What evaluation designs are most appropriate for monitoring the progress of Title I schools?
The appropriateness of an evaluation design for determining adequate yearly progress should be judged by each State. As long as the State’s definition results in continuous and substantial progress in helping all participating students attain proficient and advanced performance levels, the designs subsumed within that definition are permissible. See Adequate Yearly Progress: in Title I of the Improving America’s Schools Act of 1994, published by the Council of Chief State School Officers (September, 1996) for a thorough discussion of several possible designs. 78. Must adequate yearly progress be based on disaggregated groups such as economically disadvantaged and limited-English proficient students meeting the State’s content and student performance standards? The law does not specifically require States to examine separately the progress of selected groups in determining adequate yearly progress. However, the law does indicate that adequate yearly progress must be defined to achieve t
