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Measuring Adequate Yearly Progress: What "Other" Indicators Count Besides Reading and Math? PDF - NCLB calls for one "other" academic indicator to count toward the calculation of AYP. At the high school level that indicator was the graduation rate. At the elementary and middle school levels, states could select any additional measure. This ECS StateNote hopes to deepen that understanding by raising awareness of each state’s "other" academic indicator and its accompanying target. (Dinah Frey, Education Commission of the States, October 2010)...

High School-Level Accountability PDF - This ECS StateNote reports the measures or indicators states use for public reporting of the school's performance, the method used to provide notice to schools falling below expectations and the supports offered to assist the school in raising performance, the sanctions which a state may turn to for ensuring performance improves, and the rewards offered to schools by the state when performance heightens. (Melodye Bush, Education Commission of the States, December 2008)...

State Performance Indicators MS Word - States measure student achievement as well as school performance through a variety of indicators. The indicators were gathered from statute, regulation and state department of education documents. They are either measures of gains in student achievement or elements perceived to influence those gains. (Kathy Christie and Judith Mathers, Education Commission of the States, January 2002)...

Performance-Based Accountability: Public Rankings, Profiles or Categorization of Schools/Districts — State Policies MS Word - Over the past several years, states have required schools and/or districts to compile "report cards" based on data, such as dropout rates, per-pupil spending, teacher qualifications, enrollment, etc. More recently, an increasing number of states have taken public reporting to another level. Although traditional "report cards" to the public typically have cited a good deal of data, the reader has had little indication of "in comparison to what?" Over half of the states now provide this value-added information because it addresses how schools/districts compare against a standard or against similar institutions. For example, some states identify poor performing schools or assign performance levels such as "satisfactory" to schools. (Kathy Christie, Education Commission of the States, December 1999)...

State Performance Indicators: 1999 MS Word - This multi-state policy compilation provides a summary of different performance indicators used across states. The indicators listed were gathered from statute, regulation and state department of education documents. (Excerpts from "Education Accountability Systems in 50 States," Judith Mathers, Education Commission of the States, January 1999)...

State Quality Indicators - 1998 MS Word - Multi-state compilations excerpted from "Education Accountability Systems in 50 States." (Education Commission of the States, November 1997)...

Moving North Carolina Forward: High Standards and High Graduation Rates: A Framework for Next-Generation Assessment and Accountability Indicators - After conducting a policy analysis, Achieve and Jobs for the Future suggested ways North Carolina can create a more coherent, intentional and aligned assessment and accountability system to improve both achievement and graduation rates for struggling and out-of-school students. The report includes a preliminary framework for next generation high school accountability indicators that recognize and reward schools that help all students graduate on time with a college and career-ready diploma. (Achieve, Inc. and Jobs for the Future, July 2007)...

Mapping 2005 State Proficiency Standards onto the NAEP Scales - This report uses the National Assessment of Education Progress (NAEP) as a common yardstick for comparing state reading and math proficiency standard, and for comparing these state standards with national performance benchmarks. Key findings: states vary widely in the NAEP-equivalents of their proficiency standards; most state proficiency standards fall within the NAEP Basic level; and a state's proficiency standard is not necessarily tied to student performance on NAEP. (The National Center for Education Statistics, June 2007) ...

Making the Cut: How States Set Passing Scores on Standardized Tests - States too rarely explain what it actually means for a student to pass a state test, to be "proficient," or how passing scores are established. This gives parents, policymakers and the public only a partial understanding of educational progress and what measures like "adequate yearly progress" really mean. That's because trying to interpret student performance on a test without understanding the passing score is like reading a map without a scale. This 10-page paper describes the methods states use to set passing or "cut" scores on tests, examines influences on states' score-setting work and recommends steps to ensure that the public can better understand this important educational process. (Andrew J. Rotherham, Education Sector, July 2006) ...

State Education Indicators with a Focus on Title I - As required under Title I of the Improving America's Schools Act (IASA) of 1994, all states must have standards for student achievement, as well as assessments aligned with those standards by the 2000-01 school year. This report addresses indicators of the implementation of Title I programs in each state, and identifies the status of state assessments and accountability systems toward compliance with the 1994 requirements. This report also provides state-by-state information on key indicators of student outcomes, policies, practices and state context. (Council of Chief State School Officers, 2001)...


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