Comparing Achievement Trends in Reading and Math Across Arizona Public School Student Subgroups, examines the 2008/09 reading and math proficiency rates of four categories of Arizona public school students (comprising 11 student subgroups): ethnicity (American Indian, Asian, Black, Hispanic, and White), English language learner status (English language learner students and non–English language learner students), disability status (students with disabilities and students without disabilities), and economic status (receiving free or reduced-price meals and not receiving free or reduced-price meals).
The brief describes how student subgroup performance differs by school level (elementary, middle, and high), across three school types: Title I Schools in Improvement (schools in a program under the No Child Left Behind Act of 2001 to improve academic performance in schools not meeting adequate yearly progress in at least two consecutive years); Title I schools Not in Improvement; and non–Title I schools. The same analyses were conducted for charter schools.
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