1 Accountability System Overview of the PROPOSED Accountability Rating System for Texas Public Schools and Districts

2  Statutory Requirements of House Bill 3 (2009) ◦ Focus on Postsecondary Readiness ◦ Inclusion of Student Progress ◦ Emphasis on Closing Achievement Gaps  New STAAR program with EOC-based assessments for middle schools and high schools  Lessons learned from previous state accountability rating systems  Successful models used by other states, e.g. CA, CO, FL, GA, KY, LA, OH, OK, NC, SC Framework Development Process Accountability System

Student Achievement Index I Student Progress Index 2 Closing Performance Gaps Index 3 Postsecondary Readiness Index 4 Overview of Proposed Performance Index Framework 3

4  All Students Only  Combined over All Subject Areas  Credit given for Satisfactory performance level (Level II) on: ◦ STAAR Grades 3-8 English and Spanish at final Level II performance standard for assessments administered in the spring; ◦ EOC at final Level II performance standard for assessments administered in the spring and the previous fall and summer.  Credit given for Satisfactory performance level (Level II) on: ◦ STAAR Grades 3-8 and EOC Modified and Alternate at final Level II performance standard; ◦ STAAR L (linguistically accommodated) are included based on a new ELL progress measure; ◦ TAKS included in 2013 only: Grade 11 results at Met Standard performance standard. Student Achievement Index I

5 Student Achievement Index I ReadingMathWritingScience Social Studies Total % Met Level II Students Met Level II =136 45%45 Students Tested =305 Index Score45 Minimum Size Requirements IndicatorAll StudentsStudent Groups Index 1STAAR Percent Met Level IInone; special analysis if < 10 students NA

6  Ten Student Groups Evaluated: ◦ All Students ◦ Race/Ethnicity:  African American, American Indian, Asian, Hispanic, Pacific Islander, White  Two or More Races ◦ Students with Disabilities ◦ English Language Learners (ELLs)  By Subject Area (Reading, Mathematics, and Writing)  Same assessments used in Index 1 where student progress measures are available  Credit given for meeting the student progress measure requirements for: ◦ Progress toward Satisfactory performance (Level II), or ◦ Progress toward Advanced performance (Level III Student Progress Index 2

7 Student Progress Index 2 IndicatorAll African Amer. Amer. Indian AsianHispanic Pacific Island. White Two or More ELL Special Ed. Total Points Max. Points STAAR Reading % Met Growth Standard 49%36%60%43%58%40%35%56% STAAR Mathematics % Met Growth Standard 45%31%65%48%52%45%30%50% STAAR Writing % Met Growth Standard 36%30%40%28% STAAR Science % Met Growth Standard ************ STAAR Social Studies % Met Growth Standard ************ Total Index Score (total points divided by maximum points)44 Minimum Size Requirements IndicatorAll StudentsStudent Groups Index 2 STAAR Percent Met Progress>= 20 studentsrace/ethnicity groups: >= 20 students

8  All Economically Disadvantaged Students and Two Lowest Performing Racial/Ethnic Groups based on the Index 1 student achievement indicator reported in the prior year  By Subject Area (Reading/ELA, Mathematics, Writing, Science, and Social Studies) ◦ Same Assessments Used in Index 1  Credit based on weighted performance: ◦ One point credit given for each percentage of students at the final Level II Satisfactory performance standard ◦ Two point credit given for each percentage of students at the final Level III Advanced performance standard (2014 and beyond) Closing Performance Gaps Index 3

9 Closing Performance Gaps Index 3 STAAR Weighted Performance Rate for Reading Econ. Disadv. Lowest Performing Group - 1 Lowest Performing Group - 2 Total Points Maximum Points Number of Tests Performance Results: Level II Satisfactory Number Percent 40 50% 20 50% 0 0% Level III Advanced Number Percent 40 50% 0 0% % Weighted Results: Level II Satisfactory (one point credit) 50 (50% x 1) 50 (50% x 1) 0 (0% x 1) Level III Advanced (two point credit) 100 (50% x 2) 0 (0% x 2) 200 (100% x 2) Reading Weighted Performance Minimum Size Requirements IndicatorAll StudentsStudent Groups Index 3STAAR PerformanceNAgap group: >= 20 students

10 Closing Performance Gaps Index 3 STAAR Weighted Performance Rate Economically Disadvantaged Lowest Performing Race/Ethnic Group - 1 Lowest Performing Race/Ethnic Group - 2 Total Points Maximum Points Reading Weighted Performance Math Weighted Performance Writing Weighted Performance Science Weighted Performance Social Studies Weighted Performance Total Index Score (total points divided by maximum points) 48

11  STAAR Percent Met Level III and beyond ◦ Assessment results include all assessments evaluated in Index I ◦ Combined over All Subjects: Reading, Writing, Mathematics, Science, and Social Studies ◦ Eight Student Groups Evaluated:  All Students  Each Race / Ethnicity  Four-year Graduation Rate or Five-year Graduation Rate (or Annual Dropout Rate if no graduation rate) ◦ Ten Student Groups Evaluated; All Students, each Race/Ethnicity, Students with Disabilities, and ELLs  Percent Recommended or Advanced High School Program Plan (RHSP/AHSP) Graduates ◦ Eight Student Groups Evaluated: All Students and each Race/Ethnicity Postsecondary Readiness Index 4

12 Postsecondary Readiness Index 4 IndicatorAll African Amer. Amer. Indian AsianHispanic Pacific Island. White Two or More ELL Special Ed. Total Points Max. Points 4-year grad. rate 84.3%78.8% 91.6%86.0%44.2%69.8% year grad. rate 85.1%78.8%80.0%92.1%84.0%48.9%77.5% RHSP/AHSP 82.7%76.4%83.6%83.0% Graduation Total Graduation Score (graduation total points divided by maximum points) and beyond: STAAR All Subjects* % Met Level III 29%16%40%23%38%36% STAAR Score (STAAR total points divided by maximum points):30 Index Score (average of Graduation Score and STAAR Score): ( / 2 = 55)55 Minimum Size Requirements IndicatorAll StudentsStudent Groups Index 4 Graduation Rates (4-year and 5-year)>= 10 students in cohortrace/ethnicity groups: >= 30 students RHSP/AHSP Rates (4-year)>= 10 graduates in cohortrace/ethnicity groups: >= 30 grads STAAR Percent Met Level III *none; special analysis if < 10 students race/ethnicity groups: >= 30 students

13 Postsecondary Readiness Index 4 IndicatorAll African Amer. Amer. Indian AsianHispanic Pacific Island. White Two or More ELL Special Ed. Total Points Max. Points Grade 9-12 Annual Dropout Rate 76 (2.4%) 61 (3.9%) 69 (3.1%) 89 (1.1%) 87 (1.3%) 53 (4.7%) 68 (3.2%) Graduation Score (dropout rate total points divided by maximum points) and beyond: STAAR All Subjects % Met Level III 29%15%40%23%38%36% STAAR Scores 30 Index Score (average if Graduation Score and STAAR Score): ( / 2 = 51)51 Annual Dropout Rate Conversion Formula: 100 – (Gr Annual Dropout Rate x 10), with a floor of zero Minimum Size Requirements IndicatorAll StudentsStudent Groups Index 4Annual Dropout Rates Gr. 9-12>= 10 Gr students race/ethnicity groups: >= 30 Gr students STAAR Percent Met Level IIInone; special analysis if < 10 students race/ethnicity groups: >= 30 students

14 Postsecondary Readiness Index 4 IndicatorAll African Amer. Amer. Indian AsianHispanic Pacific Island. White Two or More ELL Special Ed. Total Points Max. Points 2014 and beyond: STAAR All Subjects* % Met Level III 29%16%40%23%38%36% STAAR Score (STAAR total points divided by maximum points):30 Minimum Size Requirements IndicatorAll StudentsStudent Groups Index 4STAAR Percent Met Level IIInone; special analysis if < 10 students race/ethnicity groups: >= 30 students

15 State Accountability Ratings & Distinctions Accountability System Accountability Rating: 2013 Distinctions: 2014 and Beyond Met Standard Districts: Exemplary Distinction (2014) Recognized Distinction (2014) Campuses: Exemplary Distinction (2014) Recognized Distinction (2014) Top 25%: Closing Achievement Gaps (2014) Top 25%: Student Progress (2014) Academic Achievement: Reading/ELA Academic Achievement: Mathematics 21st Century Workforce Development (2014) Academic Achievement: Science (2014) Academic Achievement: Social Studies (2014) Fine Arts (TBD) Physical Education (TBD) Second Language Acquisition (TBD) Improvement Required N/A

16  Exclusions for Students with Disabilities (SWD) and English Language Learners (ELL)  Evaluation of the four indexes to produce single accountability rating for campus or district  Relationship between index scores, rating labels, and intervention requirements  Application of system safeguards  Evaluation of alternative education campuses  Transition Issues between 2013 and 2014  Inclusion of a performance measure for English Language Learners (ELLs)  State and federal reporting Pending Issues Accountability System

Questions Student Achievement Index I Student Progress Index 2 Closing Performance Gaps Index 3 Postsecondary Readiness Index 4 Overview of Proposed Performance Index Framework 17