Adequate Yearly Progress in Small Rural Schools and Rural Low-Income Schools

Autor/inn/en	Farmer, Thomas W.; Leung, Man-Chi; Banks, Jonathan; Schaefer, Victoria; Andrews, Bruce; Murray, Robert Allen
Titel	Adequate Yearly Progress in Small Rural Schools and Rural Low-Income Schools
Quelle	In: Rural Educator, 27 (2006) 3, S.1-7 (7 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0273-446X
Schlagwörter	Rural Schools; Federal Legislation; Educational Improvement; Rural Education; Academic Achievement; Low Income Groups; Disadvantaged Schools; School Districts; Federal Programs; Small Schools; Program Effectiveness; High Risk Students; Minority Groups; Limited English Speaking; Racial Differences; Asian American Students; African American Students; White Students; Hispanic American Students; Disabilities; American Indian Education; Alaska Natives + Suchen Sie Ihr Suchwort? Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Bundesrecht; Teaching improvement; Unterrichtsentwicklung; Ländliche Erwachsenenbildung; Schulleistung; School district; Schulbezirk; Problemschüler; Ethnische Minderheit; Rassenunterschied; Asian immigrant; United States; Student; Students; Asiatischer Einwanderer; USA; Schüler; Schülerin; Studentin; African Americans; Afroamerikaner; Hispanic; Hispanic Americans; Hispanoamerikaner; Handicap; Behinderung; Inuit
Abstract	Adequate yearly progress (AYP) on No Child Left Behind criteria was examined for a randomly selected sample of districts that qualify for the Rural Education Achievement Program (REAP). The sample involved 10% of districts that were eligible for the Small Rural Schools Achievement (SRSA) program and 10% that were eligible for the Rural and Low-income Schools (RLIS) program. Based on district reports, nearly 80% of SRSA schools made AYP, 11% failed, and 11% did not have adequate data. For schools in the RLIS program, districts reported that 65% made AYP, 29% failed, and 6% did not report adequate data. The SRSA and RLIS samples had different patterns for the categories of students that did not make AYP. Also, SRSA and RLIS districts were differentially distributed across the United States. Implications for interventions are discussed. (Contains 3 tables and 4 figures.) (Author).
Anmerkungen	National Rural Education Association. Rural Educator, University of Nevada, Las Vegas, 4505 Maryland Parkway Box 453002, Las Vegas, NV 89154-3002. Tel: 702-895-3478; Fax: 702-895-3492; e-mail: ruraleducator@ccmail.nevada.edu; Web site: http://www.unlv.edu/journals/ruraleducator/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10