Senate gadfly who isnt

As such, the results reported in this brief cover only in-school assessment data—an important limitation given how many students are still learning at home full-time. The sample includes students in grades one through eight who took the midyear diagnostic assessment during the winter of the —21 school year.

It comprises nearly 1,, students for reading and more than 1,, for math. Students from forty-nine states and the District of Columbia are represented, though the number of students is not statistically representative of any state. To compare winter results to prior years, the researchers constructed a historical average to represent typical performance during the three previous school years.

They also matched student data at the school level to ensure that current and historical samples consisted of students in the same school, and school demographic data were obtained from the National Center for Education Statistics.

They are referred to as students who are ready for grade-level work. They are referred to as students who are underprepared for grade level work. The researchers differentiate between these two groups—students who are on grade level and those who are below—throughout the brief, as they observed slightly different patterns when examining the demographic data.

Overall, the findings indicate that unfinished learning was greater this winter in both reading and math compared to historical averages. In reading, the percentage of students considered ready for grade-level content decreased across all grades, with a particularly strong decline in grades one through three. The percentage of students who were underprepared for grade-level reading content also increased. Math results are similar.

The percentage of students considered prepared for grade-level content decreased during the —21 school year, with students in grades one through six demonstrating the largest amount of unfinished learning. The percentage of students who were underprepared for grade-level math content also swelled, with students in grades two through six showing the greatest increases.

In both subjects, the youngest students appear to have suffered the most from school closures. Across the board and compared to historical averages, the percentage of third graders who were ready for grade-level work decreased in both reading and math.

These declines were similar across groups and within each subject. There are, however, notable differences in which students were impacted. In reading, there is a greater increase in unfinished learning among those who attend schools serving a majority of Black and Latino students compared to schools with a majority White population.

The results are similar in math, where unfinished learning was greater for schools that serve a majority of Black or Latino students compared to majority White schools. Unfinished learning was also greater for students who attend schools located in lower-income areas. They found that the percentage of students who are considered ready for grade-level content decreased regardless of income bracket and across grade levels and subjects.

The same proved true for math. But the researchers took a look at changes in grade-level placements for a sample of students who took the i-Ready diagnostic during both the fall and winter testing windows to see if any patterns emerged.

They found that in some subjects and grade levels, the difference between the historical average and the current school year increased, while in others it decreased. This particular finding must be interpreted with caution due to sample constraints, but it appears that the variability across subjects and grades makes the midyear results inconclusive as far as whether students are catching up.

These include ensuring assessments deliver clear and actionable data, choosing high-quality and rigorous curricula that focus on grade-level work and addressing learning gaps as needed, setting ambitious yet attainable goals for students, and prioritizing coherence to avoid redundancy.

Interdistrict open enrollment OE is something of an enigma in Texas. The data, aggregated from regional reports compiled by the TEA following the —19 school year, give only the most basic information. OE students also tended to transfer out of districts with higher percentages of economically disadvantaged students, although the backgrounds of the departing OE student population remain unknown. A wide variation in the number of OE students accepted by districts was apparent, with some enrolling thousands from outside of their boundaries and others enrolling none at all.

A data visualization tool developed with the assistance of the Texas Public Policy Foundation reveals the location of these hubs of activity and inactivity. The year-old actress and queen of Found Fitness just showed off her sculpted abs in a teeny tiny bikini with metallic accents. And she's lookin' fierce! Want proof? See the star strip down for a celebratory photo.

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In testimony, plan advocates suggested that other complicated changes in the formula might offset the apparent funding losses. Perhaps recognizing the uncertainty, the Senate reverts open-enrollment funding to current policy. Restores Student Wellness money but does not increase economically disadvantaged funding. Instead, its plan used those dollars to cover some of the cost of its base-cost framework and to boost funding for the economically disadvantaged student add-on.

Because more Student Wellness funds flow to poorer districts—those with more low-income children, according to U. Includes new supplemental funding for career-technical education CTE but regrettably eliminates dollars for industry credentials. Why not simply increase the current CTE categorical amounts? Unlike general CTE coursework, high-quality credentials signal to employers that young people have mastered specific skills and open doors to great careers. Unfortunately, the Senate seems to have decided to eliminate the credentials-specific funding to help pay for a broader, more general bump in CTE funding.

Hopefully, that choice will be reversed as lawmakers finalize the budget. Leaves issues with caps and guarantees unresolved. The problem with both of these policies is that they undermine the funding formula and create a measure of unfairness to Ohio districts.

One of the strengths of the House plan is that, when fully implemented, it would eliminate caps though it retains guarantees. Yet despite all the complexities, there seems to be growing agreement on a few key principles: the need to steer state dollars to schools that serve more low-income and special-need children, funding schools based on their actual headcounts, and providing every student, no matter her school of choice, the resources needed to succeed.

The Governor, along with House and Senate lawmakers, have all put forward ideas that would move Ohio closer toward those principles. Paul suggested that he would not be backing down from many of his passionately held views. Paul largely votes with his party, but stood with more Democrats than Republicans in his opposition to the Patriot Act; he was alone in voting against a bill that would penalize people for aiming laser pointers at airplanes. This week, by threatening to hold up voting on the Patriot Act, Mr.

Paul managed to get his amendments to the floor even though one of his Democratic counterparts failed in his attempt to do the same, and in spite of the fact that Mr. Reid and Mr.

McConnell opposed them.