Question

Under a typical accountability system, why are schools with multiple racial and economic subgroups more likely to face sanctions? Why are smaller schools more likely to face sanctions?

Answer 1

The follwoing reasons will help you to to know how schools with Multiple racila and economic subgroups more likely to face sanctions:

1) School accountability is the process of evaluating school performance on the basis of student performance measure is increasingly prevalent around the world. In the United States, accountability has become a centerpiece of both Democratic and Republican federal administrations' education policies.

2) Well intentioned, subgroup rules result in fewer resources and more sanctions targeted on diverse schools simply because of their diversity, and do not appear to have any impact on the test score performance of students from minority groups.

3) The student demographic population is diverse with subgroups of African 74 American, economically disadvantaged, multiracial, students with disabilities, and White students.

4) Mona stated, “When I was assigned to Stanton Elementary school from Reid Elementary School (pseudonym), I was designated as a “turnaround principal.” During our interview process which took place 5 years after Mona successfully moved Stanton from Academic Watch (D) rating to an Effective (B) rating, Mona stated that the school was about 50% African American and about 50% White.

5) The factors that contribute to the problems are complex and vary to some degree, but they are identifiable. Patterns of educational disparities are generally similar across ethnic and racial minority groups, but there are variations.

6) we use the terms “behaving in school”, “anti-social behaviors”, and “externalizing behaviors” interchangeably to specifically describe student misbehaviors. we use the terms “showing up”, “being where they are supposed to be when they are supposed to be”, and “attendance-related behaviors” to reference the specific measures of absences and tardies.

7) Under this legislation, teachers and administrators are mad dash to show adequate yearly progress or face sanctions, including the reconstitution of it's teaching and administrative staff or take over by a private educational company.

8) Teachers of color tend to be concentrated in schools with more poor children, lower levels of average achievement, and schools having more trouble meeting the requirements of the No Child Left Behind Act and facing sanctions than their white counterparts.