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Senate Bill 1908 Beginning in the 2009-2010 school year, 50% of the school’s grade will be based on the existing FCAT- related factors and the remaining.

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Presentation on theme: "Senate Bill 1908 Beginning in the 2009-2010 school year, 50% of the school’s grade will be based on the existing FCAT- related factors and the remaining."— Presentation transcript:

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2 Senate Bill 1908 Beginning in the school year, 50% of the school’s grade will be based on the existing FCAT- related factors and the remaining 50% will be based on factors that include: –A school’s graduation rate; –As valid data become available, the performance and participation of students in AP, IB, Dual Enrollment, AICE, and industry-certification; –The postsecondary readiness of the students as measured by the SAT, ACT, or CPT; –The high school graduation rate of at-risk students; –The performance of a school’s students on statewide standardized end-of-course assessments, when available; and –Growth or decline in the data components from year to year. 1

3 2 Timeline

4 New Component #1: Graduation Rate Proposal: Use Florida High School Graduation Rate calculation that excludes GEDs (NGA rate) Use “current year” rate; not lagged measure. –For example, 2010 School Grade would use the graduation rate for the Class of

5 Insert Note: Florida’s High School Graduation Rate Calculation: Implications for the Standardized National Calculation 4

6 Secretary Spellings: Uniform Graduation Rate Proposal Defines HS graduate rate as the number of students who exit in the standard number of years with a regular high school diploma divided by the number of students who entered 9 th grade four years earlier – adjusted for transfers in and out. Calculation must include disagreggations by race, gender, and low income status. States must implement by ; interim formula may be used for states lacking the capability to account for all elements of the formula. GED recipients would be considered “non-graduates”. Proposal to permit states to propose an alternate definition of “standard number of years” for limited categories of students under certain conditions. 5

7 Graduation Rate Calculations Florida’s regular rate includes all diploma recipients. This includes standard and special diplomas as well as regular and adult GEDs. The NCLB graduation rate includes standard diplomas and regular GEDs but excludes the special diplomas and the adult GEDs. The USDOE proposed rate (NGA Compact) includes standard and special diplomas but excludes all GEDs, regular and adult. 6

8 Florida Rates: Regular High School Graduation Rate and the NGA Compact Graduation Rate Source: Education Information and Accountability Services 7

9 Florida’s Adjusted Cohort High School Four Year Graduation Rate Illustrated for ’s Graduates th graders th graders th graders th graders = Adjusted Cohort The Denominator Transfers into Each Grade Level Transfers from Each Grade Level Adjusted Cohort -- = The Numerator Students not graduating Dropouts during the 4 years Total Graduates 8

10 Adjusted Cohort Total Graduates = Four Year Graduation Rate 70.3% Florida’s Adjusted Cohort High School Four Year Graduation Rate Illustrated for ’s Graduates NGA Compact Rate- Education Information and Accountability Services, Florida DOE 9

11 Calculation Issues Documenting Transfers Out: –Charter School, Home School & Private School –Transfers out of state –Adult Education Transfers In: –New Enrollees What is the definition of a “graduate”? 10

12 New Component #2: Performance & Participation in Accelerated Coursework Initial Proposal 1.Separate Measures for Participation and Performance 2.Base measures (i.e., percent participating/performing) on all 9-12 th graders at the school in a given year – capturing student participation/performance throughout their high school careers. –Goal: Increase the number of students graduating from high school earning at least some postsecondary credit. –This method holds schools accountable for all their graduating students; not just those who enroll in accelerated courses. 3.Weight the different types of accelerated coursework based on credits earned… 11

13 New Component #2: Performance & Participation in Accelerated Coursework Proposal Industry certification will be included in the formula in ; not phased-in a year later as previously proposed. For the participation measure, there will be no weights applied for different types of accelerated coursework. For the performance measure, a weighting method is proposed based on the logic used to award postsecondary credit by exam (as approved in rule). 12

14 New Component #2: Performance in Accelerated Coursework Successful Completions defined as: AP Score of 31 Successful Completion Score of 4 or 52 Successful Completions IB Score of 41 Successful Completion Score of 5, 6, or 72 Successful Completions AICE Passing Score on an AS Level AICE Exam 1 Successful Completion Passing Score on an A Level AICE Exam 2 Successful Completions Dual Enrollment Passing grade of “C” or higher in the course 1 Successful Completion Industry Certification 10/30/200810/30/20081 Successful Completion 13

15 New Component #3: Postsecondary Readiness Proposal: Number of students scoring “ready” (as defined by state approved cut scores) on the ACT, SAT, or CPT divided by the total number of students who scored at achievement level 3 or higher on required FCAT graduation tests. –Separate measures for Reading, Writing, and Math –If student takes multiple tests (ACT, SAT, or CPT), the students highest score by subtest is used. This is consistent with the Bright Futures considerations and the current calculation of readiness. 14

16 New Component #4: Graduation Rate for At-Risk Students Proposal Use Florida High School Graduation Rate calculation that excludes GEDs (NGA rate) Subset of overall cohort – including only those students that earned a Level 2 or lower on both FCAT Reading and Math in 8 th Grade. If a school does not have at least 30 students in that subgroup, the school’s overall graduation rate will be substituted for this measure. –This is consistent with what is done currently in school grades in regard to the learning gains of the lowest performing students (bottom quartile). 15

17 New Component #5: Growth or Decline in components Proposal: Schools earn an escalating number of bonus points based on the magnitude of their improvement. Bonus Points would be awarded based on the following improvements (growth from prior year): 5 to 9 percentage point improvement 5 bonus points 10 to 19 percentage point improvement 10 bonus points 20+ percentage point improvement 20 bonus points 16

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