Under the federal No Child Left Behind law, required annual improvement in reading and mathematics for students in grades 3 through 8 and one grade in high school, to reach proficiency by 2014; also includes required participation rate.
Adequate Yearly Progress (AYP) is the minimum level of improvement that states, school districts and schools must achieve each year. It is an individual state's measure of yearly progress toward achieving state academic standards required by NCLB.
Adequate Yearly Progress is the minimum level of improvement that school districts and schools must achieve each year as determined under the federal No Child Left Behind Act.
As required by The No Child Left Behind (NCLB) legislation (2001 ESEA Reauthorization), Washington state has developed a single statewide accountability system to ensure that: All K-12 public school students are included in the state assessment system; At least 95% of the students enrolled in the tested grades are assessed; All student groups reach the states proficiency level in reading and mathematics by 2013-14; Schools and districts that do not meet the stateâ€(tm)s adequate yearly progress (AYP) requirements are identified as needing improvement. The concept of AYP is based on students attaining a target level of achievement in reading and math, and disaggregating student scores into nine subgroups for each school and district. A minimum number of continuously enrolled students per subgroup has been set for reliable AYP determination. (For more information, please see http://www.k12.wa.us/assessment/resources.aspx)
Each state is required to develop and implement a statewide accountability system that will ensure that all schools and districts make Adequate Yearly Progress (AYP) as defined by NCLB.
(AYP) Under the accountability provisions in the No Child Left Behind (NCLB) Act, all public schools, school districts, and the state are evaluated for Adequate Yearly Progress (AYP). Districts, schools, and the state are required to meet AYP criteria on three measures: Reading/Language Arts, Mathematics, and either Graduation Rate (for high schools and districts) or Attendance Rate (for elementary and middle/junior high schools). If a school, district, or state that is receiving Title I, Part A funds fails to meet AYP for two consecutive years, they are subject to certain requirements such as offering supplemental education services, offering school choice, and/or taking corrective actions. http://www.ed.gov/nclb/accountability/ayp/edpicks.jhtml?src=ln
Adequate Yearly Progress (AYP) measures the progress of all public schools and school districts toward enabling all students to meet the State's academic achievement standards. AYP measurements target the performance and participation of various subgroups based on race or ethnicity, socioeconomic status, disability, and English proficiency. The goal of No Child Left Behind (NCLB) is to have 100 percent of students proficient by 2013-14.
A determination by the state of Georgia of schools that meet established goals, determined by CRCT scores in reading and math.
(AYP) Adequate Yearly Progress (AYP) is the yearly designation given to schools whose performance and progress is considered acceptable. The designation is federally mandated by the No Child Left Behind legislation, but each state separately determines the specific guidelines for their schools. If AYP data are not available, participation rates were checked instead.
AYP measures the yearly progress toward achieving grade level performance for each student group in reading and mathematics. Schools must test at least 95 percent of students in each group and each group must meet the targeted proficiency goal in reading and mathematics in order to make AYP. Student groups are: 1) the School as a Whole; 2) White; 3) Black; 4) Hispanic; 5) Native American; 6) Asian; 7) Multiracial; 8) Economically Disadvantaged Students; 9) Limited English Proficient Students; and 10) Students With Disabilities. If just one student group in one subject at a school does not meet the targeted proficiency goal with a confidence interval applied to account for sampling error, then the school does not make AYP for that year.
Adequate Yearly Progress is the minimum level of improvement and school districts and student groups must achieve each year in at least reading/language arts and math. It also measures the progress of schools using other academic indicators, such as the graduation rate or school attendance. Each state has set its own definition of AYP and those have been approved by the U.S. Department of Education and are available on the department's website. The definitions must reflect the objective of all students demonstrating proficiency by the end o the 2013-2014 school year. Click here to access Idaho's AYP definition and
The minimum level of improvement in student achievement that states, school districts, and schools must achieve each year under No Child Left Behind. AYP is defined in terms of the percentage of students achieving “proficiency” or higher on state administered tests, with the requirement that this percentage increase by a certain amount each year so that all students achieve proficiency by 2014. Since the standards for proficiency are defined by each state, Connecticut is only required to meet the goals it has set for itself.
An individual state's measure of yearly progress toward achieving state academic standards. "Adequate Yearly Progress" is the minimum level of improvement that states, school districts and schools must achieve each year.
An individual state's measure of annual progress toward achieving state academic standards. School districts and schools are required to meet this minimum standard under the No Child Left Behind Act. According to the law, state standards will be met when all students meet the target for proficiency.
a measure of the extent to which all students, as well as certain groups of students, in a school or district, demonstrate proficiency in at least reading/language arts and mathematics on state achievement tests and on other academic measures, such as graduation rates or student attendance rates.Ã‚ Each state has developed its own definition of AYP, and these definitions have been approved by the U.S. Department of Education and are available on the Departmentâ€™s Web site ( www.ed.gov).Ã‚ State definitions of AYP must reflect the goal that all students are proficient in reading and math by the end of the 2013Ã¢Â€Â“2014 school year.
Colorado's determination of incremental progress towards meeting the goal of all students being PROFICIENT in reading and math, as noted by the CSAP, Lectura, or CSAP-A, by 2014. Note: For AYP purposes, Partially Proficient, Proficient and Advanced are considered to be PROFICIENT.
Measure of school improvement. Under the 2001 No Child Left Behind Act, schools receiving federal funds must develop goals, known as targets, to bring all students to "academic proficiency" by the end of the 2013-14 school year. Students at schools failing to make sufficient improvement after two years may transfer to another school or receive tutoring.
As defined by each state under section 1111(b)(2) of the No Child Left Behind Act, "adequate yearly progress" is the measure of yearly progress of the state and of all public schools and school districts in the state toward enabling all public school students to meet the state's academic content and achievement standards.
The measure set by each state to assess performance of Title I schools and districts. The definition of adequate yearly progress will vary from state to state, and is expected to result in continuous and substantial yearly improvement of each school and local district sufficient to achieve the goal of all children served under Title I, particularly economically disadvantaged and limited-English-proficient children, meeting the state's proficient and advanced levels of performance.
The No Child Left Behind Act of 2001 mandates that a state must establish a definition of “adequate yearly progress” that each district and school is expected to meet. This is the minimum level of improvement that schools and school districts must achieve. According to the Michigan Department of Education, “adequate yearly progress” is the measure used to hold schools and districts responsible for student achievement in English language arts and mathematics. Michigan's AYP is based on the Michigan Educational Assessment Program (MEAP).
(AYP) - Describes the progress school districts must demonstrate to be in compliance with federally mandated student performance standards in NCLB. In order for a district or school to make AYP, all of the following requirements must be met: 1) Achieve a 95% participation rate in state assessments; 2) Reach targets for either proficiency or decrease non-proficiency; 3) Reach targets for one other indicator - advanced level of performance for elementary and middle schools and graduation rate for high schools. See www.cde.state.co.us/ayp