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**Report Cards**

**Title I, Part A**

# *Non-Regulatory Guidance* 

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### 

### 

### 

### September 12, 2003

Report Cards

INTRODUCTION

####### A. general information......................................................1 

> A-1. Who must prepare and disseminate report cards?
>
> A-2. When should States and local educational agencies (LEAs)
> disseminate report cards?
>
> A-3. How should States and LEAs disseminate report cards?
>
> A-4. What format should State and local report cards use?
>
> A-5. What are State and LEA responsibilities for ensuring that the
> information on report cards is statistically reliable and does not
> reveal personally identifiable information about individual students?
>
> A-6. May States and LEAs use Title I funds to prepare and disseminate
> report cards?
>
> A-7. How can States and LEAs ensure the accuracy of report card data?

# B. State Report cards.........................................................4 

> B-1. What information must States include on State report cards?
>
> B-2. What optional information may States include on the State report
> card?

C.  **LOCAL EDUCATION AGENCY REPORT CARDS.....................\...11**

C-1. What information must LEAs include on their report cards?

> C-2. May LEAs include additional information in their report cards?

#####   {#section-3 .unnumbered}

Report Cards

####### Introduction

State and local school district report cards are critical tools for
promoting accountability for schools, local school districts, and States
by publicizing data about student performance and program effectiveness
for parents, policy makers, and other stakeholders. Report cards help
parents and the general public see where schools and districts are
succeeding and where there is still work to do.

A well-informed public is an important resource in the school and
district improvement process.

In the same way that data enable educators to make better decisions
about teaching and learning, data can also help parents and other
community members work more effectively with educators and local school
officials to promote school change. Additionally, the more parents and
community members know about the academic achievement of their children
and their schools, the more likely they are to be involved in their
local schools and the public school system. Equipped with information on
academic results and teacher quality, parents and community members can
make better decisions and choices. For these reasons, States and LEAs
receiving Title I funds must prepare and disseminate annual report
cards.

Most States and school districts have already identified report cards as
being integral to accountability and have been providing information on
school and student achievement to the public for years. So long as
existing State and district report cards include the information
required by the *No Child Left Behind Act*, States and districts may
continue to use them to meet the Title I requirements. For States and
districts that have reported achievement and other data to the public in
the past, the Title I requirements provide an opportunity to review and
re-evaluate how data are currently provided and to identify where to
make improvements.

This document addresses commonly asked questions about the Title I
report card requirements. U.S. Department of Education officials,
including the Inspector General, will consider State recipients that
follow approaches contained in this guidance to be in compliance with
the applicable Federal requirements that govern this program.

# A. GENERAL INFORMATION 

# 

**A-1. Who must prepare and disseminate report cards?**

> All States and LEAs receiving Title I, Part A funds must prepare and
> distribute report cards. States have the responsibility for producing
> and distributing State report cards and may, as is the case in many
> States, prepare and produce district report cards on behalf of their
> LEAs. If an LEA has the responsibility for producing and disseminating
> a district report card, the State must ensure that the LEA's report
> card meets all the statutory requirements.

**A-2. When should States and LEAs disseminate report cards?**

> States and LEAs must issue report cards annually. While States and
> LEAs have the flexibility to determine the exact time during the year
> when they will issue report cards, the best practice would be to issue
> report cards as early as possible, so that schools have critical
> information for improving instruction and parents have critical
> information to make decisions regarding public school choice and
> supplemental educational services options.
>
> Recognizing that all the necessary data may not be available prior to
> the beginning of the school year, States and LEAs may want to consider
> issuing a two-part report card, with some data elements available
> earlier than others. For example, an initial report could include
> information on assessment data and schools and LEAs identified for
> improvement, while data on teacher quality might be provided as early
> as possible later in the school year.

A-3. How should States and LEAs disseminate report cards?

> States are encouraged to disseminate State report cards in multiple
> ways. States might post their report cards on the State's website and
> make copies available in local schools, libraries, parent centers,
> community centers, or other public locations easily accessible to
> parents and others. Because not all parents and members of the public
> have access to the Internet, posting report cards on the Internet
> alone is not a sufficient means for disseminating State and district
> report cards.
>
> LEAs must disseminate district and school report cards to:
>
> \(1\) All schools served by the local educational agency;
>
> \(2\) All parents of students attending those schools; and
>
> \(3\) The community, through public means, such as posting on the
> Internet, distribution to the media, and distribution through public
> agencies, public libraries, etc.
>
> LEAs may use their regular method of communicating with parents to
> meet the dissemination requirement so long as it provides information
> to all parents.
>
> *A Guide to Effective Accountability Reporting* (Council of Chief
> State School Officers, December 2002) suggests that States develop a
> dissemination plan for all their reports, including report cards. This
> guide lists several issues States and LEAs may wish to consider for
> both print and Internet dissemination of report cards. Please see
> [**http://www.ccsso.org**](http://www.ccsso.org/) for more
> information.

**A-4. What format must State and local report cards use?**

States and LEAs may use whatever format they determine to be most
effective in presenting information in a concise, understandable manner.
To the extent practicable, information in report cards should be
provided in a language and format that parents can understand.

*A Guide to Effective Accountability Reporting* (CCSSO, December 2000,
page 31) points out that an effective accountability report is---

-   Easy to read;

-   Accessible to the target audiences both physically and
    linguistically;

-   Accompanied by adequate interpretive information;

-   Supported by evidence that the indicators, other information, and
    suggested interpretations are valid; and

-   Coordinated across paper and electronic versions of report cards.

Chapter 3 of this CCSSO guide discusses a number of factors that States
and LEAs may find useful in considering how to design or modify report
cards, including crafting language, using graphics, and aligning report
cards with other documents.

**A-5. What are State and LEA responsibilities for ensuring that the
information on report cards is statistically reliable and does not
reveal personally identifiable information about individual students?**

When presenting disaggregated data on report cards, States and LEAs must
ensure that the data presented are statistically reliable. As part of
each State's approved accountability plan under Title I, each State has
identified a minimum number of students for reporting purposes. For
example, if a State has identified 10 as its minimum group size
("n---size") to ensure statistical reliability for reporting purposes, a
State and its districts and schools will not report data for any
subgroup for which there are fewer than 10 students.

> In addition to ensuring that the data presented in report cards are
> statistically reliable, States, districts, and schools must also
> ensure that the data they report do not reveal personally identifiable
> information about individual students. Many States, for example, do
> not report data for any subgroup in which there are fewer than 10
> students. Further, States must adopt a strategy for dealing with a
> situation in which all students in a particular subgroup scored at the
> same achievement level. One solution, referred to as "masking" the
> data, is to use the notation of \>95% when all students in a subgroup
> score at the same achievement level.

**A-6. May States and LEAs use Title I funds to prepare and disseminate
report cards?**

Yes. So long as there is no violation of the supplement, not supplant
requirement, States and LEAs may use their respective administrative
funds under Title I, Part A to prepare and disseminate report cards.

A presumption of supplanting exists if any of the following conditions
apply:

-   The State or LEA is required under State or local law to issue
    school/district report cards to all parents;

-   The State or LEA used State or local funds to issue report cards to
    all parents the prior year; or

-   The State or LEA is using State or local funds to issue report cards
    to parents of students in non-Title I schools or LEAs.

A State or LEA can rebut a presumption of supplanting if the State or
LEA can demonstrate that it would not have issued report cards with
State or local funds had the Title I funds not been available.

# A-7. How can States and LEAs ensure the accuracy of report card data?

> States and LEAs are encouraged to follow data quality provisions under
> the Department's Data Quality Guidelines. On October 3, 2002, the
> Department of Education published in the *Federal Register* (67 FR
> 62043) a notice of availability of these guidelines. Both the notice
> and the guidelines can be found at the following site:
> [*www.ed.gov/policy/gen/guid/infoqualguide.html*](http://www.ed.gov/policy/gen/guid/infoqualguide.html)

**B. STATE EDUCATION AGENCY REPORT CARDS**

B-1. What are the required data elements for State report cards?

State report cards must include information related to assessments,
accountability, and teacher quality, and must include data from all LEAs
in the State. A description of each of the data elements (assessments,
accountability, teacher quality) for State report cards follows.

**Assessment Data**

The following three components of assessment data must include
**[all]{.underline}** students in the grades tested in the State, not
just those students enrolled for a full academic year, as defined by the
State. At a minimum, States must provide assessment data from their
reading/language arts and mathematics assessments. Beginning with
assessment data from the 2007-2008 school year, States must also provide
data from their science assessments. An example chart with all the
required assessment data elements is provided in Table 1.

For each grade and subject tested, the State report card must include\--

1.  Information on the percentage of students tested. States must report
    the percentage of students not tested or the inverse, the percentage
    of students tested. Either approach is acceptable. This information
    must be disaggregated by the following subgroups:

All Students

Major Racial & Ethnic groups

Students with Disabilities

Limited English Proficient

Economically disadvantaged

Migrant[^1]

Gender[^2]

2.  Information on student achievement at each proficiency level (e.g.,
    advanced, proficient, basic, below basic)[^3] disaggregated by the
    following subgroups:

All Students

Major Racial & Ethnic groups

Students with Disabilities

Limited English Proficient

Economically Disadvantaged

Migrant[^4]

Gender[^5]

3.  The most recent 2-year trend data in student achievement for each
    subject and for each grade.

**Table 1. Example of State-Level Grade 8 Mathematics Assessment
Reporting**

+-----------+--------+--------+---------+---------+---------+---------+
| Student   | School | P      | Percent |         |         |         |
| Group     | Year   | ercent | of      |         |         |         |
|           |        | of     | S       |         |         |         |
|           |        | St     | tudents |         |         |         |
|           |        | udents | in      |         |         |         |
|           |        | (Not)  | State   |         |         |         |
|           |        | Test   | at Each |         |         |         |
|           |        | ed[^6] | Achi    |         |         |         |
|           |        |        | evement |         |         |         |
|           |        |        | Level   |         |         |         |
+-----------+--------+--------+---------+---------+---------+---------+
|           |        |        | A       | Pro     | Basic   | Below   |
|           |        |        | dvanced | ficient |         | Basic   |
+-----------+--------+--------+---------+---------+---------+---------+
| All       | 2      |        |         |         |         |         |
| Students  | 001-02 |        |         |         |         |         |
+-----------+--------+--------+---------+---------+---------+---------+
|           | 2      |        |         |         |         |         |
|           | 002-03 |        |         |         |         |         |
+-----------+--------+--------+---------+---------+---------+---------+
| African   | 2      |        |         |         |         |         |
| American  | 001-02 |        |         |         |         |         |
+-----------+--------+--------+---------+---------+---------+---------+
|           | 2      |        |         |         |         |         |
|           | 002-03 |        |         |         |         |         |
+-----------+--------+--------+---------+---------+---------+---------+
| American  | 2      |        |         |         |         |         |
| Indian/   | 001-02 |        |         |         |         |         |
|           |        |        |         |         |         |         |
| Native    |        |        |         |         |         |         |
| Alaskan   |        |        |         |         |         |         |
+-----------+--------+--------+---------+---------+---------+---------+
|           | 2      |        |         |         |         |         |
|           | 002-03 |        |         |         |         |         |
+-----------+--------+--------+---------+---------+---------+---------+
| Asia      | 2      |        |         |         |         |         |
| n/Pacific | 001-02 |        |         |         |         |         |
| Islander  |        |        |         |         |         |         |
+-----------+--------+--------+---------+---------+---------+---------+
|           | 2      |        |         |         |         |         |
|           | 002-03 |        |         |         |         |         |
+-----------+--------+--------+---------+---------+---------+---------+
| Hispanic  | 2      |        |         |         |         |         |
|           | 001-02 |        |         |         |         |         |
+-----------+--------+--------+---------+---------+---------+---------+
|           | 2      |        |         |         |         |         |
|           | 002-03 |        |         |         |         |         |
+-----------+--------+--------+---------+---------+---------+---------+
| White     | 2      |        |         |         |         |         |
|           | 001-02 |        |         |         |         |         |
+-----------+--------+--------+---------+---------+---------+---------+
|           | 2      |        |         |         |         |         |
|           | 002-03 |        |         |         |         |         |
+-----------+--------+--------+---------+---------+---------+---------+
| Students  | 2      |        |         |         |         |         |
| with      | 001-02 |        |         |         |         |         |
| Disabil   |        |        |         |         |         |         |
| ities[^7] |        |        |         |         |         |         |
+-----------+--------+--------+---------+---------+---------+---------+
|           | 2      |        |         |         |         |         |
|           | 002-03 |        |         |         |         |         |
+-----------+--------+--------+---------+---------+---------+---------+
| Limited   | 2      |        |         |         |         |         |
| English   | 001-02 |        |         |         |         |         |
| P         |        |        |         |         |         |         |
| roficient |        |        |         |         |         |         |
+-----------+--------+--------+---------+---------+---------+---------+
|           | 2      |        |         |         |         |         |
|           | 002-03 |        |         |         |         |         |
+-----------+--------+--------+---------+---------+---------+---------+
| Eco       | 2      |        |         |         |         |         |
| nomically | 001-02 |        |         |         |         |         |
| Disa      |        |        |         |         |         |         |
| dvantaged |        |        |         |         |         |         |
+-----------+--------+--------+---------+---------+---------+---------+
|           | 2      |        |         |         |         |         |
|           | 002-03 |        |         |         |         |         |
+-----------+--------+--------+---------+---------+---------+---------+
| Migrant   | 2      |        |         |         |         |         |
|           | 001-02 |        |         |         |         |         |
+-----------+--------+--------+---------+---------+---------+---------+
|           | 2      |        |         |         |         |         |
|           | 002-03 |        |         |         |         |         |
+-----------+--------+--------+---------+---------+---------+---------+
| Male      | 2      |        |         |         |         |         |
|           | 001-02 |        |         |         |         |         |
+-----------+--------+--------+---------+---------+---------+---------+
|           | 2      |        |         |         |         |         |
|           | 002-03 |        |         |         |         |         |
+-----------+--------+--------+---------+---------+---------+---------+
| Female    | 2      |        |         |         |         |         |
|           | 001-02 |        |         |         |         |         |
+-----------+--------+--------+---------+---------+---------+---------+
|           | 2      |        |         |         |         |         |
|           | 002-03 |        |         |         |         |         |
+-----------+--------+--------+---------+---------+---------+---------+

# Accountability Data

The three components of accountability data required on State report
cards are a comparison between student achievement levels and the
State's annual measurable objectives in reading/language arts and
mathematics, data on student performance on the State's additional
academic indicators used in making adequate yearly progress (AYP)
determinations, and information on LEAs and schools making AYP.

1.  A comparison between the actual achievement levels and the State's
    annual measurable objectives in reading/language arts and
    mathematics for the following subgroups:

> All Students
>
> Major Racial & Ethnic Groups
>
> Students with Disabilities
>
> Limited English Proficient
>
> Economically Disadvantaged

See Table 2 for an example of how this information might be reported.

> In presenting this comparison, States should report student assessment
> scores used by the State to determine State AYP. In some States, this
> will be the scores from all students who were tested on the States
> academic assessments and in other States this will be the scores from
> all students who were enrolled in the State for a full academic year,
> as defined by the State in its State accountability plan. States
> should indicate on their State report cards whether the accountability
> data reported represents the assessment results of all students in the
> State or only the assessment results of those students enrolled in the
> State for a full academic year.

2.  Information on the other academic indicators used by the State for
    AYP determinations, including the graduation rate for high schools
    and the State's "additional academic indicator(s)" for elementary
    and middle schools, as each are defined by the State in its approved
    accountability plan. This information must be disaggregated for the
    following subgroups:

> All Students
>
> Major Racial & Ethnic Groups
>
> Students with Disabilities
>
> Limited English Proficient
>
> Economically Disadvantaged

See Table 2 for an example of how this information might be reported.

3.  Information on AYP, including the number and names of each LEA and
    school identified for improvement, corrective action, and
    restructuring, under Section 1116, for LEAs and schools receiving
    Title I, Part A funds.

# Table 2. Example of State-Level Accountability (AYP) Reporting\*

+----------+---------+---------+---------+---------+--------+---------+
| Student  | Re      |         | Math    |         | Addi   |         |
| Group    | ading/L |         | ematics |         | tional |         |
|          | anguage |         |         |         | Ac     |         |
|          | Arts    |         |         |         | ademic |         |
|          |         |         |         |         | Indi   |         |
|          |         |         |         |         | cators |         |
+----------+---------+---------+---------+---------+--------+---------+
|          | Percent | Percent | Percent | Percent | Grad   | Att     |
|          | Tested  | Pro     | Tested  | Pro     | uation | endance |
|          |         | ficient |         | ficient | Rate   | Rate    |
|          | Goal:   | &       | Goal:   | &       |        |         |
|          | 1       | A       | 1       | A       | Goal:  | Goal    |
|          | 00%[^8] | dvanced | 00%[^9] | dvanced | 85%    | 92%     |
|          |         |         |         |         |        |         |
|          |         | Goal:   |         | Goal    |        |         |
|          |         | 60%     |         | 60%     |        |         |
+----------+---------+---------+---------+---------+--------+---------+
| All      |         |         |         |         |        |         |
| Students |         |         |         |         |        |         |
+----------+---------+---------+---------+---------+--------+---------+
| African  |         |         |         |         |        |         |
| American |         |         |         |         |        |         |
+----------+---------+---------+---------+---------+--------+---------+
| American |         |         |         |         |        |         |
| Indian/  |         |         |         |         |        |         |
| Native   |         |         |         |         |        |         |
| Alaskan  |         |         |         |         |        |         |
+----------+---------+---------+---------+---------+--------+---------+
| Asian    |         |         |         |         |        |         |
| /Pacific |         |         |         |         |        |         |
| Islander |         |         |         |         |        |         |
+----------+---------+---------+---------+---------+--------+---------+
| Hispanic |         |         |         |         |        |         |
+----------+---------+---------+---------+---------+--------+---------+
| White    |         |         |         |         |        |         |
+----------+---------+---------+---------+---------+--------+---------+
| Students |         |         |         |         |        |         |
| with     |         |         |         |         |        |         |
| D        |         |         |         |         |        |         |
| isabilit |         |         |         |         |        |         |
| ies[^10] |         |         |         |         |        |         |
+----------+---------+---------+---------+---------+--------+---------+
| Limited  |         |         |         |         |        |         |
| English  |         |         |         |         |        |         |
| Pr       |         |         |         |         |        |         |
| oficient |         |         |         |         |        |         |
+----------+---------+---------+---------+---------+--------+---------+
| Econ     |         |         |         |         |        |         |
| omically |         |         |         |         |        |         |
| Disad    |         |         |         |         |        |         |
| vantaged |         |         |         |         |        |         |
+----------+---------+---------+---------+---------+--------+---------+

\*All data are based on students enrolled for a full academic year.

# 

# Teacher Quality Data

For public elementary and secondary school teachers in the State, States
must provide information for the following three components:

1.  The professional qualifications of all public elementary and
    secondary school teachers in the State, as defined by the State
    (e.g., bachelors and advanced degrees, licensure);

2.  The percentage of all public elementary and secondary school
    teachers teaching with emergency or provisional credentials; and

3.  The percentage of classes in the State not taught by highly
    qualified teachers (as the term is defined in Section 9101(23) of
    the ESEA, in the aggregate and disaggregated by high-poverty
    compared to low-poverty schools which (for this purpose) means
    schools in the top quartile of poverty and the bottom quartile of
    poverty in the State.

> The requirement that teachers be highly qualified, as defined in
> Section 9103(23) of the ESEA, applies to public elementary and
> secondary school teachers who teach a core academic subject.[^11] For
> purposes of reporting information on the percentage of classes taught
> by highly qualified teachers, States must only report on elementary
> and secondary classes in the core academic subjects.

**Table 3. Example of State-Level Teacher Quality Reporting**

  -------------------------- ------- -------- ------ -------- -------- -------
                             B.A.    B.A. +   M.A.   M.A. +   M.A. +   Ph.D.
                                     15              15       30       
                                     credit          credit   credit   
                                     hours           hours    hours    

  Professional                                                         
  Qualifications of All                                                
  Public Elementary and                                                
  Secondary School Teachers                                            
  in the State[^12]                                                    
  -------------------------- ------- -------- ------ -------- -------- -------

  ------------------------------------------------------ ----------------
  Percentage of Public Elementary and Secondary School   
  Teachers in the State with Emergency/Provisional       
  Certification                                          

  ------------------------------------------------------ ----------------

  --------------------------------- ----------- -------------- -------------
  Percentage of Core Academic       State       High-Poverty   Low-Poverty
  Subject Elementary and Secondary  Aggregate   Schools        Schools
  School Classes not Taught by                                 
  Highly Qualified Teachers                                    

                                                               
  --------------------------------- ----------- -------------- -------------

#####  {#section-6 .unnumbered}

#####  {#section-7 .unnumbered}

B-2. What optional information may States include on the State report
card?

The State may include in its annual report card any other information it
believes will best inform parents, students, and other members of the
public regarding the progress of each of the State's public elementary
and secondary schools. Section 1111(h)(1)(D) lists the following
"optional information" States might include:

-   School attendance rates

-   Average class size in each grade

-   Achievement and gains in English proficiency of limited English
    proficient students

-   The incidence of school violence, drug abuse, alcohol abuse, student
    suspensions, and student expulsions

-   The extent and type of parental involvement in the schools

-   The percentage of students completing advanced placement courses,
    and the rate of passing advanced placement tests (such as Advanced
    Placement, International Baccalaureate, and courses for college
    credit)

-   A clear and concise description of the State's accountability
    system, including a description of the criteria by which the State
    evaluates school performance, and the criteria that the State has
    established to determine the status of schools regarding school
    improvement, corrective action, and restructuring.

**C. LOCAL EDUCATIONAL AGENCY REPORT CARDS**

C-1. What information must LEAs include on their report cards?

Similar to State report cards, LEA report cards must include information
related to assessments, accountability, and teacher quality as that
information applies to the LEA as a whole and as it applies to each
school served by the LEA. Individual school report cards are not
required, but information about each school must be included in the LEA
report card. Example charts with all the required assessment data
elements at the LEA and school level are provided in Tables 4 and 5. A
description of each of these data elements for LEA report cards follows.

**Assessment Information**

The following four components of assessment data must include
**[all]{.underline}** students in the grades tested in the LEA as a
whole and **[all]{.underline}** students in the grades tested in each
school served by the LEA, not just those students enrolled for a full
academic year, as defined by the State. At a minimum, an LEA must
provide assessment data from its State's reading/language arts and
mathematics assessments. Beginning with assessment data from the
2007-2008 school year, an LEA must also provide data from its State's
science assessments. An example chart with all the required assessment
data elements for the LEA as a whole is provided in Table 4 and an
example chart with the required assessment data elements for an
individual school is provided in Table 5.

For each grade and subject tested, the LEA report card must include for
the LEA as a whole and for each school served by the LEA, including non
Title-I schools:

1.  Information on the percentage of students tested. LEAs must report
    the percentage of students not tested or the inverse, the percentage
    of students tested. Either approach is acceptable. This information
    must be disaggregated by the following subgroups:

> All Students
>
> Major Racial & Ethnic groups
>
> Students with Disabilities
>
> Limited English Proficient
>
> Economically Disadvantaged
>
> Migrant[^13]^0^
>
> Gender[^14]^0^

2.  Information on student achievement at each proficiency level (e.g.,
    advanced, proficient, basic, below basic)[^15]^1^, disaggregated by
    the following subgroups:

All Students

Major Racial & Ethnic groups

Students with Disabilities

Limited English Proficient

Economically Disadvantaged

Migrant[^16]^2^

Gender[^17]^2^

3.  Information that shows how students in the LEA achieved on State
    academic assessments as compared to students in the State as a
    whole; and for each school in the LEA information that shows how
    students in the school achieved on State assessments as compared to
    students in the LEA as a whole and as compared to students in the
    State as a whole.

4.  The most recent 2-year trend data in student achievement for each
    subject and for each grade.

**Table 4. Example of LEA-Level Grade 8 Mathematics Assessment
Reporting**

+----------+-----+------+------+-----+------+------+------+------+
| Student  | Sch | Dist | S    | P   | Per  |      |      |      |
| Group    | ool | rict | tate | erc | cent |      |      |      |
|          |     | Per  | Per  | ent | of   |      |      |      |
|          | Y   | cent | cent | (   | Stud |      |      |      |
|          | ear | of   | of   | Not | ents |      |      |      |
|          |     | Stud | Stud | )[^ | in   |      |      |      |
|          |     | ents | ents | 18] | Dist |      |      |      |
|          |     | Pr   | Pr   | ^3^ | rict |      |      |      |
|          |     | ofic | ofic |     | at   |      |      |      |
|          |     | ient | ient | Tes | Each |      |      |      |
|          |     | &    | &    | ted | Ach  |      |      |      |
|          |     | Adva | Adva | in  | ieve |      |      |      |
|          |     | nced | nced | Di  | ment |      |      |      |
|          |     |      |      | str | L    |      |      |      |
|          |     |      |      | ict | evel |      |      |      |
+----------+-----+------+------+-----+------+------+------+------+
|          |     |      |      |     | Adva | Pr   | B    | B    |
|          |     |      |      |     | nced | ofic | asic | elow |
|          |     |      |      |     |      | ient |      | B    |
|          |     |      |      |     |      |      |      | asic |
+----------+-----+------+------+-----+------+------+------+------+
| All      | 2   |      |      |     |      |      |      |      |
| Students | 001 |      |      |     |      |      |      |      |
|          | -02 |      |      |     |      |      |      |      |
+----------+-----+------+------+-----+------+------+------+------+
|          | 2   |      |      |     |      |      |      |      |
|          | 002 |      |      |     |      |      |      |      |
|          | -03 |      |      |     |      |      |      |      |
+----------+-----+------+------+-----+------+------+------+------+
| African  | 2   |      |      |     |      |      |      |      |
| American | 001 |      |      |     |      |      |      |      |
|          | -02 |      |      |     |      |      |      |      |
+----------+-----+------+------+-----+------+------+------+------+
|          | 2   |      |      |     |      |      |      |      |
|          | 002 |      |      |     |      |      |      |      |
|          | -03 |      |      |     |      |      |      |      |
+----------+-----+------+------+-----+------+------+------+------+
| American | 2   |      |      |     |      |      |      |      |
| Indian/  | 001 |      |      |     |      |      |      |      |
|          | -02 |      |      |     |      |      |      |      |
| Native   |     |      |      |     |      |      |      |      |
| Alaskan  |     |      |      |     |      |      |      |      |
+----------+-----+------+------+-----+------+------+------+------+
|          | 2   |      |      |     |      |      |      |      |
|          | 002 |      |      |     |      |      |      |      |
|          | -03 |      |      |     |      |      |      |      |
+----------+-----+------+------+-----+------+------+------+------+
| Asian    | 2   |      |      |     |      |      |      |      |
| /Pacific | 001 |      |      |     |      |      |      |      |
| Islander | -02 |      |      |     |      |      |      |      |
+----------+-----+------+------+-----+------+------+------+------+
|          | 2   |      |      |     |      |      |      |      |
|          | 002 |      |      |     |      |      |      |      |
|          | -03 |      |      |     |      |      |      |      |
+----------+-----+------+------+-----+------+------+------+------+
| Hispanic | 2   |      |      |     |      |      |      |      |
|          | 001 |      |      |     |      |      |      |      |
|          | -02 |      |      |     |      |      |      |      |
+----------+-----+------+------+-----+------+------+------+------+
|          | 2   |      |      |     |      |      |      |      |
|          | 002 |      |      |     |      |      |      |      |
|          | -03 |      |      |     |      |      |      |      |
+----------+-----+------+------+-----+------+------+------+------+
| White    | 2   |      |      |     |      |      |      |      |
|          | 001 |      |      |     |      |      |      |      |
|          | -02 |      |      |     |      |      |      |      |
+----------+-----+------+------+-----+------+------+------+------+
|          | 2   |      |      |     |      |      |      |      |
|          | 002 |      |      |     |      |      |      |      |
|          | -03 |      |      |     |      |      |      |      |
+----------+-----+------+------+-----+------+------+------+------+
| Students | 2   |      |      |     |      |      |      |      |
| with     | 001 |      |      |     |      |      |      |      |
|          | -02 |      |      |     |      |      |      |      |
| Disa     |     |      |      |     |      |      |      |      |
| bilities |     |      |      |     |      |      |      |      |
| [^19]^4^ |     |      |      |     |      |      |      |      |
+----------+-----+------+------+-----+------+------+------+------+
|          | 2   |      |      |     |      |      |      |      |
|          | 002 |      |      |     |      |      |      |      |
|          | -03 |      |      |     |      |      |      |      |
+----------+-----+------+------+-----+------+------+------+------+
| Limited  | 2   |      |      |     |      |      |      |      |
| English  | 001 |      |      |     |      |      |      |      |
|          | -02 |      |      |     |      |      |      |      |
| Pr       |     |      |      |     |      |      |      |      |
| oficient |     |      |      |     |      |      |      |      |
+----------+-----+------+------+-----+------+------+------+------+
|          | 2   |      |      |     |      |      |      |      |
|          | 002 |      |      |     |      |      |      |      |
|          | -03 |      |      |     |      |      |      |      |
+----------+-----+------+------+-----+------+------+------+------+
| Econ     | 2   |      |      |     |      |      |      |      |
| omically | 001 |      |      |     |      |      |      |      |
|          | -02 |      |      |     |      |      |      |      |
| Disad    |     |      |      |     |      |      |      |      |
| vantaged |     |      |      |     |      |      |      |      |
+----------+-----+------+------+-----+------+------+------+------+
|          | 2   |      |      |     |      |      |      |      |
|          | 002 |      |      |     |      |      |      |      |
|          | -03 |      |      |     |      |      |      |      |
+----------+-----+------+------+-----+------+------+------+------+
| Migrant  | 2   |      |      |     |      |      |      |      |
|          | 001 |      |      |     |      |      |      |      |
|          | -02 |      |      |     |      |      |      |      |
+----------+-----+------+------+-----+------+------+------+------+
|          | 2   |      |      |     |      |      |      |      |
|          | 002 |      |      |     |      |      |      |      |
|          | -03 |      |      |     |      |      |      |      |
+----------+-----+------+------+-----+------+------+------+------+
| Male     | 2   |      |      |     |      |      |      |      |
|          | 001 |      |      |     |      |      |      |      |
|          | -02 |      |      |     |      |      |      |      |
+----------+-----+------+------+-----+------+------+------+------+
|          | 2   |      |      |     |      |      |      |      |
|          | 002 |      |      |     |      |      |      |      |
|          | -03 |      |      |     |      |      |      |      |
+----------+-----+------+------+-----+------+------+------+------+
| Female   | 2   |      |      |     |      |      |      |      |
|          | 001 |      |      |     |      |      |      |      |
|          | -02 |      |      |     |      |      |      |      |
+----------+-----+------+------+-----+------+------+------+------+
|          | 2   |      |      |     |      |      |      |      |
|          | 002 |      |      |     |      |      |      |      |
|          | -03 |      |      |     |      |      |      |      |
+----------+-----+------+------+-----+------+------+------+------+

**Table 5. Example of School-Level Grade 8 Mathematics Assessment
Reporting**

<table>
<colgroup>
<col style="width: 16%" />
<col style="width: 8%" />
<col style="width: 10%" />
<col style="width: 10%" />
<col style="width: 10%" />
<col style="width: 8%" />
<col style="width: 10%" />
<col style="width: 10%" />
<col style="width: 7%" />
<col style="width: 7%" />
</colgroup>
<tbody>
<tr class="odd">
<td rowspan="2">Student Group</td>
<td rowspan="2"><p>School</p>
<p>Year</p></td>
<td rowspan="2">School Percent of Students Proficient &amp;
Advanced</td>
<td rowspan="2">District Percent of Students Proficient &amp;
Advanced</td>
<td rowspan="2">State Percent of Students Proficient &amp; Advanced</td>
<td rowspan="2"><p>Percent (Not)<a href="#fn1" class="footnote-ref"
id="fnref1" role="doc-noteref"><sup>1</sup></a><sup>5</sup></p>
<p>Tested in School</p></td>
<td colspan="4">Percent of Students in School at Each Achievement
Level</td>
</tr>
<tr class="even">
<td>Advanced</td>
<td>Proficient</td>
<td>Basic</td>
<td>Below Basic</td>
</tr>
<tr class="odd">
<td rowspan="2">All Students</td>
<td>2001-02</td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="even">
<td>2002-03</td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="odd">
<td rowspan="2">African American</td>
<td>2001-02</td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="even">
<td>2002-03</td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="odd">
<td rowspan="2"><p>American Indian/</p>
<p>Native Alaskan</p></td>
<td>2001-02</td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="even">
<td>2002-03</td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="odd">
<td rowspan="2">Asian/Pacific Islander</td>
<td>2001-02</td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="even">
<td>2002-03</td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="odd">
<td rowspan="2">Hispanic</td>
<td>2001-02</td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="even">
<td>2002-03</td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="odd">
<td rowspan="2">White</td>
<td>2001-02</td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="even">
<td>2002-03</td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="odd">
<td rowspan="2"><p>Students with</p>
<p>Disabilities<a href="#fn2" class="footnote-ref" id="fnref2"
role="doc-noteref"><sup>2</sup></a><sup>6</sup></p></td>
<td>2001-02</td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="even">
<td>2002-03</td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="odd">
<td rowspan="2"><p>Limited English</p>
<p>Proficient</p></td>
<td>2001-02</td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="even">
<td>2002-03</td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="odd">
<td rowspan="2"><p>Economically</p>
<p>Disadvantaged</p></td>
<td>2001-02</td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="even">
<td>2002-03</td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="odd">
<td rowspan="2">Migrant</td>
<td>2001-02</td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="even">
<td>2002-03</td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="odd">
<td rowspan="2">Male</td>
<td>2001-02</td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="even">
<td>2002-03</td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="odd">
<td rowspan="2">Female</td>
<td>2001-02</td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="even">
<td>2002-03</td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
</tbody>
</table>
<aside id="footnotes" class="footnotes footnotes-end-of-document"
role="doc-endnotes">
<hr />
<ol>
<li id="fn1"><p><sup>15</sup> States must report the percentage of
students not tested or the inverse, the percentage of students tested.
Either approach is acceptable.<a href="#fnref1" class="footnote-back"
role="doc-backlink">↩︎</a></p></li>
<li id="fn2"><p><sup>16</sup> Includes results from all students with
disabilities as defined under the Individuals with Disabilities
Education Act, including results from alternate assessments. Does not
include results from students covered under section 504 of the
Rehabilitation Act of 1973.<a href="#fnref2" class="footnote-back"
role="doc-backlink">↩︎</a></p></li>
</ol>
</aside>

# Accountability Data

The three components of accountability data required on LEA report cards
are a comparison between student achievement levels and the State's
annual measurable objectives in reading/language arts and mathematics,
data on student performance on the State's additional academic
indicators used in making AYP determinations, and information on LEAs
and schools making AYP. An example chart of accountability information
at the LEA level is presented in Table 6. An example chart of the
accountability information at the individual school level is presented
in Table 7.

1.  A comparison between the actual achievement levels of students in
    the LEA as a whole and for each school within the LEA and the
    State's annual measurable objectives in reading/language arts and
    mathematics for the following subgroups:

> All Students
>
> Major Racial & Ethnic Groups
>
> Students with Disabilities
>
> Limited English Proficient
>
> Economically Disadvantaged
>
> In presenting this comparison, LEAs should report student assessment
> scores used by the LEA to make AYP determinations at the LEA level.
> Schools should report student assessment scores used to make AYP
> determinations at the school level. These are the assessment scores of
> students enrolled for a full academic year, as defined by the State in
> its approved accountability plan.

2.  Information on the other academic indicators used for AYP
    determinations, including the graduation rate for high schools and
    the State's "additional academic indicator(s)" for elementary and
    middle school, as each are defined by the State in its approved
    accountability plan. This information must be disaggregated for the
    following subgroups:

> All Students
>
> Major Racial & Ethnic Groups
>
> Students with Disabilities
>
> Limited English Proficient
>
> Economically Disadvantaged

3.  Additional accountability information that must be included on the
    LEA report card includes:

    -   The total number of schools identified for school improvement,
        corrective action, or restructuring under section 1116, and the
        percentage of the schools in the LEA they represent.

    -   The name of each school identified for improvement, corrective
        action, or 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 A funds.

**Table 6. Example of LEA-Level Accountability (AYP) Reporting\***

<table style="width:100%;">
<colgroup>
<col style="width: 14%" />
<col style="width: 7%" />
<col style="width: 7%" />
<col style="width: 7%" />
<col style="width: 7%" />
<col style="width: 7%" />
<col style="width: 7%" />
<col style="width: 7%" />
<col style="width: 7%" />
<col style="width: 7%" />
<col style="width: 7%" />
<col style="width: 7%" />
<col style="width: 7%" />
</colgroup>
<tbody>
<tr class="odd">
<td rowspan="3">Student Group</td>
<td colspan="4">Reading/Language Arts</td>
<td colspan="4">Mathematics</td>
<td colspan="4">Additional Academic Indicators</td>
</tr>
<tr class="even">
<td colspan="2"><p>Percent Tested</p>
<p>Goal: 100%<a href="#fn1" class="footnote-ref" id="fnref1"
role="doc-noteref"><sup>1</sup></a><sup>7</sup></p></td>
<td colspan="2"><p>Percent Proficient &amp; Advanced</p>
<p>Goal: 60%</p></td>
<td colspan="2"><p>Percent Tested</p>
<p>Goal: 100%<a href="#fn2" class="footnote-ref" id="fnref2"
role="doc-noteref"><sup>2</sup></a><sup>7</sup></p></td>
<td colspan="2"><p>Percent Proficient &amp; Advanced</p>
<p>Goal: 60%</p></td>
<td colspan="2"><p>Graduation Rate</p>
<p>Goal: 85%</p></td>
<td colspan="2"><p>Attendance Rate</p>
<p>Goal: 92%</p></td>
</tr>
<tr class="odd">
<td>District</td>
<td>State</td>
<td>District</td>
<td>State</td>
<td>District</td>
<td>State</td>
<td>District</td>
<td>State</td>
<td>District</td>
<td>State</td>
<td>District</td>
<td>State</td>
</tr>
<tr class="even">
<td>All Students</td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="odd">
<td>African American</td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="even">
<td>American Indian/ Native Alaskan</td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="odd">
<td>Asian/Pacific Islander</td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="even">
<td>Hispanic</td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="odd">
<td>White</td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="even">
<td>Students with Disabilities<a href="#fn3" class="footnote-ref"
id="fnref3" role="doc-noteref"><sup>3</sup></a><sup>8</sup></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="odd">
<td>Limited English Proficient</td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="even">
<td>Economically Disadvantaged</td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
</tbody>
</table>
<aside id="footnotes" class="footnotes footnotes-end-of-document"
role="doc-endnotes">
<hr />
<ol>
<li id="fn1"><p><sup>17</sup> While the goal for percent of students
tested is 100%, a State, district, or school will meet AYP requirements
for participation if 95% or greater of all students and all subgroups of
students are assessed.<a href="#fnref1" class="footnote-back"
role="doc-backlink">↩︎</a></p></li>
<li id="fn2"><p><sup>1</sup><a href="#fnref2" class="footnote-back"
role="doc-backlink">↩︎</a></p></li>
<li id="fn3"><p><sup>18</sup> Includes results from all students with
disabilities as defined under the Individuals with Disabilities
Education Act, including results from alternate assessments. Does not
include results from students covered under section 504 of the
Rehabilitation Act of 1973.<a href="#fnref3" class="footnote-back"
role="doc-backlink">↩︎</a></p></li>
</ol>
</aside>

\*All data are based on students enrolled for a full academic year.

**Table 7. Example of School-Level Accountability (AYP) Reporting\***

<table style="width:100%;">
<colgroup>
<col style="width: 11%" />
<col style="width: 5%" />
<col style="width: 5%" />
<col style="width: 5%" />
<col style="width: 5%" />
<col style="width: 5%" />
<col style="width: 5%" />
<col style="width: 5%" />
<col style="width: 5%" />
<col style="width: 5%" />
<col style="width: 5%" />
<col style="width: 5%" />
<col style="width: 5%" />
<col style="width: 5%" />
<col style="width: 5%" />
<col style="width: 5%" />
</colgroup>
<tbody>
<tr class="odd">
<td rowspan="3">Student Group</td>
<td colspan="6">Reading/Language Arts</td>
<td colspan="6">Mathematics</td>
<td colspan="3">Additional Academic Indicator</td>
</tr>
<tr class="even">
<td colspan="3"><p>Percent Tested</p>
<p>Goal: 100%<a href="#fn1" class="footnote-ref" id="fnref1"
role="doc-noteref"><sup>1</sup></a><sup>9</sup></p></td>
<td colspan="3"><p>Percent Proficient</p>
<p>&amp; Advanced</p>
<p>Goal: 60%</p></td>
<td colspan="3"><p>Percent Tested</p>
<p>Goal: 100%<a href="#fn2" class="footnote-ref" id="fnref2"
role="doc-noteref"><sup>2</sup></a><sup>9</sup></p></td>
<td colspan="3"><p>Percent Proficient</p>
<p>&amp; Advanced</p>
<p>Goal: 60%</p></td>
<td colspan="3"><p>Graduation Rate</p>
<p>Goal: 85%</p></td>
</tr>
<tr class="odd">
<td>School</td>
<td>District</td>
<td>State</td>
<td>School</td>
<td>District</td>
<td>State</td>
<td>School</td>
<td>District</td>
<td>State</td>
<td>School</td>
<td>District</td>
<td>State</td>
<td>School</td>
<td>District</td>
<td>State</td>
</tr>
<tr class="even">
<td>All Students</td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="odd">
<td>African American</td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="even">
<td><p>American Indian/</p>
<p>Native Alaskan</p></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="odd">
<td><p>Asian/Pacific</p>
<p>Islander</p></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="even">
<td>Hispanic</td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="odd">
<td>White</td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="even">
<td><p>Students with</p>
<p>Disabilities<a href="#fn3" class="footnote-ref" id="fnref3"
role="doc-noteref"><sup>3</sup></a><sup>0</sup></p></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="odd">
<td><p>Limited English</p>
<p>Proficient</p></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="even">
<td><p>Economically</p>
<p>Disadvantaged</p></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
</tbody>
</table>
<aside id="footnotes" class="footnotes footnotes-end-of-document"
role="doc-endnotes">
<hr />
<ol>
<li id="fn1"><p><sup>19</sup> While the goal for percent of students
tested is 100%, a State, district, or school will meet AYP requirements
for participation if 95% or greater of all students and all subgroups of
students are assessed.<a href="#fnref1" class="footnote-back"
role="doc-backlink">↩︎</a></p></li>
<li id="fn2"><p><sup>1</sup><a href="#fnref2" class="footnote-back"
role="doc-backlink">↩︎</a></p></li>
<li id="fn3"><p><sup>20</sup> Includes results from all students with
disabilities as defined under the Individuals with Disabilities
Education Act, including results from alternate assessments. Does not
include results from students covered under section 504 of the
Rehabilitation Act of 1973.<a href="#fnref3" class="footnote-back"
role="doc-backlink">↩︎</a></p></li>
</ol>
</aside>

\*All data are based on students enrolled for a full academic year.

# Teacher Quality Data

For every public elementary and secondary school teacher in an LEA, the
LEA must provide, for the district as a whole and for each school within
the district, information for the following three components:

1.  The professional qualifications of all public elementary and
    secondary school

> teachers, as defined by the State (e.g., bachelors and advanced
> degrees, licensure);

2.  The percentage of all public elementary and public school teachers
    teaching with emergency or provisional credentials; and

3.  The percentage of classes not taught by highly qualified teachers
    (as the term is defined in Section 9101(23) of the ESEA), in the
    aggregate and disaggregated by high-poverty compared to low-poverty
    schools which (for this purpose) means schools in the top quartile
    of poverty and the bottom quartile of poverty in the State.

> The requirement that teachers be highly qualified, as defined in
> Section 9101(23) of the ESEA, applies to public elementary and
> secondary school teachers who teach a core academic subject.[^20]^1^
> For purposes of reporting information on the percentage of classes
> taught by highly qualified teachers, LEAs must only report on
> elementary and secondary classes in the core academic subjects.

**Table 8. Example of LEA-Level Teacher Quality Reporting**

  -------------------------- ------- -------- ------ -------- -------- -------
                             B.A.    B.A. +   M.A.   M.A. +   M.A. +   Ph.D.
                                     15              15       30       
                                     credit          credit   credit   
                                     hours           hours    hours    

  Professional                                                         
  Qualifications of All                                                
  Public Elementary and                                                
  Secondary School Teachers                                            
  in the District[^21]^2^                                              
  -------------------------- ------- -------- ------ -------- -------- -------

  ------------------------------------------------------ ----------------
  Percentage of Public Elementary and Secondary School   
  Teachers in the District with Emergency/Provisional    
  Certification                                          

  ------------------------------------------------------ ----------------

  ------------------------------- ------------ -------------- --------------
  Percentage of Core Academic     District     High-Poverty   Low-Poverty
  Subject Elementary and          Aggregate    Schools        Schools
  Secondary School Classes not                                
  Taught by Highly Qualified                                  
  Teachers                                                    

                                                              
  ------------------------------- ------------ -------------- --------------

**Table 9. Example of School-Level Teacher Quality Reporting**

  -------------------------- ------- -------- ------ -------- -------- -------
                             B.A.    B.A. +   M.A.   M.A. +   M.A. +   Ph.D.
                                     15              15       30       
                                     credit          credit   credit   
                                     hours           hours    hours    

  Professional                                                         
  Qualifications of All                                                
  Public Elementary and                                                
  Secondary School Teachers                                            
  in the School[^22]^3^                                                
  -------------------------- ------- -------- ------ -------- -------- -------

  ------------------------------------------------------ ----------------
  Percentage of Public Elementary and Secondary School   
  Teachers in the School with Emergency/Provisional      
  Certification                                          

  ------------------------------------------------------ ----------------

+--------------------------------------------------+-------------------+
| Percentage of Core Academic Subject Elementary   | School            |
| and Secondary School Classes not Taught by       |                   |
| Highly Qualified Teachers                        | Aggregate         |
+--------------------------------------------------+-------------------+
|                                                  |                   |
+--------------------------------------------------+-------------------+

**C-2.** **May LEAs include additional information in their report
cards?**

> Yes. An LEA may include any other information it determines is
> appropriate whether or not that information is included in the State
> report card.

[^1]: Note that the subgroups of migrant and gender are subgroups for
    reporting purposes only and are not among the required subgroups for
    adequate yearly progress (AYP) determinations.

[^2]: ^1^

[^3]: A State should report student assessment data for all the
    achievement levels of its State assessment system and should use the
    achievement level labels associated with that system. While a
    State\'s system of academic achievement standards must describe two
    levels of high achievement (proficient and advanced) that determine
    how well students are mastering a State\'s academic content
    standards and a third level of achievement (basic) to provide
    information about the progress of lower-achieving students toward
    mastering the proficient and advanced levels of achievement, States
    have the flexibility to give different names to these three levels
    of achievement. For example, one State calls its achievement levels:
    exceeds standards, meets standards, and partially meets standards.
    States also have the flexibility to have more than three levels of
    student academic achievement standards. For example, one State
    reports five levels of achievement: advanced, proficient, basic,
    approaching basic, and unsatisfactory.

[^4]: Note that the subgroups of migrant and gender are subgroups for
    reporting purposes only and are not among the required subgroups for
    adequate yearly progress (AYP) determinations.

[^5]: ^3^

[^6]: ^4^ States must report the percentage of students not tested or
    the inverse, the percentage of students tested. Either approach is
    acceptable.

[^7]: ^5^ Includes results from all students with disabilities as
    defined under the Individuals with Disabilities Education Act,
    including results from alternate assessments. Does not include
    results from students covered under section 504 of the
    Rehabilitation Act of 1973.

[^8]: ^6^ While the goal for percent of students tested is 100%, a
    State, district, or school will meet AYP requirements for
    participation if 95% or greater of all students and all subgroups of
    students are assessed.

[^9]: ^6^

[^10]: ^7^ Includes results from all students with disabilities as
    defined under the Individuals with Disabilities Education Act,
    including results from alternate assessments. Does not include
    results from students covered under section 504 of the
    Rehabilitation Act of 1973

[^11]: ^8^ The term "core academic subject" means English, reading or
    language arts, mathematics, science, foreign languages, civics and
    government, economics, arts, history, and geography *(Title IX,
    Section 9101(11*)).

[^12]: ^9^ Professional Qualifications are defined by the State and may
    include information such as the degrees of public school teachers
    (e.g., percentage of teachers with Bachelors Degrees or Masters
    Degrees) or the percentage of fully certified teachers.

[^13]: ^10^ Note that the subgroups of migrant and gender are subgroups
    for reporting purposes only and are not among the required subgroups
    for adequate yearly progress (AYP) determinations.

[^14]: ^1^

[^15]: ^11^ An LEA should report student assessment data for all the
    achievement levels of its State assessment system and should use the
    achievement level labels associated with that system. While a
    State\'s system of academic achievement standards must describe two
    levels of high achievement (proficient and advanced) that determine
    how well students are mastering a State\'s academic content
    standards and a third level of achievement (basic) to provide
    information about the progress of lower-achieving students toward
    mastering the proficient and advanced levels of achievement, States
    have the flexibility to give different names to these three levels
    of achievement. For example, one State calls its achievement levels:
    exceeds standards, meets standards, and partially meets standards.
    States also have the flexibility to have more than three levels of
    student academic achievement standards. For example, one State
    reports five levels of achievement: advanced, proficient, basic,
    approaching basic, and unsatisfactory.

[^16]: ^12^ Note that the subgroups of migrant and gender are subgroups
    for reporting purposes only and are not among the required subgroups
    for adequate yearly progress (AYP) determinations.

[^17]: ^1^

[^18]: ^13^ States must report the percentage of students not tested or
    the inverse, the percentage of students tested. Either approach is
    acceptable.

[^19]: ^14^ Includes results from all students with disabilities as
    defined under the Individuals with Disabilities Education Act,
    including results from alternate assessments. Does not include
    results from students covered under section 504 of the
    Rehabilitation Act of 1973.

[^20]: ^21^ The term "core academic subject" means English, reading or
    language arts, mathematics, science, foreign languages, civics and
    government, economics, arts, history, and geography *(Title IX,
    Section 9101(11*)).

[^21]: ^22^ Professional Qualifications are defined by the State and may
    include information such as the degrees of public school teachers
    (e.g., percentage of teachers with Bachelors Degrees or Masters
    Degrees) or the percentage of fully certified teachers.

[^22]: ^23^ Professional Qualifications are defined by the State and may
    include information such as the degrees of public school teachers
    (e.g., percentage of teachers with Bachelors Degrees or Masters
    Degrees) or the percentage of fully certified teachers.