understanding the school quality and student success

Understanding the School Quality and Student Success Indicator in the ESSA

School IndexApril 6, 2018

ESSA Requirement for Indicators in the Statewide Accountability SystemSection 1111 (c)(4)(B)(v)(I-VIII) (v)(I) For all public schools in the State, not less than one indicator of school quality or student success that—(aa) allows for meaningful differentiation in school performance; (bb) is valid, reliable, comparable, and statewide (with the same indicator or indicators used for each grade span, as such term is determined by the State); and (cc) may include one or more of the measures described in subclause (II).(II) For purposes of subclause (I), the State may include measures of—

(III) student engagement;(IV) educator engagement;(V) student access to and completion of advanced coursework;(VI) postsecondary readiness;(VII) school climate and safety; and(VIII) any other indicator the State chooses that meets the requirements of this clause.

ESSA Requirement for Combining Indicators in Annual Meaningful DifferentiationSection 1111(c)(4)(C)(i-ii) details how the School Quality and Student Success Indicator may be combined for the purpose of annual meaningful differentiation of schools. (i) be based on all indicators in the State’s accountability system under

subparagraph (B), for all students and for each of subgroup of students, consistent with the requirements of such subparagraph;

(ii) with respect to the indicators described in clauses (i) through (iv) of subparagraph (B) afford—(I) substantial weight to each such indicator; and(II) in the aggregate, much greater weight than is afforded to the indicator or indicators utilized by the State and described in subparagraph (B)(v), in the aggregate; and

Arkansas Stakeholders Suggested Measures to Include in the Indicator

These measures were subject to• ESSA requirements

• valid, • reliable, • Comparable within grade span, • Differentiates among schools,

• Data availability• Assessment tool &/ or survey

availability• Procurement processes for state

required measure, • Etc.

Theory of Action for ESSA for Improving Outcomes for All Students• At heart of this theory of action is the

role of the LEA (district) in supporting schools to engage in local cycles of inquiry for improvement.

• State required indicators connect to the goals in the Vision for Excellence in Education.

• Indicator scores improve as schools focus on what matters most for learning and engage in actions that increase access, opportunity, and success for each child.

Currently, which components are in the School Quality and Student Success Indicator?

Schools that serve grade levels that cross the grade spans may have some components for the grade span, based on the grade range of the school. Which components should schools expect to have in their SQSS? • Schools that have any grades K -11 will have student engagement scores.• Schools that have any grades 3-10 will have reading achievement scores.• Schools that have any grades 3-10 will have science achievement scores.• Schools that have any grades 4-10 will have science growth scores.• Schools that have a grade 9, 10, and/or 11 in them (middle or high school

grade span) will have on-time credits.• Schools that have a grade 12 will have ACT Composite, ACT College

Readiness Benchmark, state cumulative GPA, AP/IB.CC points, Computer science points, and Community Service Learning Points.

Examples

Grades 5 – 9, 6 – 9, or 7 – 9 schools• This school will be in the middle

school grade span (6-8)• Components will include student

engagement, reading achievement, science achievement, science growth, and on-time credits

• On-time credits will apply to the grade 9 students in the school.

Grades 8 – 9, 9, 9 – 10, 10, or 10 -11 schools• These schools will be in the high

school grade span (9-12)• Components include student

engagement, reading achievement, science achievement, science growth, on-time credits

• These schools will not have the components calculated using the grade 12 enrollment.

How is each component calculated?

From what sources are the data drawn? When are the data drawn?

Student Engagement: To what extent are students at risk due to chronic absence?

• Number of Students Enrolled in School (Cycle 7 Certified Submission) Grades K-11

• Days Absent and Days Present for Enrolled Students (Cycles 3, 5, 6,7)

• Assign Student Absence Risk Level (table at left)

• Number of Points Possible for Student Engagement (Number of student enrolled)

• Mobile students are included. • Students who were enrolled for a minimum of 10 days.• If a student was enrolled in multiple schools during the school year, the

student would be included in each school.• For juvenile justice school (DYS) and department of health services

schools, students must have been enrolled for a minimum of 60 days.

• Number of Points Earned Per Student for Engagement (sum of points for risk level of students)

• Beginning in 2018, exclude home schooled or private school students receiving services or enrolled in courses (Resident Code = 1, 2, 4) if student state ID and LEA are accurate for match to enrollment data downloaded from TRIAND

Risk Level Description Points Earned per Student

Low Risk Absent less than 5% of

days enrolled

1.0

Moderate Risk

Absent 5% to less then 10%

of daysenrolled

0.5

High Risk= Chronic Absence

Absent 10% or more of days

enrolled

0.0

What does chronic absence look like at student level in Arkansas?

Percentage of students in Arkansas in by Absence Rate Percentage of schools at each percentage of students who are chronically absent

28% of schools have 10-15% of students chronically absent

60% of students are at low risk due to chronic

absence.

27% of students are at moderate risk due to

chronic absence.

Schools with high percentages of students

who are chronically absent may benefit from using their local cycle of

inquiry to dig deeper into the problem to

understand the factors that are driving it.

Rates of Chronically Absent Students Vary by Grade

16.76

13.74

12.3511.19 11.53 11.17 11.36

11.98

13.8814.78

15.5516.42 16.69

0

2

4

6

8

10

12

14

16

18

K 01 02 03 04 05 06 07 08 09 10 11 12Grade Level

Percent of Students Chronically Absent by Grade

Reading Achievement: To what extent are students reading at grade level?

• Students tested in reading on required statewide ACT Aspire (Grades 3-10)

• Student full academic year status (not highly mobile)

• Number of Points Possible for Reading at Grade Level

• number of full academic year students tested in reading

• Number of Points Earned Per Student for Reading at Grade Level

• sum of points for students scoring at Ready or Exceeds achievement levels

• Note: MSAA does not provide a separate score or achievement level for reading and thus, students completing alternate assessment for ELA cannot be included in this component at this time.

Achievement Levels

Description Points Earned per

Student

On or Above Grade Level for Reading

ACT Aspire: Ready or Exceeds

1.0

Not at Grade Level for Reading

ACT Aspire: Close or In Need of Support

0.0

Science Achievement: To what extent are students achieving readiness in science?

• Students Tested in Science on required statewide ACT Aspire or Alternate Portfolio Assessment (Grades 3-10)


• Number of Points Possible for Science at Grade Level

• number of full academic year students tested in science

• Number of Points Earned Per Student for Science Readiness

• sum of points for students scoring at Ready or Exceeds achievement levels and Functional Independent or Independent on the Alternate Portfolio Assessment

Achievement Levels

Description Points Earned per

Student

On or Above

Grade Level for Science

ACT Aspire: Ready or Exceeds

APA Science Levels Independent or

Functional Independence

1.0

Not at Grade Level for Science

ACT Aspire Close or In Need of Support

APA Science Levels: Supported

Independence, Emergent, Not

Evident

0.0

Science Growth: To what extent are students meeting or exceeding expected growth in science achievement?

• Students Tested in Science on required statewide ACT Aspire

• Growth scores for students in Grades 4 - 10


• Number of Points Possible for Science Growth

• number of full academic year students with science growth scores

• Number of Points Earned Per Student for Science Growth

• sum of points for students’ value-added science growth scores

BottomDescription Points

Earned per

Student

Growth in Top

Quartile

Science Value-Added Score at/above 75th percentile of growth

of students in same grade

1.0

Growth in Middle

Quartiles

Science Value-Added Score At/Above 25th percentile to less

than 75th percentile of growth of students in same grade

0.5

Growth in Bottom Quartile

Science Value-added score is below the 25th percentile of growth of

students in same grade

0.0

On-time Credits: To what extent are students in grades 9 – 11 earning enough credits each year?

• Number of active students enrolled in School (Cycle 7 Certified Submission)

• Student Course Completion (Cycle 7 Certified Submission)

• Grade Level• Student Full Academic Year status• Number of Points Possible for On-Time

Credits • Number of full academic year students

enrolled in grades 9, 10, and/or 11 at school• Number of Points Earned Per Student On-

Time Credits • Sum of points for students enrolled in grades 9,

10, and/or 11 at school

Credit Earning Points Earned

per Student

Grade 9 completed ≥ 5.5 creditGrade 10 completed ≥ 11.0 creditsGrade 11 completed ≥ 16.5 credits

1.0

Fewer credits earned than those listed above

0.0

ACT Composite: To what extent are students earning at least a 19 as their best ACT score anytime in high school?

• Number of active Grade 12 Students Enrolled in School (Cycle 7 Certified Submission)

• ACT Scores for 3 years from national and state administrations

• Full Academic Year Status• Number of Points Possible for ACT Composite

• Number of Grade 12 full academic year students enrolled

• Number of Points Earned for ACT Composite • Sum of points Grade 12 students with ACTs

• ASMSA students’ scores are counted at the high school listed as resident high school by ASMSA.

Achievement Levels

Points Earned per

Student

Best ACT Composite Score

at/above 19

1.0

Best ACT Composite Score

below 19

0.0

ACT College Readiness Benchmark: To what extent are students earning ACT scores that indicate their readiness for college coursework?


• ACT Scores for 3 years from national and state administrations

• Full Academic Year Status• Number of Points Possible for ACT Readiness

Benchmarks • Number of full academic year Grade 12 students

enrolled

• Number of Points Earned for ACT Readiness Benchmarks

• sum of points Grade 12 students with ACTs

• ASMSA students’ scores are counted at the high school listed as resident high school by ASMSA.

Achievement Levels Points Earned per

Student

Best ACT Reading Score ≥ 22

0.5

Best ACT Math Score ≥ 22

0.5

Best ACT Science Score ≥ 23

0.5

State Cumulative GPA: To what extent are students earning a GPA of 2.8 or higher by the end of Grade 12?

Achievement Levels

Points Earned per Student

High School GPA ≥ 2.8

1.0

High School GPA < 2.8

0.0


• Final High School GPA submitted for Grade 12 students in Cycle 7 Certified Submission

• Full Academic Year Status• Number of Points Possible for High School

GPA • Number of full academic year Grade 12

students enrolled• Number of Points Earned for High School

GPA • Sum of points Grade 12 students

AP/IB/Concurrent Credits: To what extent are students accessing and completing credits in courses considered post-high school rigor?


• Course Credits Earned for each high school year for Grade 12 class

• Number of Points Possible for AP/IB/Concurrent Credit

• Number of full academic year Grade 12 students enrolled

• Number of Points Earned for AP/IB/Concurrent Credit

• Sum of points Grade 12 students


Student

Completing 1 or more credits in grades 9 – 12

1.0

No credits earned in grades 9 - 12

0.0

Courses are listed in Appendix B of the Business Rules• Available at

http://www.arkansased.gov/public/userfiles/ESEA/Documents_to_Share/Final_ESSA_Decision_Rules_for_2016_17_rvd_031318.pdf

http://www.arkansased.gov/public/userfiles/ESEA/Documents_to_Share/Final_ESSA_Decision_Rules_for_2016_17_rvd_031318.pdf

Computer Science Credits: To what extent are students accessing and completing computer science courses?

• Number of Grade 12 Students Enrolled in School (Cycle 7 Certified Submission)


• If students complete 0.5 credits for each of two or more courses, these credits are summed and counted as 1.0 credits

• Number of Points Possible for Computer Science

• Number of full academic year Grade 12 students enrolled

• Number of Points Earned for Computer Science

• Sum of points for Grade 12 students

Achievement Levels Points Earned per Student


1.0


0.0

Computer Science Course Codes listed in Appendix B• The course codes for 2016-17

are listed in current business rules.

Community Service Learning Credits: To what extent are students accessing and completing courses?



• Course Codes 999120 and 496010 were used in 2016-17.

• Moving forward only 496010 will be used.• See Commissioner’s Memo for details:

http://adecm.arkansas.gov/ViewApprovedMemo.aspx?Id=3575

• Number of Points Possible for Community Service

• Number of Grade 12 students enrolled• Number of Points Earned for Community

Service • Sum of points Grade 12 students


Student


1.0


0.0

http://adecm.arkansas.gov/ViewApprovedMemo.aspx?Id=3575

How do the components get aggregated into a School Quality and Student Success Score? • Calculate possible points and earned points for each component for each

student. • Students may have different components due to different grade levels so the points

possible provides a way to make the denominator comparable statewide within grade spans.

• Calculate SQSS points for each student: • the total possible points of SQSS are the sum of the possible points of all

components, and • the total earned points of SQSS are the sum of the earned points of all components.

• Calculate SQSS points at the school level: • total possible points of the school are the sum of the possible points of the students,

and • total earned points of the school are the sum of the earned points of its students.

• Calculate percentage SQSS score at the school level: the percentage score equals to (total earned points / total possible points)*100.

Example

• Chronic Absence: Points Possible (373) Points Earned (230)• Reading at Grade Level: Points Possible (107) Points Earned (53)• Science Readiness: Points Possible (107) Points Earned (47)• Science Growth: Points Possible (50) Points Earned (23.5)

SQSS Score = 230+53+47+23.5373+107+107+50

= 353.5637

= 55.49

How is final score included in ESSA School Index?• The SQSS score is multiplied by its weight and summed with the other

indicators. • 55.49 × 0.15 = 8.3235• This score is added to the remaining indicator scores to total the ESSA

School Index Score