Registering students from language backgrounds other than English
This report seeks to alert administrators, school staff, and database managers to variations in the naming systems of other cultures; to help them accommodate other cultures and identify students consistently in school databases; and to provide knowledge of other cultures' naming conventions and forms of address to assist in interacting with students and their family members.
Assessing the likelihood that Virginia schools will meet the proficiency goals of the No Child Left Behind Act
This report investigates progress in Virginia public schools in meeting the requirement of the No Child Left Behind Act of 2001 that every student be proficient in reading and math by 2014. It develops a statistical model that uses observed baseline proficiency and proficiency trends in schools to forecast gains for six student subgroups (White, African American, Hispanics, Economically Disadvantaged, Limited English Proficiency Students, Students with Disabilities) in elementary, middle, and high schools.
