Sentences with phrase «subgroups of students with»

One of her centers — the teacher center (blending with students)-- appears to actually meet the AP bar of teaching to subgroups of students with different needs and interests (dramatic centers, phonemic awareness center).

Beyond these welcome commonalities, however, we identified six subgroups of students with varying engagement profiles:

API and AYP scores have both increased across COP member schools for the subgroup of students with disabilities.

Not exact matches

While states under ESSA need to identify for intervention only the lowest performing 5 percent of schools, high schools with graduation rates under 67 percent, and some unspecified percentage of schools in which at - risk subgroups are underperforming, the National Governors Association reports that «40 percent of all students and 61 percent of students who begin in community colleges enroll in a remedial education course at a cost to states of $ 1 billion a year.»

Subgroup effects are estimated by augmenting the basic analytic equation with indicator variables and an interaction term where Si indicates that a student is a member of a particular sSubgroup effects are estimated by augmenting the basic analytic equation with indicator variables and an interaction term where Si indicates that a student is a member of a particular subgroupsubgroup:

For example, the idea that the success of LEAs will be determined based on: «the number and percentage of participating students by subgroup who have daily access to effective and highly effective teachers» is problematic in the way that it potentially limits the innovative staffing models possible to serve students if educator is defined as one being co-located with the student.

Over time we expect more and more schools to succeed with the majority of their students, but to struggle with certain extra-needy subgroups.

NCLB requires annual testing of students in reading and mathematics in grades 3 through 8 (and at least once in grades 10 through 12) and that states rate schools, both as a whole and for key subgroups, with regard to whether they are making adequate yearly progress (AYP) toward their state's proficiency goals.

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.

NCLB holds schools accountable for performance of subgroups — major racial and ethnic groups, students with disabilities, and English - language learners.

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.

Our ability to conduct these subgroup analyses is further constrained by the relative homogeneity of the students in our sample, with most being white and in advanced classes.

And in fact, students with disabilities have made almost no gains in reading since 2002 — even though NCLB focuses specifically on boosting the achievement of this subgroup of students.

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.

With respect to the research on test - based accountability, Principal Investigator Jimmy Kim adds: «While we embrace the overall objective of the federal law — to narrow the achievement gap among different subgroups of students — NCLB's test - based accountability policies fail to reward schools for making progress and unfairly punish schools serving large numbers of low - income and minority students.

The higher the threshold — say, requiring a subgroup to represent at least 15 percent of the student body, as opposed to 5 or 10 percent — the lower the failure rate will be for schools with small percentages of disadvantaged minority students.

For several days in early January, Michaelis and support staff members met with classroom teachers in grades three to six charged with identifying students in different subgroups (Hispanic, African American, English language learners, special education) at levels 1 and 2 with the best chance of scoring at a higher level on the math, reading, or writing section of the CMTs, if they received intensive, targeted remediation.

Among a subgroup of students who entered school with below - average alphabet skills and ability to sound out words, those who participated in SFA for three years performed significantly better than peers whose schools were not in the program on tests of phonics skills, word recognition, and reading fluency.

This analysis includes the entire class of 2013, as well as additional information on trends and the performance of subgroups, including students with disabilities.

The primary aims of this study are to document the process of moving towards new, integrated systems in each of these cities; to highlight which strategies moved the cities forward in creating these systems and what barriers the cities encountered; to examine how these cities incorporated the needs of students with disabilities, English language learners, and students from different economic backgrounds into their system designs; to understand how students, teachers, and parents, and others experience elements of the new system and how these experiences differed for students with special needs; and to document quantitative outcomes on a range of measures, disaggregated by student subgroup.

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,...

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

More recently, black and Latino students in NYC gained the most of any subgroup on new tests aligned with higher standards.

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.

The ESSA also requires that, if students fall behind in meeting these standards, States and local educational agencies (LEAs) implement evidence - based interventions to help them and their schools improve, with a particular focus on the lowest - performing schools, high schools with low graduation rates, and schools in which subgroups of students are underperforming.

County offices of education are working with districts identified for «differentiated assistance» due to poor performance by student subgroups.

Under current law, a state must determine the average yearly progress (AYP) for all students and subgroups at the school, LEA, and state level; AYP standards mandate specified thresholds of performance with respect to assessments and graduation rates.

States may include both former English learners and students with disabilities in calculating graduation rates if they were part of the subgroup at any point during high school, even if the student exited during high school.

For a school or district to make adequate yearly progress, both the overall student population and each subgroup of students — major racial and ethnic groups, children from low - income families, students with disabilities, and students with limited proficiency in English — must meet or exceed the target set by the state.

Our subgroups of exceptional learners — ESL students, distinct demographic groups, and high poverty students — in conjunction with our students as a whole, are performing at exemplary high levels.

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.

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.

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 Every Student Succeeds Act (ESSA) requires that states assess 95 % of all students, and 95 % of each «subgroup» in every school with federally mandated annual state tests in English and math.

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.

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

More notably, Valor's achievement and growth were consistent across diverse subgroups of non-economically disadvantaged, economically disadvantaged, English language learners and students with disabilities.

One category covers Title I schools with at least one consistently underperforming subgroup of students.

And the reality is that, with the exception of students with disabilities, charter schools generally have a higher percentage of students from demographic subgroups that lag academically behind their more advantaged peers.»

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.

Ed Trust encouraged the Dept. of Education to «ensure states consider their student achievement goals when deciding which schools need help working with subgroups of students,» and require summative ratings for all...

With waivers so far, if a subgroup of students in a waiver state performed poorly, schools weren't forced to intervene.

The federal one looks at the performance of certain «subgroups» of kids: minorities, poor students, youngsters with disabilities and those still learning English.

During the transformation, Fruita Middle School was the only middle school in the district recognized for achieving student growth above the state median in every tested subject, in all grades, and with every demographic subgroup of students measured by the State of Colorado.

Compliance with federal law requires that 95 percent of all students and subgroups of students are tested in each school.

Others include high school graduation rates, and test scores — along with multi-year growth on those scores — of all students and subgroups, including English learners, on the state's academic standards.

report to the public on what percentage of students are proficient, with the information broken down by race, income, disability, language proficiency, and gender subgroups.

It is also a good time for managers of federal programs to look closely at one of the key subgroups that often struggle with academic performance: homeless students.

All states, both waived and unwaived, must report the number and percentage of students in each subgroup, how many pass the reading / language arts and mathematics tests, the number who graduate high school with a standard diploma, and so on.

She can now analyze this data — alone or with a colleague or team — and then reflect on what she might be able to work on in her instructional practice to support her students, building on their strengths and developing an area of focus tied to the whole class or a subgroup.