Sentences with phrase «subgroups of students compared»

Not exact matches

A study of how Hispanic 10th graders are performing in mathematics and English language arts on Massachusetts» state exams compares the scores of various subgroups of Hispanic students.

For this reason, we also examine two U.S. subgroups conventionally thought to have better preparation for school — white students and students from families where at least one parent is reported to have received a college degree — and compare the percentages of high - achieving students among them to the (total) populations abroad.

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.

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.

«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.

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?

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

This study explores the heterogeneous effects of ESL compared to developmental English on first generation, second generation, and generation 1.5 students as well as other language minority subgroups in order to illuminate which language minority students benefit the most (and the least) from ESL.

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.

Among all the subgroups of LA Unified students who took the state's new Smarter Balanced standardized tests, English language - learners (ELL) produced especially disappointing results, finishing behind the state average for ELLs and near the bottom compared with the state's 11 other large districts.

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.

(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.

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.

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.

While each subgroup of students — including economically disadvantaged children — made progress this year, achievement gaps remained stubbornly large: 92 percent of white students were proficient in reading, for example, compared with 52 percent of Hispanic students, 44 percent of black students and 42 percent of poor children.