| Data
the Local School District Must Include: |
•
|
Similar
to state report cards, the school district data must include
academic information for ALL students in the grades tested
in the district as a whole and ALL students in the grades
tested in each school served by the school district, not
just those students who have been enrolled for a full academic
year. |
•
|
Individual
report cards are not required, but information about each
school must be included in the school district report card. |
•
|
At
minimum, local school districts must provide assessment
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 school district report
card must include informative data for the school district
as a whole, and for each school served by the school
district, including non Title I schools. This data must
include the following: |
• |
Percentage
of Students Tested
The school district 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 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 AYP Action Brief |
| |
–
|
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 must include the most recent 2-year trend data in student achievement
for each subject and grade. |
• |
Information
of How Individual Students in the School District Compared
to Students in the State as a Whole, and How Each Individual
School in the District Achieved as Compared to Students
in the School District as a Whole, and Compared to Students
in the State as a Whole. In presenting this
information, the school district should report student
assessment scores used by the school district to determine
AYP status. These are the assessment scores of students
enrolled in the school for a full academic year. |
• |
Other
Academic Indicators
Information on the other academic indicators used by the State for AYP purposes
must be included. This includes graduation rate for high schools and the “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 School (See
Annual Yearly Progress Action Brief) |
| |
–
|
Information
on AYP including the number, names of each school, and
the percentage of schools in the district identified for
improvement, corrective action and restructuring, and how
long each school has been identified. |
| |
–
|
Information
on schools identified as being in need of improvement,
corrective action, or restructuring must be provided for
schools receiving Title I, Part funds. |
• |
Teacher
Quality (See
Parent Right to Know Action Brief)
For the district as a whole and for each school within the district, information
on the following three elements must be provided for elementary and secondary
school teachers: |
| |
–
|
The
professional qualifications of all public elementary and
secondary school teacher in the State, as defined by the
State |
| |
–
|
The
percentage of all elementary and secondary school teachers
teaching with emergency or provisional credentials |
| |
–
|
The
percentage of classes not taught by highly qualified teachers
as defined by NCLB Section 9101 (23), 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 |
| |
–
|
The requirement that teachers be highly qualified
applies to public elementary and secondary school teachers
who teach a core academic subject—which means English,
reading or language arts, mathematics, science, foreign
language, civics and government, economics, arts, history,
and geography (Title IX, Section 9101 (11))
|
• |
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
|
