|
|
|
State Education Agency Report Cards
– Disaggregated information on student achievement at each proficiency level Information on student achievement at each proficiency level must be disaggregated by the following groups: (Note that different states have different names for these levels, but NCLB requires that there must be two levels that describe high achievement such as advanced and proficient, and a third level that provides information about lower performing students, such as basic. Some states report on five levels, for example). See Action Brief on Adequate Yearly Progress (AYP). •All students •Major racial and ethnic groups •Students with disabilities •Limited English Proficient (LEP) •Economically Disadvantaged •Gender and by migrant status (these subgroups are for reporting purposes only, and are not among the required subgroups that determine AYP) Two-Year Achievement Trend Data Each report card should include the most recent 2-year trend data in student achievement for each subject and each grade. Comparisons Between Student Achievement and the State’s Academic Expectations States are required to provide comparisons between student achievement levels and the States annual measurable objective in reading/language arts and mathematics. This comparison must be for the following subgroups:
Other Academic Indicators Information on the other academic indicators used by the State for AYP purposes, including graduation rate for high schools, and the States “additional academic indicators” for elementary and middle schools, as defined by the State. This information must be disaggregated by the following subgroups:
AYP by Title I Schools and School Districts States must provide information on AYP including the number and names of each school and district identified for improvement, corrective action and restructuring for school districts and schools receiving Title I, Part A funds. Teacher Quality States must provide the following information for public elementary and secondary school teachers in their State: •The professional qualifications, as defined by the State, of all public elementary and secondary school teacher in the State. •The percentage of elementary and secondary school teachers teaching with emergency or provisional credentials. •The percentage of classes in the State not taught by highly qualified teachers as defined by NCLB Section 9101 (23), (See Teacher Quality Action Brief) in the aggregate and disaggregated by high-poverty compared to low- poverty schools which means schools in the top quartile of poverty and the bottom quartile of poverty in the State. Other Information that the State May Include •School attendance rates •Average class size in each grade •Achievement and gains in English proficiency of LEP students •Incidence of school violence, drug abuse, alcohol abuse, student suspensions or student expulsion •Percentage of students completing Advanced Placement courses, and the rate of passing Advanced Placement tests •Description of community and parental involvement in the state, and how well the state did in informing parents and the community about NCLB and the rate of involvement
— Public Education Network |
FAIR USE NOTICE
This site contains copyrighted material the use of which has not always been specifically
authorized by the copyright owner. We are making such material available in our efforts to
advance understanding of education issues vital to a democracy. We believe this constitutes a
'fair use' of any such copyrighted material as provided for in section 107 of the US
Copyright Law. In accordance with Title 17 U.S.C. Section 107, the material on this site is
distributed without profit to those who have expressed a prior interest in receiving the
included information for research and educational purposes. For more information click here. If you wish to use copyrighted material from
this site for purposes of your own that go beyond 'fair use', you must obtain permission from
the copyright owner.
