| Data
the State Must Include: |
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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. |
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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. |
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For
each grade and subject tested, the State report card must
include: |
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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: |
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All
students |
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Major
racial and ethnic groups |
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Students
with disabilities |
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Limited
English Proficient (LEP) |
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Economically
Disadvantaged |
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Gender
and by migrant status (these subgroups are for reporting
purposes only, and are not among the required subgroups
that determine AYP) |
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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). |
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All
students |
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Major
racial and ethnic groups |
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Students
with disabilities |
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Limited
English Proficient (LEP) |
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Economically
Disadvantaged |
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Gender
and by migrant status (these subgroups are for reporting
purposes only, and are not among the required subgroups
that determine AYP) |
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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. |
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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: |
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All
students |
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Major
racial and ethnic groups |
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Students
with disabilities |
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Limited
English Proficient (LEP) |
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Economically
Disadvantaged |
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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: |
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All
students |
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Major
racial and ethnic groups |
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Students
with disabilities |
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Limited
English Proficient (LEP) |
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Economically
Disadvantaged |
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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. |
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Teacher
Quality
The professional qualifications, as defined by the State, of all public elementary and secondary school teacher(s) in the State. |
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The
professional qualifications, as defined by the State, of
all public elementary and secondary school teacher in the
State. |
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The
percentage of elementary and secondary school teachers
teaching with emergency or provisional credentials. |
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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.
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Other
Information that the State May Include |
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School
attendance rates |
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Average
class size in each grade |
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Achievement
and gains in English proficiency of LEP students |
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Incidence
of school violence, drug abuse, alcohol abuse, student
suspensions or student expulsion |
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Percentage
of students completing Advanced Placement courses, and
the rate of passing Advanced Placement tests |
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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 |
