Understanding School Performance Scores with the ESSA
ESSA Fact Sheets en Español
- Evaluaciones académicas y estudiantes con discapacidades bajo ESSA
- Pruebas para estudiantes con las discapacidades cognitivas más significativas
- Sistema estatal de rendición de cuentas, apoyo escolar y actividades de mejoramiento
- Enmiendas a IDEA como resultado de ESSA
The Every Student Succeeds Act (ESSA) requires that both SEAs (states) and LEAs (local districts) receiving Title I, Part A funds prepare and widely disseminate an annual report. State and local report cards must include information about public schools related to student subgroups and school performance metrics, accountability, per-pupil expenditures, and educator qualifications, as well as any other information that the SEA or LEA deems relevant.
State and local report cards must be:
- Developed along with parents.
- Concise and presented in an understandable and uniform format accessible to persons with disabilities.
- Provided in a language that parents can understand (to the extent practicable).
- Posted annually on state and LEA websites on or before December 31 for the preceding school year (e.g., by December 31, 2018, for the 2017-2018 school year.
Under ESSA, state and LEA report cards must include: (1) an overview section and (2) a detail section.
The overview section includes:
- The number and percentage of students at each achievement level (at least 3) on each of the state’s academic assessments in mathematics, reading/language arts, and science.
- The English language proficiency of English learners.
- The performance on each measure within the state’s academic progress indicator (such as growth) for schools that are not high schools.
- High school graduation rates (four-year cohort and extended-year, if state is using).
- The performance on each measure of school quality or student success.
The detail section includes:
- The minimum number of students (N-size) necessary to be included in each of the student subgroups for use in the accountability system.
- Progress toward the long-term goals and measurements of interim progress for academic achievement, graduations rates, and English learners achieving English proficiency for all students and for each student subgroup.
- The state’s system of meaningful differentiation including the indicators, the weight of each indicator, and the methodology used to determine consistently under-performing for any subgroup of students.
- The number and names of all schools identified for comprehensive or targeted support and improvement.
- The percentage of students assessed and not assessed, for all students and each subgroup of students.
- Information submitted to the Civil Rights Data Collection regarding such measures as suspensions, expulsions, chronic absenteeism, bullying and harassment, preschool enrollment, and teacher qualifications.
- Per-pupil expenditures of federal, state, and local funds for each school district and each school for the preceding year (beginning with 2018-2019 SY).
- Number and percentages of students with the most significant cognitive disabilities who take the alternate assessment on alternate academic achievement standards by grade and subject.
- Results of the state on the National Assessment of Educational Progress (NAEP) in reading and math in grades 4 and 8 compared to the national average of NAEP results.
- Enrollment in public and private postsecondary education, where available, by each student subgroup.
- Educator qualifications.
- Information on school improvement funds, by LEA and school.
- Any additional information the state believes is important to parents, students, and other members of the public.