Academic achievement.

Academic achievement.
(1) Each State must, in its State plan under section 1111 of the Act -
(i) Identify its ambitious State-designed long-term goals and measurements of interim progress for improved academic achievement, as measured by the percentage of students attaining grade-level proficiency on the annual assessments required under section 1111(b)(2)(B)(v)(I) of the Act, for all students and separately for each subgroup of students described in § 200.16(a)(2); and
(ii) Describe how it established those goals and measurements of interim progress.
(2) In establishing the long-term goals and measurements of interim progress under paragraph (a)(1) of this section, a State must -
(i) Apply the same academic achievement standards consistent with section 1111(b)(1) of the Act to all public school students in the State, except as provided for students with the most significant cognitive disabilities, whose performance under subpart A of this part may be assessed against alternate academic achievement standards defined by the State consistent with section 1111(b)(1)(E) of the Act;
(ii) Measure achievement separately for reading/language arts and for mathematics; and
(iii) Take into account the improvement necessary for each subgroup of students described in § 200.16(a)(2) to make significant progress in closing statewide proficiency gaps, such that the State's measurements of interim progress require greater rates of improvement for subgroups of students that are lower-achieving.

Source

34 CFR § 200.13


Scoping language

None
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