economically challenged families.

Broken down into different student subgroups, experts told lawmakers that studies found district size to be positively associated with performance in affluent areas, but negatively associated in poorer regions.

The administration also failed to fully address other concerns: For example, it granted Georgia a waiver in spite of concerns that it didn't include graduation rate data for poor and minority kids into its proposed accountability system, the College and Career Ready Performance Index, which effectively meant that «a school could earn a high CCRPI with low graduation rates for some subgroups».

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.