Sentences with phrase «to make adequate yearly progress»

If the school does not make adequate yearly progress for three consecutive years, the school remains in school improvement and the district must continue to offer public school choice to all students.

During the 2002 — 2003 school year, the school made its adequate yearly progress goals while seeming to operate as it had during the previous three years.

The department is looking closely at those programs to improve their implementation and ensure that parents are aware of their options when schools do not make adequate yearly progress under the federal law.

Under it, all schools that have not made adequate yearly progress in mathematics and reading must form a school governance council.

After five years of failing to make adequate yearly progress goals, with as many as 67 percent of some student groups failing, the school acted.

Though scores remain fairly steady in the 80s and 90s in surrounding counties, significantly fewer schools made adequate yearly progress targets set under federal law.

By comparison, 8 percent of parents of children in schools that had made adequate yearly progress said they were interested in another school.

We've experienced the frustration of not making adequate yearly progress even when our students are demonstrating impressive growth.

Their feeder high school has failed to make adequate yearly progress in the last five years.

Teachers and administrators throughout this country are focused on ensuring that both students and schools make adequate yearly progress and show growth.

After that year, if the school continues to not make adequate yearly progress, it has to offer both supplemental services and public school choice.

Eight years after they found themselves lumped in with some of the lowest - performing schools in the state, Mobile County schools such as Mae Eanes Middle School and Grant Elementary are now regularly making Adequate Yearly Progress on state exams and have become turnaround models for educators around the country.

For those of you who may not know, PI is a formal designation for Title I - funded schools that do not make Adequate Yearly Progress for two consecutive years.

Their reward comes from the lives they change every day at Grant Elementary — a school with a checkered history of state takeovers that is now regularly making Adequate Yearly Progress.

It is in the bottom 10 percent of schools statewide, having made adequate yearly progress only once since 2003 under the federal No Child Left Behind Act.

And while his oft - stated goal that the Farragut make adequate yearly progress has not shifted in the months since, so much else has.

Central High did not make the Adequate Yearly Progress standard under the federal No Child Left Behind Act, and less than 20 percent of its students score «proficient» on state standardized math tests.

In fact, this seems likely to occur once the requirement that all subgroups of students within a school make adequate yearly progress comes into effect.

Bert Schulte of Missouri's Division of School Improvement predicts that his state will make adequate yearly progress simply another indicator of school performance within the present accountability system.

In the 2005 — 06 academic year, its second year of existence, Metropolitan Career Academy # 1 did not make adequate yearly progress based on the ISTEP.

The act provides a «safe harbor» for schools whose total student populations make adequate yearly progress, but in which one or more subgroups fail to meet the target.

Across the United States, I see schools that are succeeding at making adequate yearly progress but failing our students.

Though thin on the details of the waivers, U.S. Secretary of Education Arne Duncan says too many schools will not make adequate yearly progress measurements this year, and the law needs to be overhauled.

Caillier (2007) states that while many states were not on track towards making adequate yearly progress (AYP) in both reading and mathematics, there have been recorded improvements in student achievement in almost all states.

In these days when making adequate yearly progress is a school's major goal, instilling ownership of learning can seem like a low priority.

In 2010, John Muir was one of only four schools in the district to exceed 800 on the state API and the school made Adequate Yearly Progress for the first time in eight years.

Thus, paradoxically, many states that have been working to improve their school systems have more schools identified as failing to make adequate yearly progress under NCLB than trailing states.

With the implementation of No Child Left Behind, schools must make adequate yearly progress on state testing and focus on best teaching practices in order to continue receiving funds.

For example, if a district makes Adequate Yearly Progress (AYP) based on low state standards (relative to NAEP), it may lose some federal money or be ineligible for certain grant funds, even though it is not technically «in need of improvement» under NCLB.

Schools are eligible for triggering if they have failed to make Adequate Yearly Progress as referenced in No Child Left Behind and designated in state standards for 4 years.

These data, says the report, attest to the influence of No Child Left Behind and its requirements that schools make adequate yearly progress in math, reading, and — beginning in 2007 — science.

An article in the Oct. 25, 2006, issue of Education Week on charter schools in the District of Columbia («At Age 10, Booming D.C. Charters Feel «Growing Pains»») should have said that 118 out of 146 regular public schools in the city did not make adequate yearly progress under the No Child Left Behind Act for last school year.

Holbein looked at local school board races from 2004 - 2012 in North Carolina communities where schools failed to make adequate yearly progress (AYP) as defined by the 2001 federal No Child Left Behind legislation.

In fact, the «safe harbor» provisions in NCLB mean that all schools do not have to meet fixed targets across the board each year, but only make some improvement in order to make adequate yearly progress.

The school would have received the same designation and been required to take the same steps in the absence of NCLB, a fact that Winerip omitted, while writing, «Unfortunately, last year the 5th grade did not make adequate yearly progress on the state competency exams.

Besides scrambling to find teachers, textbooks, and classroom space for the estimated 300,000 - plus students displaced by Hurricane Katrina, schools taking in the evacuees are waiting to see whether they'll have to bring them up to the proficient level on state tests in order to make adequate yearly progress under federal law.

The [email protected]-- part of the 98,000 - student Jefferson County school district, which includes the city of Louisville — made adequate yearly progress, or AYP, for the first time in its history, according to information released last week by the Kentucky Department of Education.

Lee Hall was able to move out of the school in need of improvement category while Hidenwood is close to making adequate yearly progress (AYP).

Almost 30,000 schools in the United States failed to make adequate yearly progress under the No Child Left Behind Act in the 2007 - 08 school year.

How do we know the students are making adequate yearly progress?

As of that year, 38 percent of schools were failing to make adequate yearly progress, up from 29 percent in 2006.

While it's true that some schools now classified as failing would be classified as making «adequate yearly progress,» I would argue that they are making adequate yearly progress if their students are well on track to proficiency.

Under the federal No Child Left Behind (NCLB) Act, children are eligible for school choice when the Title I school they attend has not made adequate yearly progress (AYP) in improving student achievement — as defined by the state — for two consecutive years or longer and is therefore identified as needing improvement, corrective action, or restructuring.