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State Education Agency Report Cards

Here it is in a nutshell. This new action brief from Public Education Network outlines the information and data that state education agencies are required to disseminate as required by No Child Left Behind.

This is a joint product of Public Education Network and the National Coalition for Parent Involvement in Education.


Data the State Must Include:

•Data must be from ALL students in the grades tested in the State, not just those students tested in grades 3-8 as required by NCLB, or those students enrolled for a full academic year, as defined by the state.

•At minimum, States must provide data from their reading/language arts and mathematics assessment, and starting in school year 2007-2008 they must also include data provided from their science assessments.

•For each grade and subject tested, the State report card must include:


Percentage of Students Tested
Information on the percentage of students tested. States must report either the percent of students tested, or the percentage of the students not tested. This information must be disaggregated by the following subgroups:


•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)


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:

•All students

•Major racial and ethnic groups

•Students with disabilities

•Limited English Proficient (LEP)

•Economically Disadvantaged

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:

•All students

•Major racial and ethnic groups

•Students with disabilities

•Limited English Proficient (LEP)

•Economically Disadvantaged

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

http://www.publiceducation.org/portals/nclb/report_cards/report_cards.asp


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