A-1 

Appendix A 

State Survey 
Draft State Survey 

A-1 

OMB#: XXXX-XXXX

Expiration Date: XX/XX/20XX

Implementation of Title I/II Program 

Initiatives

Draft Survey of State Education Agencies 

ESEA Flexibility Version

2013-2014

Paperwork Reduction Act of 1995 

According to the Paperwork Reduction Act of 1995, no persons are required to respond to a collection of information unless such collection displays 

a valid OMB control number. Public reporting burden for this collection of information is estimated to average 180 minutes per response, including 

time for reviewing instructions, searching existing data sources, gathering and maintaining the data needed, and completing and reviewing the 

collection of information. The obligation to respond to this collection is required to obtain or retain benefit (Education Department General 

Administrative Regulations, Sections 75.591 and 75.592). Send comments regarding the burden estimate or any other aspect of this collection of 

information, including suggestions for reducing this burden, to the U.S. Department of Education, 400 Maryland Ave., SW, Washington, DC 20210-

4537 or email ICDocketMgr@ed.gov and reference the OMB Control Number XXXX-XXXX. Note: Please do not return the completed survey to this 

address. 

Notice of Confidentiality 

Information collected for this study comes under the confidentiality and data protection requirements of the Institute of Education Sciences (The 

Education Sciences Reform Act of 2002, Title I, Part E, Section 183). Responses to this data collection will be used only for statistical purposes. The 

reports prepared for this study will summarize findings across the sample and will not associate responses with a specific state or individual. We 

will not provide information that identifies you or your state to anyone outside the study team, except as required by law. 
State Education Agency Survey 

6/27/2013 1 

Introduction 

The Implementation of Title I/II Program Initiatives study will examine the implementation of policies promoted 

through Elementary and Secondary Education Act (ESEA) at the state, district, and school levels, in four core areas: state 

content standards, aligned assessments, accountability and school turnaround, and educator workforce development. 

The study will serve as an update on implementation of the Title I and Title II provisions since the last national 

assessment that concluded in 2006. The study includes surveys of officials from all state education agencies and district 

officials, school principals, and teachers from nationally representative samples. The United States (U.S.) Department of 

Education, Institute of Education Sciences (IES) is sponsoring this study.

 Your state’s responses are critical to drawing lessons about the implementation of ESEA.

 This survey includes four sections aligned with four core areas. Given the scope of topics, the survey 

will likely require more than one respondent.

 We will survey your state again in spring 2015 to examine changes over time.

 States may be identified in reporting but individual respondents will not be identified.

The study, including this survey, is being conducted by Westat and its partners, Mathematica Policy Research and 

edCount. 
State Education Agency Survey 

6/27/2013 2 

Section 1. State Content Standards 

Many states have recently adopted the Common Core State Standards (CCSS)—that is, content standards for English language arts 

(ELA) and Math that are shared across these states. Other states have substantially revised their own state content standards for 

ELA and Math in recent years. This section includes questions about your state’s content standards and the materials, 

professional development, and resources your state has provided to support implementation of those standards. 

1-1. In the past 12 months, has your state legislature, state education department, or state board of education adopted or 

approved new or substantially revised state content standards in the following subjects? 

SELECT ONE RESPONSE 

IN EACH ROW

YES NO

a. English language arts (ELA) ................................................... 1 0

b. Math...................................................................................... 1 0

1-2. Some states’ content standards for ELA and Math are entirely state specific, some are entirely Common Core State 

Standards (CCSS), and others use a combination of the two. Are your current state content standards for ELA and Math 

all Common Core, all state specific, or a combination of Common Core and state specific standards? 

SELECT ONE RESPONSE IN EACH ROW

STATE STANDARDS 

ARE ALL COMMON 

CORE

STATE STANDARDS ARE A 

COMBINATION OF COMMON 

CORE AND STATE SPECIFIC 

STANDARDS

STATE STANDARDS 

ARE ALL STATE 

SPECIFIC

a. ELA.......................... 1 2 3

b. Math ....................... 1 2 3

1-3. Does your state currently require all districts to implement curricula (in some or all grades) aligned with the state content 

standards for ELA and Math? 

Yes .................................................................................................................................... 1 

No ..................................................................................................................................... 0 Skip to 1-5 
State Education Agency Survey 

6/27/2013 3 

1-4. During this school year (2013-14), are districts required to fully implement ELA and Math curricula that are aligned to the 

current state content standards? (Indicate for each grade level whether full implementation is required this school year.) 

SELECT ONE RESPONSE IN EACH ROW

ELA Curricula

FULL IMPLEMENTATION IS REQUIRED 

IN 2013-14

FULL IMPLEMENTATION IS NOT 

REQUIRED IN 2013-14

a. Pre-K.............................. 1 0

b. Kindergarten ................. 1 0

c. Grade 1.......................... 1 0

d. Grade 2.......................... 1 0

e. Grade 3.......................... 1 0

f. Grade 4.......................... 1 0

g. Grade 5.......................... 1 0

h. Grade 6.......................... 1 0

i. Grade 7.......................... 1 0

j. Grade 8.......................... 1 0

k. Grade 9.......................... 1 0

l. Grade 10........................ 1 0

m. Grade 11........................ 1 0

n. Grade 12........................ 1 0

MATH Curricula

FULL IMPLEMENTATION REQUIRED 

IN 2013-14

FULL IMPLEMENTATION IS NOT 

REQUIRED IN 2013-14

a. Pre-K.............................. 1 0

b. Kindergarten ................. 1 0

c. Grade 1.......................... 1 0

d. Grade 2.......................... 1 0

e. Grade 3.......................... 1 0

f. Grade 4.......................... 1 0

g. Grade 5.......................... 1 0

h. Grade 6.......................... 1 0

i. Grade 7.......................... 1 0

j. Grade 8.......................... 1 0

k. Grade 9.......................... 1 0

l. Grade 10........................ 1 0

m. Grade 11........................ 1 0

n. Grade 12........................ 1 0
State Education Agency Survey 

6/27/2013 4 

1-5. In the past 12 months, has your state legislature, state education department, or state board of education adopted or 

approved new or substantially revised state content standards in the following subjects? 

SELECT ONE RESPONSE 

IN EACH ROW

YES NO

a. Science .................................................................................. 1 0

b. Social Studies ........................................................................ 1 0

1-6. Has your state legislature, state education department, or state board of education adopted the Next Generation Science 

Standards? 

Yes .................................................................................................................................... 1 

No ..................................................................................................................................... 0 

1-7. In the past 12 months, has your state legislature, state education department, or state board of education adopted or 

approved new or substantially revised English Language proficiency standards for English learners (ELs)? 

Yes .................................................................................................................................... 1 

No ..................................................................................................................................... 0 

Next we would like to ask you about your state’s course requirements for high school graduation.

1-8. For students graduating in 2014 (current seniors), how many years of coursework in each of the following subjects does 

the state require for high school graduation? 

SELECT ONE RESPONSE IN EACH ROW

YEARS OF COURSEWORK REQUIRED

NONE 0.5 1 1.5 2 2.5 3 3.5 4

a. ELA .................................................................. 0 0.5 1 1.5 2 2.5 3 3.5 4

b. Math ............................................................... 0 0.5 1 1.5 2 2.5 3 3.5 4

c. Science............................................................ 0 0.5 1 1.5 2 2.5 3 3.5 4

d. Social Studies/History ..................................... 0 0.5 1 1.5 2 2.5 3 3.5 4

e. World/Foreign Language ................................ 0 0.5 1 1.5 2 2.5 3 3.5 4

f. Arts (Music, Drama, Fine Arts, other arts)...... 0 0.5 1 1.5 2 2.5 3 3.5 4

g. Physical Education .......................................... 0 0.5 1 1.5 2 2.5 3 3.5 4
State Education Agency Survey 

6/27/2013 5 

1-9. For students graduating in 2014 (current seniors), please indicate the specific Math courses that are required for 

graduation (if specified in state requirements). 

 (Select “No” for the courses listed if particular Math courses are not specified in state graduation requirements.) 

SELECT ONE RESPONSE 

IN EACH ROW

YES NO

a. Algebra I ................................................................................ 1 0

b. Geometry .............................................................................. 1 0

c. Algebra II ............................................................................... 1 0

d. Pre-Calculus........................................................................... 1 0

e. Calculus I ............................................................................... 1 0

f. Other (specify) ......................................................................

_______________________________________________

1 0

1-10. Next, think about the graduation requirements for this year’s freshman class (students who entered high school in fall 

2013) compared to the graduation requirements for this year’s senior class (students who entered high school in fall 

2010). 

In what ways are your state’s course requirements for high school graduation for this year’s freshmen different than they 

are for this year’s seniors? That is, compared to this year’s seniors, are any of the following different for this year’s 

freshmen, and in what ways?

SELECT ONE RESPONSE IN EACH ROW

GRADUATION 

REQUIREMENTS 

HAVE 

INCREASED

GRADUATION 

REQUIREMENTS 

HAVE 

DECREASED

GRADUATION 

REQUIREMENTS 

HAVE NOT 

CHANGED

a. Required years of ELA.................................................. 2 1 0

b. Required years of Math............................................... 2 1 0

c. Required years of Science............................................ 2 1 0

d. Required years of Social Studies/History..................... 2 1 0

e. Specific required courses in Math ............................... 2 1 0

f. Specific required courses in Science............................ 2 1 0

g. Other course requirements (specify)..........................

__________________________________________

2 1 0
State Education Agency Survey 

6/27/2013 6 

1-11. Which of the following strategies does your state currently use to evaluate how well the current state content standards 

for ELA and Math prepare students for college and/or careers? 

SELECT ONE RESPONSE 

IN EACH ROW

YES NO

a. Track employment rates of students after graduation............................................. 1 0

b. Track enrollment in postsecondary education (two- and four-year programs) ....... 1 0

c. Track rates at which postsecondary students take remedial courses ...................... 1 0

d. Track postsecondary persistence rates (two- and four-year programs)................... 1 0

e. Track students’ postsecondary degree attainment within specified time since 

enrollment (two- and four-year programs)............................................................... 1 0

f. Something else (specify) ............................................................................................

1 0
State Education Agency Survey 

6/27/2013 7 

Next we would like to ask you about materials, training, and resources for district administrators, school leaders, and teachers to 

help them implement the current state content standards for ELA and Math. 

1-12. During this school year (2013-14), which of the following materials has the state made available to help district 

administrators, school leaders, and teachers understand the current state content standards in ELA or Math and/or 

change curriculum and instruction based on these standards? 

SELECT ONE RESPONSE 

IN EACH ROW

YES NO

Materials to help align curriculum and instruction with the content standards

a. Documents showing alignment between the previous state standards and the current state 

content standards ................................................................................................................... 1 0

b. Documents showing the alignment between required state summative assessments and 

the current state content standards such as blueprints ......................................................... 1 0

c. Tools or guidance on providing instruction aligned with the current state content standards 

such as scope and sequence, curriculum maps, or frameworks............................................. 1 0

d. A state-developed model curriculum for ELA or Math instruction for each grade level or 

course...................................................................................................................................... 1 0

e. Sample lesson plans consistent with the current state content standards ............................ 1 0

f. Examples or videos of instruction consistent with the current state content standards ....... 1 0

g. Sample student work .............................................................................................................. 1 0

h. Sample performance tasks for formative assessment purposes including rubrics or scoring 

guides...................................................................................................................................... 1 0

i. Banks of diagnostic assessment items aligned to current state content standards .............. 1 0

j. Textbooks or other instructional materials aligned to the current state content standards.. 1 0

Materials to facilitate instruction for special populations

k. Documents showing alignment between the current state content standards and the 

state’s English Language Proficiency standards...................................................................... 1 0

l. Materials for understanding how to adapt instruction to help English learners meet the 

current state content standards ............................................................................................. 1 0

m. Materials for understanding how to adapt instruction to help students with disabilities 

meet the current state content standards.............................................................................. 1 0

Other materials

n. Walk-through or observation protocols to aid in monitoring alignment of instruction to the 

current state content standards ............................................................................................. 1 0

o. Something else (specify) .........................................................................................................

1 0
State Education Agency Survey 

6/27/2013 8 

1-13. During this school year (2013-14) and including last summer (2013), has the state funded or provided professional 

development on the following topics related to the current state content standards in ELA or Math through the specified 

modes?

SELECT ALL THAT APPLY IN EACH ROW

TOPIC NOT 

COVERED BY 

STATEPROVIDED OR 

STATE-FUNDED 

PROFESSIONAL 

DEVELOPMENT

STATE 

CONFERENCE 

COVERING 

THESE TOPICS

STATE WEBINARS 

AND/OR 

PRESENTATIONS 

ON THESE TOPICS

STATE STAFF OR 

CONTRACTORS 

PROVIDED 

PROFESSIONAL 

DEVELOPMENT 

ON THESE 

TOPICS

STATE FUNDED 

OR PROVIDED 

INSTRUCTIONAL 

COACHES TO 

COVER THESE 

TOPICS

a. Information about the 

current state content 

standards, such as 

content covered at each 

grade level and 

instructional changes or 

shifts required.................. 0 1 2 3 4

b. Instructional strategies 

consistent with the 

current state content 

standards, such as model 

lessons or designing 

student work .................... 0 1 2 3 4

c. Adapting instruction to 

help English learners 

meet the current state 

content standards............ 0 1 2 3 4

d. Adapting instruction to 

help students with 

disabilities meet the 

current state content 

standards.......................... 0 1 2 3 4

e. Using student assessment 

data to improve 

instruction........................ 0 1 2 3 4

f. Monitoring alignment of 

instruction with the 

current state content 

standards, such as the use 

of observation protocols.. 0 1 2 3 4
State Education Agency Survey 

6/27/2013 9 

1-14. During this school year (2013-14), has the state offered additional professional development, funding, or technical 

assistance to specified districts or specified schools to help schools implement the current state content standards? 

SELECT ONE ONLY 

Some districts or schools are offered additional professional development, funding, 

or technical assistance ...................................................................................................... 1 

All districts and schools are offered the same professional development, funding, or 

technical assistance .......................................................................................................... 0 Skip to 1-16

NA – The state does not offer professional development, funding, or technical 

assistance to districts or schools to support implementation of the current state 

content standards ............................................................................................................. na Skip to 1-16

1-15. Which types of districts or schools have been offered additional professional development, funding, or technical 

assistance (beyond what is available to every district or school) in 2013-14?

SELECT ONE RESPONSE 

IN EACH ROW

YES NO

a. High-poverty districts or schools............................................................................. 1 0

b. Low-performing districts or schools (that is, Title I Priority schools, Title I 

Focus schools, Schools in Restructuring, or other categories of lowperforming schools identified by the state)............................................................ 1 0

c. Districts or schools with high concentrations of English learners........................... 1 0

d. Urban districts......................................................................................................... 1 0

e. Rural districts .......................................................................................................... 1 0

f. Other types of districts or schools (specify)............................................................

_________________________________________________________________ 1 0
State Education Agency Survey 

6/27/2013 10

1-16. During this school year (2013-14), in which of the following ways does the state monitor the implementation of the 

current state content standards for ELA and Math? 

SELECT ONE RESPONSE 

IN EACH ROW

YES NO

a. State requires districts to provide evidence of curriculum revisions ................... 1 0

b. State requires districts to use a state model curriculum...................................... 1 0

c. State staff conduct visits or observations in districts........................................... 1 0

d. State requires teacher evaluations to include evidence of teaching approaches 

consistent with the current state content standards........................................... 1 0

e. State requires principal evaluations to include evidence that the current state 

content standards have been implemented in their schools............................... 1 0

f. Other (specify) ......................................................................................................

_________________________________________________________________

1 0

Please provide the following information for each state education department staff member who assisted with the completion of 

this survey section. 

Name Position Title

Number of years in 

the position
State Education Agency Survey 

6/27/2013 11

Section 2. Assessments 

In this section of the survey, we will ask about the assessments your state requires districts to administer, any recent 

changes in those assessments, and the support you are providing to districts and schools for required assessment 

activities. 

2-1. For the current school year (2013-14), did your state require districts to assess children’s academic readiness at 

kindergarten entry? 

Yes .................................................................................................................................... 1 

No ..................................................................................................................................... 0 Skip to 2-3 

DEFINITIONS FOR USE THROUGHOUT THIS SECTION:

Summative assessments are state- or district-mandated tests that are intended to measure students' 

knowledge and skills at (or near) the end of a school year or course relative to grade-level content standards.

Diagnostic assessments are assessments that measure students’ knowledge and skills at interim points during 

the school year to provide timely feedback on their progress toward grade-level content standards so that 

instruction can be adjusted or other support can be provided.

Student achievement growth is the change in achievement for individual students between one year and the 

next. In some states and districts, the term value added is used instead of student achievement growth, to 

indicate a teacher’s or school’s contribution to students’ achievement growth.

For purposes of this survey, please consider “student achievement growth” and “value added” to be 

synonymous.
State Education Agency Survey 

6/27/2013 12

2-2. In what areas were districts required to assess children at kindergarten entry? 

SELECT ONE RESPONSE IN 

EACH ROW

YES NO

a. Language and literacy ..................................................................................................... 1 0

b. Cognition and general knowledge ................................................................................... 1 0

c. Early mathematics ........................................................................................................... 1 0

d. Early scientific development............................................................................................ 1 0

e. Approaches toward learning ........................................................................................... 1 0

f. Social and emotional development................................................................................. 1 0

g. Physical well-being and motor development (including adaptive skills)......................... 1 0

2-3. Has your state developed (or made available) an assessment or battery of assessments that districts can use to assess 

children at kindergarten entry? 

Yes .................................................................................................................................... 1 

No ..................................................................................................................................... 0 

Next, we will ask about required state summative assessments in kindergarten through grade 8. 

2-4. During this school year (2013-14), what subjects are assessed using summative assessments statewide and in which 

grades between kindergarten and grade 8? 

SELECT ALL GRADES THAT APPLY IN EACH ROW

OR SELECT “0” IF THERE IS NO STATE ASSESSMENT IN ANY OF THE GRADES

GRADE LEVEL

NO STATE 

ASSESSMENT IN

ANY OF THESE 

GRADE LEVELS

a. English language arts (ELA)......................... K 1 2 3 4 5 6 7 8 0

b. Math ........................................................... K 1 2 3 4 5 6 7 8 0

c. Science........................................................ K 1 2 3 4 5 6 7 8 0

d. Social Studies.............................................. K 1 2 3 4 5 6 7 8 0
State Education Agency Survey 

6/27/2013 13

Next, we would like to ask you about your state’s exam requirements for a regular high school diploma (not a GED). 

2-5. For students graduating in 2014 (current seniors), indicate whether your state requires students to take or pass any of 

the following exams in order to receive a regular high school diploma and list the subjects included in each type of exam. 

 (For purposes of this question, consider only students who are not receiving special education services.)

SELECT ONE RESPONSE IN EACH ROW

PLEASE COMPLETE THE OPEN-ENDED QUESTION 

IN EACH ROW

STUDENTS 

MUST PASS 

EXAM(S)

STUDENTS MUST TAKE 

EXAM(S) BUT ALTERNATIVE 

METHODS TO DEMONSTRATE 

PROFICIENCY ARE AVAILABLE 

FOR THOSE NOT PASSING

THIS 

EXAM IS 

NOT 

REQUIRED

a. Comprehensive exit exam................................ 2 1 0

What subjects are covered? (list all subjects)

___________________________________

___________________________________

b. End-of-course subject tests ............................. 2 1 0

What subjects are tested? (list all subjects)

___________________________________

___________________________________

c. A college entrance exam (SAT or ACT)............. 2 1 0

d. Other (specify) ................................................. 2 1 0

___________________________________

___________________________________

2-6. If your state has an alternative method of demonstrating proficiency to earn a regular high school diploma (not a GED) 

for students who did not pass required high school exams (but are not receiving special education services), what is (are) 

the alternate method(s)? 

 (If your state has no exam requirements to earn a high school diploma, check box below.) 

□ Not applicable, no state exam requirements Skip to 2-7

SELECT ONE RESPONSE 

IN EACH ROW

YES NO

a. Course grades ............................................................................................................. 1 0

b. Portfolio of work ......................................................................................................... 1 0

c. Integrative senior-year project................................................................................... 1 0

d. Other (specify) ............................................................................................................ 1 0

___________________________________________________________________
State Education Agency Survey 

6/27/2013 14

2-7. What question formats are used in your state summative assessments in each content area from kindergarten through 

grade 8 and for high school end-of-course and exit exams? Four formats are defined below. 

(In each row, select the grades in which that particular question format is used or select “NA (Not Applicable)” if this 

type of format is not used at any grade level in the designated subject.) 

TYPES OF QUESTIONS-RESPONSES: 

 Single-step selected-response (multiple choice): Includes questions in which students select from one set of 

response choices (for example, multiple choice or true-false) 

 Multiple-step selected-response: Includes multiple choice questions that build on one another. Students select a 

response to the first question and the next question builds on that response. May involve scaffolding across these 

opportunities (for example, identify the theme of a passage, then identify two pieces of evidence from the passage 

for that theme) 

 Short constructed-response or grid-in: Includes fill in the blank, or writing from one word to a few sentences in 

response to a prompt or single-step math or science item. Some math or science items require students to 

calculate an answer and then use a number grid to indicate that answer 

 Extended constructed-response: Includes essay questions or questions where two or more paragraphs are written 

in response to a prompt or a multi-step show-your-work math or science item 

SELECT ALL GRADE LEVELS THAT APPLY IN EACH ROW

GRADE LEVEL – K THROUGH 8TH

HIGH SCHOOL

NA

END-OFCOURSE 

EXAMS

EXIT 

EXAMS

English Language Arts (ELA)

a. Single-step selected-response 

(multiple choice) ...................................... K 1 2 3 4 5 6 7 8 EOC Exit na

b. Multiple-step selected-response ............. K 1 2 3 4 5 6 7 8 EOC Exit na

c. Short constructed-response or grid-in..... K 1 2 3 4 5 6 7 8 EOC Exit na

d. Extended constructed-response.............. K 1 2 3 4 5 6 7 8 EOC Exit na

Math

e. Single-step selected-response 

(multiple choice) ...................................... K 1 2 3 4 5 6 7 8 EOC Exit na

f. Multiple-step selected-response ............. K 1 2 3 4 5 6 7 8 EOC Exit na

g. Short constructed-response or grid-in..... K 1 2 3 4 5 6 7 8 EOC Exit na

h. Extended constructed-response.............. K 1 2 3 4 5 6 7 8 EOC Exit na

Science

i. Single-step selected-response 

(multiple choice) ...................................... K 1 2 3 4 5 6 7 8 EOC Exit na

j. Multiple-step selected-response ............. K 1 2 3 4 5 6 7 8 EOC Exit na

k. Short constructed-response or grid-in..... K 1 2 3 4 5 6 7 8 EOC Exit na

l. Extended constructed-response.............. K 1 2 3 4 5 6 7 8 EOC Exit na
State Education Agency Survey 

6/27/2013 15

SELECT ALL GRADE LEVELS THAT APPLY IN EACH ROW

GRADE LEVEL – K THROUGH 8TH

HIGH SCHOOL

NA

END OF 

COURSE 

EXAMS

EXIT 

EXAMS

Social Studies

m. Single-step selected-response 

(multiple choice) ...................................... K 1 2 3 4 5 6 7 8 EOC Exit na

n. Multiple-step selected-response ............. K 1 2 3 4 5 6 7 8 EOC Exit na

o. Short constructed-response or grid-in..... K 1 2 3 4 5 6 7 8 EOC Exit na

p. Extended constructed-response .............. K 1 2 3 4 5 6 7 8 EOC Exit na

2-8. During this school year (2013-14), how have your state’s summative assessments in ELA and Math been aligned with the 

current state content standards in these areas? 

SELECT ONE RESPONSE 

IN EACH ROW

YES NO 

a. The state is using summative assessments that are fully aligned with the current 

state content standards in ELA and Math ....................................................................... 1 0

b. The state has developed crosswalks showing alignment between the current state 

content standards and the items on the state’s summative assessments in ELA and 

Math ................................................................................................................................ 1 0

c. The state’s summative assessments include some items measuring Common Core 

State Standards in ELA and Math .................................................................................... 1 0

d. The state is using the pilot version of the assessments developed by one of the 

assessment consortia (Smarter Balanced Assessment Consortium -- SBAC -- or 

Partnership for Assessment of Readiness for College and Careers --PARCC).................. 1 0

e. The state’s summative assessments have not been changed to reflect the current 

state content standards in ELA and Math ....................................................................... 1 0

f. Other (specify)................................................................................................................. 1 0

____________________________________________________________________
State Education Agency Survey 

6/27/2013 16

2-9. Which, if any, of the following summative assessments will your state require districts to use in 2014-15 (in any grade 

level) to gauge student achievement in ELA and/or Math? 

SELECT ONE RESPONSE IN EACH ROW

ELA 

ONLY

MATH 

ONLY

BOTH 

ELA AND 

MATH NEITHER

General State Assessments

a. Assessments developed by the Smarter Balanced Assessment 

Consortium (SBAC) .......................................................................... 1 2 3 0

b. Assessments developed by the Partnership for Assessment of 

Readiness for College and Careers (PARCC) .................................... 1 2 3 0

c. Our state’s own summative assessments ....................................... 1 2 3 0

Alternate Assessments for Students with Significant Cognitive 

Disabilities

d. Alternate assessments for students with significant cognitive 

disabilities developed by the National Center and State 

Collaborative (NCSC)........................................................................ 1 2 3 0

e. Alternate assessments for students with significant cognitive 

disabilities developed by the Dynamic Learning Maps (DLM) 

consortium ...................................................................................... 1 2 3 0

f. Our state’s own alternate assessments for students with 

significant cognitive disabilities....................................................... 1 2 3 0

2-10. During this school year (2013-14), has the state made investments in new technology or assisted districts with acquiring 

technology needed to implement the required state summative assessments in ELA and/or Math? 

SELECT ONE RESPONSE 

IN EACH ROW

YES NO

a. State provided funding or assistance with acquiring expanded bandwidth for schools 

to provide broader and quicker access to internet resources....................................... 1 0

b. State provided funding or assistance with acquiring computers (desktops, laptops, 

or tablets)....................................................................................................................... 1 0
State Education Agency Survey 

6/27/2013 17

Next we’d like you to think about your policies for state summative assessments for English learners and students with 

disabilities. 

2-11. Which statement(s) below describe accommodations for state summative assessments that your state allows for English 

learners (ELs) in the content areas of English language arts (ELA) and Math? 

 (If ELs are given the same assessments as other general education students, without any accommodations, check box 

below.) 

□ Not applicable, no accommodations Skip to 2-13

SELECT ONE RESPONSE 

IN EACH ROW

YES NO

a. ELs are given the same assessments as other general education students, but they may 

be given extra time.............................................................................................................. 1 0

b. ELs are given the same assessments as other general education students, but an adult 

may read the assessment aloud in English ......................................................................... 1 0

c. ELs are given the same assessments as other general education students, but an adult 

may translate the instructions into the student’s primary language ................................ 1 0

d. ELs are given the same assessments as other general education students, but an adult 

may translate the reading passages into the student’s primary language ....................... 1 0

e. ELs are given the same assessments as other general education students, but an adult 

may translate the entire assessment into the student’s primary language ...................... 1 0

f. ELs are given the same assessments as other general education students, but the 

assessment booklet (or on-line version) can be provided in the student’s primary 

language............................................................................................................................... 1 0

g. ELs are given the same assessments as other general education students, but they can 

use a dual-language dictionary during the assessment...................................................... 1 0

h. ELs are given an alternate assessment................................................................................ 1 0

i. Other (specify)...................................................................................................................... 1 0

________________________________________________________________________
State Education Agency Survey 

6/27/2013 18

2-12. What criteria are used to determine whether ELs should be provided with an accommodation for state summative 

assessments or an alternate assessment? 

SELECT ONE RESPONSE 

IN EACH ROW

YES NO

a. Beyond a particular grade level, ELs are given the same assessments as other 

general education students, without any accommodations (if yes, specify grade 

level)................................................................................................................................

______________________________________________________________________ 1 0

b. Once ELs have been assessed using an accommodation or alternate assessment for 

the maximum number of years allowed, they are given the same assessments as 

other general education students, without any accommodations (if yes, specify 

number of years).............................................................................................................

______________________________________________________________________ 1 0

c. Once ELs meet or exceed a threshold score on an English language proficiency 

assessment, they are given the same assessments as other general education 

students, without any accommodations......................................................................... 1 0

d. School districts determine whether to assess ELs using an accommodation, an 

alternate assessment, or neither .................................................................................... 1 0

e. Other (specify)................................................................................................................. 1 0

______________________________________________________________________

2-13. Which, if any, of the following English Language Proficiency assessments will your state use in 2014-15 (in any grade 

level) for English learners? 

SELECT ONE RESPONSE 

IN EACH ROW

YES NO 

a. The English Language Proficiency assessment developed by the Assessment Services 

Supporting ELs through Technology Systems (ASSETS) consortium.................................. 1 0

b. The English Language Proficiency assessment developed by the English Language 

Proficiency Assessment for the 21st Century (ELPA21) consortium ................................. 1 0

c. Our state’s own English Language Proficiency assessment............................................... 1 0
State Education Agency Survey 

6/27/2013 19

2-14. Thinking about the administration of state summative assessments to students with disabilities (SWDs), which 

statement(s) below describe accommodations for summative assessments or alternate assessments that your state 

allows for SWDs in the content areas of ELA and Math? 

(If SWDs are given the same assessments as other general education students, without any accommodations, check box 

below.) 

□ Not applicable, no accommodations Skip to 2-15

SELECT ONE RESPONSE 

IN EACH ROW

YES NO

a. SWDs are given the same assessments as other general education students, but 

they may be given flexibility in timing or scheduling (for example, extended 

time, breaks, different time of day) ............................................................................. 1 0

b. SWDs are given the same assessments as other general education students, but 

they may be presented differently (for example, an adult may read the entire 

test or reading passages aloud, directions may be repeated, may be presented in 

Braille) .......................................................................................................................... 1 0

c. SWDs are given the same assessments as other general education students, but 

they may respond in a different manner (for example, an adult may serve as a 

scribe, or they may use speech-to-text)....................................................................... 1 0

d. SWDs are given the same assessments as other general education students, but 

they may use equipment or materials to assist them (for example, a calculator, 

math tables, or manipulatives) .................................................................................... 1 0

e. SWDs are given the same assessments as other general education students, but 

in a different setting (for example, in a separate room or study carrel, or in a 

small group setting)...................................................................................................... 1 0

f. SWDs may be given an alternate assessment based on modified state 

achievement standards (known as 2% tests for SWDs) ............................................... 1 0

g. SWDs may be given an alternate assessment based on alternate state 

achievement standards (known as 1% tests for students with significant cognitive 

disabilities) ................................................................................................................... 1 0

h. SWDs may be assessed by submitting a portfolio of their work................................. 1 0

i. SWDs may be assessed by a task-based performance assessment............................ 1 0

j. Other (specify).............................................................................................................. 1 0

____________________________________________________________________
State Education Agency Survey 

6/27/2013 20

2-15. Does your state currently have a statewide longitudinal data system that includes a consistent identifier for each student 

in the state and individual student records that can track student achievement and other education data across districts 

and over time? 

Yes .......................................................................................................................... 1 

No ........................................................................................................................... 0 Skip to 2-19

2-16. During this school year (2013-14), what information is available in the state’s student-level longitudinal data system? 

SELECT ONE RESPONSE 

IN EACH ROW

YES NO

a. State summative assessment scores and demographic information for each 

student .......................................................................................................................... 1 0

b. Teacher identifiers that indicate, for each student, the teacher(s) responsible for 

each grade and course ................................................................................................ 1 0

c. Data on individual students linked from state or local early childhood education 

program systems, such as pre-kindergarten or Head Start programs ........................ 1 0

d. Courses taken and grades received for each high school student .............................. 1 0

e. Advanced Placement test scores or college entrance exam scores for each high 

school student ............................................................................................................ 1 0

f. Linked data for individual students who enroll in state postsecondary institutions .. 1 0

g. Linked data on individual students from state workforce or unemployment 

insurance systems....................................................................................................... 1 0

h. Information on the individual student’s teacher of record that links to a state 

database on individual teachers ................................................................................. 1 0

i. Other (specify) ............................................................................................................ 1 0

___________________________________________________________________
State Education Agency Survey 

6/27/2013 21

2-17. For which of the following purposes are data in the state’s student-level longitudinal data system currently used by statelevel staff? 

SELECT ONE RESPONSE 

IN EACH ROW

YES NO

a. To track overall school performance and identify areas for improvement ......................... 1 0

b. To evaluate instructional programs such as measuring program effectiveness.................. 1 0

c. To inform professional development offerings such as identifying specific content or 

skills where teachers need assistance or support................................................................ 1 0

d. To evaluate the success of professional development offerings for teachers or 

principals.............................................................................................................................. 1 0

e. To inform resource allocation such as which schools and students receive which 

programs or which staff work with which students............................................................. 1 0

f. To provide information to teachers about their students’ progress ................................... 1 0

g. To provide information to parents about the school or their children................................ 1 0

h. To provide information to students about their own progress ........................................... 1 0

i. To track students’ postsecondary enrollment and progress after high school graduation 

such as credits earned in public colleges or universities in your state ................................ 1 0

j. To provide information to federal agencies (e.g., EDFacts)................................................. 1 0

k. Something else (specify) ...................................................................................................... 1 0

2-18. During this school year (2013-14), what information has the state provided to districts from the state’s student-level 

longitudinal data system?

SELECT ONE RESPONSE 

IN EACH ROW

YES NO

a. Value added or student achievement growth reports on individual schools.................. 1 0

b. Value added or student achievement growth reports on individual teachers ................ 1 0

c. Student achievement growth reports on different subgroups of students..................... 1 0

d. Postsecondary outcomes associated with districts and schools...................................... 1 0
State Education Agency Survey 

6/27/2013 22

2-19. Does the state require districts to implement a district data system, or technologically based tools that provide school 

leaders and teachers with data to manage continuous instructional improvement efforts? 

Yes .......................................................................................................................... 1 

No ........................................................................................................................... 0 

2-20. During this school year (2013-14), did the state provide any of the following funding, materials, or technical assistance to 

help district administrators, school leaders, and teachers use data to improve instruction? 

SELECT ONE RESPONSE 

IN EACH ROW

YES NO

a. Funding for or direct provision of student-level data management systems.................... 1 0

b. Access by district administrators and school leaders to a statewide student-level data 

system................................................................................................................................ 1 0

c. Materials or documents for district administrators and school leaders on the use of data 

for school improvement plans .......................................................................................... 1 0

d. Materials or documents for school leaders and teachers on the use of data for 

instructional planning or improvement ............................................................................. 1 0

e. Technical assistance and/or support on hardware or software issues, such as making 

technical systems or computer networks experts available to districts............................ 1 0

Please provide the following information for each state education department staff member who assisted with the completion of 

this survey section. 

Name Position Title

Number of years in 

the position
State Education Agency Survey 

6/27/2013 23

Section 3. School Accountability and Turning Around Low-Performing Schools 

3-1. Which of the following best describes your state’s goal for student achievement under the federal Elementary and 

Secondary Education Act (ESEA)? 

SELECT ONE ONLY 

That 100% of the students achieve proficiency on the state assessments(s) by 

2013-14............................................................................................................................. 1 

To reduce by half the percentage of all students and subgroups who are not 

proficient on the state assessment(s) within 6 years ....................................................... 2 

That 100% of students achieve proficiency on the state assessment(s) by 2019-20 ....... 3 

Other (specify) .................................................................................................................. 4 

______________________________________________________________________ 

3-2. States monitor proficiency rates on state summative assessments for all students as well as for subgroups specified in 

ESEA (e.g., students with disabilities, low-income students, and students of specific racial/ethnic groups). Does your state 

merge some of the student subgroups specified in ESEA into a single combined subgroup for school accountability? 

Yes .................................................................................................................................... 1 

No ..................................................................................................................................... 0 Skip to 3-6 

DEFINITIONS FOR USE THROUGHOUT THIS SECTION:

Cohort-to-cohort improvement is the change in schoolwide proficiency rates, attendance, or other group-level 

measures of academic performance from one year to the next (for example, last year’s fourth grade proficiency 

rate compared with this year’s fourth grade proficiency rate). 

Student achievement growth is the change in achievement for individual students between one year and the 

next. In some states and districts, the term value added is used instead of student achievement growth, to 

indicate a teacher’s or school’s contribution to students’ achievement growth.

For purposes of this survey, please consider “student achievement growth” and “value added” to be 

synonymous.

Summative assessments are state- or district-mandated tests that are intended to measure students' 

knowledge and skills at (or near) the end of a school year or course relative to grade-level content standards.
State Education Agency Survey 

6/27/2013 24

3-3. Which subgroups are merged into a single combined subgroup? 

 (If your state has only one combined subgroup, please indicate which groups are included in the first column, and check 

the box below indicating only one combined subgroup. If your state defines more than one combined subgroup, please 

indicate which subgroups are included in the second combined subgroup using the second column.) 

□ Check here if only one combined subgroup. (Indicate groups included in first combined subgroup column. Leave 

second combined subgroup column blank.) 

FIRST COMBINED 

SUBGROUP

SECOND COMBINED 

SUBGROUP

SELECT ONE RESPONSE IN 

EACH ROW

SELECT ONE RESPONSE IN 

EACH ROW

YES NO YES NO

a. White................................................................................ 1 0 1 0

b. Black or African American................................................ 1 0 1 0

c. Hispanic............................................................................ 1 0 1 0

d. Asian................................................................................. 1 0 1 0

e. American Indian or Alaska Native .................................... 1 0 1 0

f. Native Hawaiian or Other Pacific Islander ....................... 1 0 1 0

g. Economically disadvantaged............................................ 1 0 1 0

h. English learners................................................................ 1 0 1 0

i. Students with disabilities................................................. 1 0 1 0

3-4. Are combined subgroups used by all schools in the state, or only for schools in which the individual subgroups are 

below the state’s minimum group size or n-size? 

SELECT ONE ONLY 

Combined subgroups are used by all schools ................................................................... 1 

Combined subgroups are used only when the number of students in the individual 

subgroups for that school is below the minimum group size or n-size ............................ 2 
State Education Agency Survey 

6/27/2013 25

3-5. For schools that fell short of Annual Measurable Objectives (AMOs) for a state-designated combined subgroup in 

2012-13, what actions did the state require? 

□ Check here if all schools in the state met their AMOs for combined subgroups and skip to 3-6. 

SELECT ONE RESPONSE 

IN EACH ROW

Schools that fell short of AMOs for a state-designated combined subgroup in 2012-13 

are required to: YES NO

a. Develop a School Improvement Plan ............................................................................... 1 0

b. Analyze the reasons for low achievement of that combined subgroup .......................... 1 0

c. Implement interventions to address the reasons for low achievement of the 

combined subgroup ......................................................................................................... 1 0

d. Report to the district or state on the interim progress of the combined subgroup 

more than once during this school year (2013-14).......................................................... 1 0

e. Examine the reasons for low achievement of each constituent subgroup within 

that combined subgroup ................................................................................................. 1 0

f. Implement interventions to address the reasons for low achievement of each 

constituent subgroup within that combined subgroup................................................... 1 0

g. Report to the district or state on the interim progress of each constituent subgroup

within that combined subgroup more than once during this school year (2013-14)...... 1 0

3-6. For this school year (2013-14), does the state set the same Annual Measurable Objectives (AMOs) for every school or 

do AMOs vary in different schools? 

SELECT ONLY ONE RESPONSE 

AMOs are the same for every school ............................................................................... 1 Skip to 3-8 

AMOs vary in different schools ........................................................................................ 0 

3-7. In which ways do the AMOs vary for schools? 

SELECT ONE RESPONSE 

IN EACH ROW

YES NO

a. AMOs vary depending on school level (elementary, middle, and high schools) ............. 1 0

b. AMOs vary depending on each school’s initial proficiency level in the first year of 

the ESEA Flexibility........................................................................................................... 1 0

c. AMOs vary based on something else (specify) ................................................................ 1 0

______________________________________________________________________
State Education Agency Survey 

6/27/2013 26

3-8. During this school year (2013-14), has your state identified “Reward” schools (i.e. ,“highest-performing” or “highprogress” schools), based on student outcomes measured by required state summative assessments and other data 

collected through the end of the 2012-13 school year? 

SELECT ONE RESPONSE 

IN EACH ROW

YES NO

a. State has identified highest-performing Reward schools.............................................. 1 0

b. State has identified high-progress Reward schools....................................................... 1 0

3-9. Does your state identify any non-Title I Reward schools (i.e., highest-performing or high-progress schools)? 

Yes .................................................................................................................................... 1 

No ..................................................................................................................................... 0 

3-10. Does your state recognize Reward schools (highest-performing and/or high-progress schools) in any of the following 

ways? 

SELECT ONE RESPONSE 

IN EACH ROW

YES NO

a. Public recognition........................................................................................................... 1 0

b. Financial rewards for teachers and/or principals .......................................................... 1 0

c. Additional funding for schools to use for educational purposes................................... 1 0

d. Additional operating flexibility or exemption from state/district requirements............. 1 0

e. Opportunities to share best practices with other schools in the state.......................... 1 0

f. Other (specify) ............................................................................................................... 1 0

_____________________________________________________________________

IF NO TO BOTH, SKIP TO INTRODUCTION BEFORE 3-11.
State Education Agency Survey 

6/27/2013 27

ESEA Flexibility states have identified low-performing schools as Priority schools and Focus schools for interventions. This section 

asks about Priority schools and Focus schools in your state. 

3-11. How often does the state identify Priority and Focus schools? 

SELECT ONE RESPONSE IN EACH ROW

EVERY 

YEAR

EVERY 2 

YEARS

EVERY 3 

YEARS 

a. Priority schools......................................................................................................... 1 2 3

b. Focus schools........................................................................................................... 1 2 3

3-12. Does your state identify any non-Title I Priority or Focus schools? 

SELECT ONE RESPONSE 

IN EACH ROW

YES NO

a. Non-Title I Priority schools............................................................................................. 1 0

b. Non-Title I Focus schools ............................................................................................... 1 0

The next questions pertain to your state’s Priority schools. 

3-13. Among the schools in your state that were designated as Priority schools during the last school year (2012-13), how many 

were closed after the 2012-13 school year for performance reasons? 

 (Write in NA if you had no Priority schools during the 2012-13 school year. Write in “0” if no schools were closed.)

 ________ NUMBER OF TITLE I PRIORITY SCHOOLS THAT CLOSED AFTER THE 2012-13 SCHOOL YEAR 

 ________ NUMBER OF NON-TITLE I PRIORITY SCHOOLS THAT CLOSED AFTER THE 2012-13 SCHOOL YEAR 

3-14. Does the state require any interventions or changes to be made in Priority schools this year (2013-14)? 

(Leave the second column blank if the state has no Non-Title I Priority schools.)

TITLE I 

PRIORITY 

SCHOOLS

NON-TITLE I 

PRIORITY 

SCHOOLS

SELECT ONE RESPONSE PER COLUMN

a. State requires specific interventions/changes in Priority schools .................. 1 1

b. State leaves interventions/changes in Priority schools to local discretion 

with state approval.......................................................................................... 2 2

c. State leaves interventions/changes in Priority schools completely to 

local discretion ................................................................................................ 3 3
State Education Agency Survey 

6/27/2013 28

3-15. Among Priority schools, how many are implementing each of the following initiatives during this school year (2013-14) as 

part of their improvement plans? 

(Write in the number of Priority schools implementing each initiative, or select “none” or “don’t know” for both Title I 

and Non-Title I Priority schools.) 

(Leave the second column blank if the state has no Non-Title I Priority schools.)

TITLE I PRIORITY SCHOOLS 

NON-TITLE I 

PRIORITY SCHOOLS

SELECT ONE RESPONSE IN 

EACH ROW

SELECT ONE RESPONSE IN 

EACH ROW

NUMBER 

OF 

SCHOOLS NONE

DON’T 

KNOW

NUMBER 

OF 

SCHOOLS NONE

DON’T 

KNOW

School Structural Changes

a. Implementing a new curriculum ................... _____ 0 d _____ 0 d

b. Implementing a comprehensive school 

reform model ................................................ _____ 0 d _____ 0 d

c. Implementing a “restart” model as defined 

in U.S. Department of Education regulations _____ 0 d _____ 0 d

d. Implementing a “transformation” model as 

defined in U.S. Department of Education 

regulations..................................................... _____ 0 d _____ 0 d

e. Implementing a “turnaround” model as 

defined in U.S. Department of Education 

regulations..................................................... _____ 0 d _____ 0 d

f. Operating an extended school day, week, or 

year................................................................ _____ 0 d _____ 0 d

g. Providing extra academic services for 

struggling students outside of the school 

day (e.g., supplemental educational 

services)......................................................... _____ 0 d _____ 0 d

h. Offering students the option to attend a 

different school (school choice) .................... _____ 0 d _____ 0 d
State Education Agency Survey 

6/27/2013 29

3-16. For Priority schools implementing intervention models during this school year (2013-14), did the state provide any of the 

following types of guidance to districts regarding the selection of school intervention models? 

(Leave the second column blank if the state has no Non-Title I Priority schools.)

TO TITLE I 

PRIORITY

SCHOOLS

TO NON-TITLE I 

PRIORITY 

SCHOOLS

SELECT ONE 

RESPONSE IN 

EACH ROW

SELECT ONE 

RESPONSE IN 

EACH ROW

YES NO YES NO

a. The state allowed or prohibited specific models and/or strategies ....................... 1 0 1 0

b. The state provided guidance on how to match the model to school needs 

and capacity............................................................................................................ 1 0 1 0

c. The state provided guidance on models appropriate for addressing the 

needs of English learners........................................................................................ 1 0 1 0

d. The state provided guidance on models appropriate for addressing the 

needs of students with disabilities ......................................................................... 1 0 1 0

e. The state provided guidance on how to engage the community in the 

selection of the model ............................................................................................ 1 0 1 0

f. Something else (specify)......................................................................................... 1 0 1 0

_________________________________________________________________

3-17. How many Priority schools were removed from the control of their local districts and placed under a new form of 

management for the 2013-14 school year? This would include schools placed under the direct control of the state or a 

statewide accountability district, schools placed under the control of school management organizations, and schools 

converted to charter schools. 

(Write the number of Priority schools removed from district control in each category. If “none” write in 0.) 

(Leave the second column blank if the state has no Non-Title I Priority schools.)

NUMBER OF TITLE I 

PRIORITY SCHOOLS 

REMOVED FROM 

DISTRICT CONTROL

NUMBER OF NONTITLE I PRIORITY 

SCHOOLS 

REMOVED FROM 

DISTRICT CONTROL

a. Direct state control or statewide accountability district ............................ _______ ______

b. School management organization .............................................................. _______ ______

c. Converted to charter................................................................................... _______ ______

TOTAL SCHOOLS REMOVED FROM DISTRICT CONTROL _______ ______
State Education Agency Survey 

6/27/2013 30

3-18. To what extent were changes in personnel used to turn around Priority schools before the start of this school year 

(2013-14)? 

(Write the number of Priority schools in which the principal was replaced or in which half or more of the teaching staff 

was replaced before the start of the 2013-14 school year as part of the school improvement plan.) 

(Leave the second column blank if the state has no Non-Title I Priority schools.)

NUMBER OF 

TITLE I PRIORITY 

SCHOOLS

NUMBER OF 

NON-TITLE I 

PRIORITY 

SCHOOLS

a. Principal replaced.............................................................................................. _______ _______

b. Half or more of the teaching staff replaced...................................................... _______ _______

3-19. Do the state’s current teacher assignment laws or policies for Priority schools include any of the following features? 

(Leave the second column blank if the state has no Non-Title I Priority schools.)

TITLE I 

PRIORITY

SCHOOLS

NON-TITLE I 

PRIORITY 

SCHOOLS

SELECT ONE 

RESPONSE IN 

EACH ROW

SELECT ONE 

RESPONSE IN 

EACH ROW

YES NO YES NO

a. Financial incentives for teachers to begin or continue to work in the state’s 

Priority schools........................................................................................................ 1 0 1 0

b. Financial incentives for staff with English learner expertise to begin or 

continue to work in the Priority schools................................................................. 1 0 1 0

c. Financial incentives for staff with expertise working with students with 

disabilities to begin or continue to work in the Priority schools ............................ 1 0 1 0

d. More flexibility in, or exemptions from, collective bargaining agreements 

or certain state employment laws/regulations that guide staffing decisions ........ 1 0 1 0

e. School discretion or authority to decide which staff to hire for the Priority 

schools.................................................................................................................... 1 0 1 0

f. Exemptions from teacher tenure rules that affect placement in or removal 

from the Priority schools (specify which rules)....................................................... 1 0 1 0

_________________________________________________________________
State Education Agency Survey 

6/27/2013 31

The next questions pertain to your state’s Focus schools. 

3-20. During this school year (2013-14), what interventions, if any, does the state require for Focus schools? 

□ Check here if no specific interventions are required in Focus schools and skip to 3-22. 

 (Leave the second column blank if the state has no Non-Title I Focus schools.)

TITLE I

FOCUS SCHOOLS

NON-TITLE I

FOCUS SCHOOLS

SELECT ONE RESPONSE IN 

EACH ROW

SELECT ONE RESPONSE IN 

EACH ROW

Interventions for Focus schools: REQUIRED 

NOT 

REQUIRED REQUIRED 

NOT 

REQUIRED 

a. Schools must prepare a school improvement plan that 

focuses on subjects and/or subgroups that are falling short 

of AMOs ................................................................................... 1 2 1 2

b. School improvement plans must be available to the public .... 1 2 1 2

c. Schools must implement and monitor an instructional 

program that supports students not showing sufficient 

growth toward AMOs............................................................... 1 2 1 2

d. Schools and/or districts must provide professional 

development to staff that supports interventions for 

subgroups of students not showing sufficient growth toward 

AMOs........................................................................................ 1 2 1 2

e. Districts must offer students the opportunity to attend other 

schools (school choice) ............................................................ 1 2 1 2

f. Districts must offer low-income students the opportunity to 

enroll in after-school supplemental educational services ....... 1 2 1 2
State Education Agency Survey 

6/27/2013 32

3-21. For Focus schools implementing intervention strategies during this school year (2013-14), did the state provide any of the 

following types of guidance to districts regarding the selection of school intervention strategies? 

(Leave the second column blank if the state has no Non-Title I Focus schools.)

TITLE I FOCUS

SCHOOLS

NON-TITLE I 

FOCUS

SCHOOLS

SELECT ONE 

RESPONSE IN 

EACH ROW

SELECT ONE 

RESPONSE IN 

EACH ROW

YES NO YES NO

a. The state allowed or prohibited specific initiatives and/or strategies.................... 1 0 1 0

b. The state provided guidance on how to match the initiatives to school 

needs and capacity ................................................................................................. 1 0 1 0

c. The state provided guidance on initiatives appropriate for addressing the 

needs of English learners........................................................................................ 1 0 1 0

d. The state provided guidance on initiatives appropriate for addressing the 

needs of students with disabilities ......................................................................... 1 0 1 0

e. The state provided guidance on initiatives appropriate for addressing the 

needs of other subgroups (specify which subgroups) ............................................ 1 0 1 0

_________________________________________________________________

f. The state provided guidance on how to engage the community in the selection 

of the initiatives...................................................................................................... 1 0 1 0

g. Something else (specify)......................................................................................... 1 0 1 0

_________________________________________________________________
State Education Agency Survey 

6/27/2013 33

The next questions pertain to your state’s Priority and Focus schools. 

3-22. During this school year (2013-14), and including last summer (2013), what additional professional development or 

technical assistance has the state provided to principals and teachers in Title I Priority and Focus schools, beyond what is 

available to any Title I school? 

PROVIDED TO 

TITLE I PRIORITY 

SCHOOLS

PROVIDED TO 

TITLE I FOCUS 

SCHOOLS

SELECT ONE 

RESPONSE IN 

EACH ROW

SELECT ONE 

RESPONSE IN 

EACH ROW

YES NO YES NO 

a. Additional professional development or assistance for principals on 

school improvement planning, identifying interventions, or budgeting 

effectively..................................................................................................... 1 0 1 0

b. Additional professional development or assistance for principals on 

acting as instructional leaders ..................................................................... 1 0 1 0

c. Additional professional development or assistance for principals on 

recruiting, retaining, and developing more effective teachers.................... 1 0 1 0

d. Additional professional development or assistance for teachers on 

analyzing student assessment data to improve instruction ........................ 1 0 1 0

e. Additional professional development or assistance for teachers on 

working effectively in teacher teams to improve instruction...................... 1 0 1 0

f. Additional professional development or assistance for teachers on 

identifying and implementing strategies to address the needs of English 

learners ........................................................................................................ 1 0 1 0

g. Additional professional development or assistance for teachers on 

identifying and implementing strategies to address the needs of students 

with disabilities ............................................................................................ 1 0 1 0
State Education Agency Survey 

6/27/2013 34

3-23. Thinking now about Non-Title I Priority and Focus schools, during this school year (2013-14), and including last summer 

(2013), what additional professional development or technical assistance has the state provided to principals and 

teachers in Non-Title I Priority and Focus schools, beyond what is available to any other Non-Title I school? 

(Leave the Priority column blank if there are no Non-Title I Priority schools in the state, and leave the Focus column blank 

if there are no Non-Title I Focus schools in the state.) 

PROVIDED TO 

NON-TITLE I 

PRIORITY 

SCHOOLS

PROVIDED TO 

NON-TITLE I 

FOCUS 

SCHOOLS

SELECT ONE 

RESPONSE IN 

EACH ROW

SELECT ONE 

RESPONSE IN 

EACH ROW

YES NO YES NO 

a. Additional professional development or assistance for principals on 

school improvement planning, identifying interventions, or budgeting 

effectively...................................................................................................... 1 0 1 0

b. Additional professional development or assistance for principals on 

acting as instructional leaders ...................................................................... 1 0 1 0

c. Additional professional development or assistance for principals on 

recruiting, retaining, and developing more effective teachers..................... 1 0 1 0

d. Additional professional development or assistance for teachers on 

analyzing student assessment data to improve instruction ......................... 1 0 1 0

e. Additional professional development or assistance for teachers on 

working effectively in teacher teams to improve instruction....................... 1 0 1 0

f. Additional professional development or assistance for teachers on 

identifying and implementing strategies to address the needs of English 

learners ......................................................................................................... 1 0 1 0

g. Additional professional development or assistance for teachers on 

identifying and implementing strategies to address the needs of students 

with disabilities ............................................................................................. 1 0 1 0
State Education Agency Survey 

6/27/2013 35

3-24. During this school year (2013-14), and including last summer (2013), approximately how many hours of professional 

development or assistance on these topics have state staff or consultants provided to principals in the average Priority or 

Focus school? 

 (If “none” write in 0. Write in 0 where appropriate if you have no Non-Title I Priority or Focus schools.) 

 TITLE I SCHOOLS: 

 ________ HOURS OF PROFESSIONAL DEVELOPMENT OR ASSISTANCE TO PRINCIPALS IN THE AVERAGE TITLE I 

PRIORITY SCHOOL 

________ HOURS OF PROFESSIONAL DEVELOPMENT OR ASSISTANCE TO PRINCIPALS IN THE AVERAGE TITLE I 

FOCUS SCHOOL 

NON-TITLE I SCHOOLS: 

 ________ HOURS OF PROFESSIONAL DEVELOPMENT OR ASSISTANCE TO PRINCIPALS IN THE AVERAGE NON-TITLE I 

PRIORITY SCHOOL 

________ HOURS OF PROFESSIONAL DEVELOPMENT OR ASSISTANCE TO PRINCIPALS IN THE AVERAGE NON-TITLE I 

FOCUS SCHOOL 

3-25. During this school year (2013-14), and including last summer (2013), approximately how many hours of professional 

development or assistance on these topics have state staff or consultants provided to teachers in the average Priority or 

Focus school? 

(If “none” write in 0. Write in 0 where appropriate if you have no Non-Title I Priority or Focus schools.) 

 TITLE I SCHOOLS: 

 ________ HOURS OF PROFESSIONAL DEVELOPMENT OR ASSISTANCE TO TEACHERS IN THE AVERAGE TITLE I 

PRIORITY SCHOOL 

________ HOURS OF PROFESSIONAL DEVELOPMENT OR ASSISTANCE TO TEACHERS IN THE AVERAGE TITLE I 

FOCUS SCHOOL 

NON-TITLE I SCHOOLS:

 ________ HOURS OF PROFESSIONAL DEVELOPMENT OR ASSISTANCE TO TEACHERS IN THE AVERAGE NON-TITLE I 

PRIORITY SCHOOL 

________ HOURS OF PROFESSIONAL DEVELOPMENT OR ASSISTANCE TO TEACHERS IN THE AVERAGE NONTITLE I FOCUS SCHOOL 
State Education Agency Survey 

6/27/2013 36

3-26. During this school year (2013-14), what additional resources has the state provided to Title I Priority and Focus schools, 

beyond what is available to any Title I school? 

PROVIDED TO 

TITLE I PRIORITY 

SCHOOLS

PROVIDED TO 

TITLE I FOCUS 

SCHOOLS

SELECT ONE 

RESPONSE IN 

EACH ROW

SELECT ONE 

RESPONSE IN 

EACH ROW

YES NO YES NO 

a. Additional resources to be used for purposes specified in the school 

improvement plan........................................................................................ 1 0 1 0

b. Additional resources to be used to reduce class sizes................................. 1 0 1 0

c. Additional resources to be used to add instructional time (extended day 

or extended school year) ............................................................................. 1 0 1 0

d. Other additional resources (specify) ........................................................... 1 0 1 0

____________________________________________________________

3-27. Thinking now about Non-Title I schools, during this school year (2013-14), what additional resources has the state 

provided to Non-Title I Priority and Focus schools, beyond what is available to any other Non-Title I school? 

 (Leave the Priority column blank if there are no Non-Title I Priority schools in the state, and leave the Focus column blank 

if there are no Non-Title I Focus schools in the state.) 

PROVIDED TO 

NON-TITLE I 

PRIORITY 

SCHOOLS

PROVIDED TO 

NON-TITLE I 

FOCUS 

SCHOOLS

SELECT ONE 

RESPONSE IN 

EACH ROW

SELECT ONE 

RESPONSE IN 

EACH ROW

YES NO YES NO 

a. Additional resources to be used for purposes specified in the school 

improvement plan........................................................................................ 1 0 1 0

b. Additional resources to be used to reduce class sizes................................. 1 0 1 0

c. Additional resources to be used to add instructional time (extended day 

or extended school year) ............................................................................. 1 0 1 0

d. Other additional resources (specify) ........................................................... 1 0 1 0

____________________________________________________________
State Education Agency Survey 

6/27/2013 37

3-28. Does the state currently have any organizational or administrative structures specifically intended to improve state 

capacity to support school turnaround efforts? By school turnaround, we mean the implementation of changes in lowperforming schools designed to rapidly and substantially increase student achievement. 

Yes .................................................................................................................................... 1 

No ..................................................................................................................................... 0 Skip to Intro before 3-30

3-29. During this school year (2013-14), which of the following organizational or administrative structures are in place in your 

state to support school turnaround efforts? 

SELECT ONE RESPONSE IN 

EACH ROW

YES NO

a. State staff or office whose sole responsibility is to support school turnaround.......... 1 0

b. Regional staff or office whose sole responsibility is to support school turnaround .... 1 0

c. Contracts with external consultants to support school turnaround............................ 1 0

d. State-level staff or consultants to provide support to turnaround schools and 

districts in working with English learners..................................................................... 1 0

e. State-level staff or consultants to provide support to turnaround schools and 

districts in working with students with disabilities...................................................... 1 0

f. Monitoring or reporting requirements specifically for schools designated as Priority 

or Focus schools........................................................................................................... 1 0

g. Something else (specify) .............................................................................................. 1 0
State Education Agency Survey 

6/27/2013 38

We would like to learn more about how your state monitors the activities and progress of Priority and Focus schools. 

3-30. During this school year (2013-14), which of the following groups are responsible for monitoring the state’s Priority and 

Focus schools? 

(If your state has no Non-Title I Priority or Focus schools, leave those columns blank.) 

MONITORS TITLE I MONITORS NON-TITLE I

PRIORITY 

SCHOOLS

FOCUS 

SCHOOLS

PRIORITY 

SCHOOLS

FOCUS 

SCHOOLS

SELECT ONE 

RESPONSE IN 

EACH ROW

SELECT ONE 

RESPONSE IN 

EACH ROW

SELECT ONE 

RESPONSE IN 

EACH ROW

SELECT ONE 

RESPONSE IN 

EACH ROW

YES NO YES NO YES NO YES NO 

a. State Education Agency ............................ 1 0 1 0 1 0 1 0

b. Regional staff such as staff from the 

county office of education or BOCES 

(Boards of Cooperative Educational 

Services) .................................................... 1 0 1 0 1 0 1 0

c. External consultants.................................. 1 0 1 0 1 0 1 0

d. District central office staff......................... 1 0 1 0 1 0 1 0

3-31. During this school year (2013-14), which of the following strategies are used for monitoring the Title I Priority schools in 

your state and, for each strategy that is used, how often is it used? 

SELECT YES OR NO. IF YES, SELECT ONE OPTION FOR HOW OFTEN USED 

USED FOR 

MONITORING 

IN YOUR 

STATE?

IF USED, HOW OFTEN FOR EACH TITLE I PRIORITY SCHOOL?

TITLE I PRIORITY 

SCHOOLS YES NO

ONCE PER 

SCHOOL 

YEAR

TWICE PER 

SCHOOL 

YEAR QUARTERLY MONTHLY OTHER (specify)

a. Site visits................... 1 0 1 2 3 4 ______________________

b. Telephone 

conferences.............. 1 0 1 2 3 4 ______________________

c. Discussions with 

parents/community.. 1 0 1 2 3 4 ______________________

d. Analysis of student 

data........................... 1 0 1 2 3 4 ______________________

e. Other (specify).......... 1 0 1 2 3 4 ______________________

_________________
State Education Agency Survey 

6/27/2013 39

3-32. Thinking now about Non-Title I schools, during this school year (2013-14), which of the following strategies are used for 

monitoring the Non-Title I Priority schools in your state and, for each strategy that is used, how often is it used? 

□ Check here if there are no Non-Title I Priority schools in the state, and skip to 3-33. 

SELECT YES OR NO. IF YES, SELECT ONE OPTION FOR HOW OFTEN USED 

USED FOR 

MONITORING 

IN YOUR 

STATE?

IF USED, HOW OFTEN FOR EACH NON-TITLE I PRIORITY SCHOOL?

NON-TITLE I PRIORITY 

SCHOOLS YES NO

ONCE PER 

SCHOOL 

YEAR

TWICE PER 

SCHOOL 

YEAR QUARTERLY MONTHLY OTHER (specify)

a. Site visits................... 1 0 1 2 3 4 ______________________

b. Telephone 

conferences.............. 1 0 1 2 3 4 ______________________

c. Discussions with 

parents/community.. 1 0 1 2 3 4 ______________________

d. Analysis of student 

data........................... 1 0 1 2 3 4 ______________________

e. Other (specify).......... 1 0 1 2 3 4 ______________________

_________________
State Education Agency Survey 

6/27/2013 40

3-33. During this school year (2013-14), which of the following strategies are used for monitoring the Title I Focus schools in 

your state and, for each strategy that is used, how often is it used? 

SELECT YES OR NO. IF YES, SELECT ONE OPTION FOR HOW OFTEN USED

USED FOR 

MONITORING 

IN YOUR 

STATE?

IF USED, HOW OFTEN FOR EACH TITLE I FOCUS SCHOOL?

TITLE I FOCUS SCHOOLS YES NO

ONCE PER 

SCHOOL 

YEAR

TWICE PER 

SCHOOL 

YEAR QUARTERLY MONTHLY OTHER (specify)

a. Site visits................... 1 0 1 2 3 4 ______________________

b. Telephone 

conferences.............. 1 0 1 2 3 4 ______________________

c. Discussions with 

parents/community.. 1 0 1 2 3 4 ______________________

d. Analysis of student 

data........................... 1 0 1 2 3 4 ______________________

e. Other (specify).......... 1 0 1 2 3 4 ______________________

___________________
State Education Agency Survey 

6/27/2013 41

3-34. What about Non-Title I Focus schools? During this school year (2013-14), which of the following strategies are used for 

monitoring the Non-Title I Focus schools in your state and, for each strategy that is used, how often is it used? 

□ Check here if there are no Non-Title I Focus schools in the state, and skip to 3-35. 

SELECT YES OR NO. IF YES, SELECT ONE OPTION FOR HOW OFTEN USED

USED FOR 

MONITORING

IN YOUR 

STATE?

IF USED, HOW OFTEN FOR EACH NON-TITLE I FOCUS SCHOOL?

NON-TITLE I FOCUS 

SCHOOLS YES NO

ONCE PER 

SCHOOL 

YEAR

TWICE PER 

SCHOOL 

YEAR QUARTERLY MONTHLY OTHER (specify)

a. Site visits................... 1 0 1 2 3 4 ______________________

b. Telephone 

conferences.............. 1 0 1 2 3 4 ______________________

c. Discussions with 

parents/community.. 1 0 1 2 3 4 ______________________

d. Analysis of student 

data........................... 1 0 1 2 3 4 ______________________

e. Other (specify).......... 1 0 1 2 3 4 ______________________

___________________

3-35. During this school year (2013-14), approximately how many full-time-equivalent (FTE) staff or consultants is the state 

providing or funding specifically to assist its Priority and Focus schools and their districts? 

 (Write the number of FTE staff or select “none”. If “none”, skip to introduction before 3-37.) 

__________ NUMBER OF FULL-TIME-EQUIVALENT STAFF OR CONSULTANTS SUPPORTING PRIORITY OR FOCUS SCHOOLS 

NONE ................................................................................................................................ 0 Skip to Intro before 3-37 
State Education Agency Survey 

6/27/2013 42

3-36. How many Priority and Focus schools, in total, are being served by those state staff or state-funded consultants? 

 (Write the number of schools. If “none”, write in 0.)

_________ NUMBER OF TITLE I PRIORITY SCHOOLS SERVED 

_________ NUMBER OF TITLE I FOCUS SCHOOLS SERVED (Write zero if staff or consultants serve only Priority schools.) 

_________ NUMBER OF NON-TITLE I PRIORITY SCHOOLS SERVED (Write zero if state has no Non-Title I Priority Schools.) 

_________ NUMBER OF NON-TITLE I FOCUS SCHOOLS SERVED (Write zero if staff or consultants serve only Priority schools 

or if state has no Non-Title I Focus schools.) 

For the next set of questions, please consider schools in your state that are NOT Priority or Focus schools. 

3-37. Apart from Priority and Focus schools, did any school in your state fall short of Annual Measurable Objectives (AMOs) for 

the previous school year (2012-13)? 

Yes .................................................................................................................................... 1 

No ..................................................................................................................................... 0 Skip to Intro before 3-42 

3-38. Excluding Priority and Focus schools, does your state require schools not meeting AMOs to take any action during this 

school year (2013-14)? 

TITLE I SCHOOLS 

NOT MEETING 

AMOs

NON-TITLE I 

SCHOOLS NOT 

MEETING AMOs

SELECT ONE RESPONSE PER COLUMN

a. Yes, all schools falling short of AMOs must take action................................... 1 1

b. Yes, some schools falling short of AMOs must take action (specify) ............... 2 2

______________________________________________________________

c. No, schools falling short of AMOs are not required to take action ................. 3 3
State Education Agency Survey 

6/27/2013 43

3-39. For schools that did not meet AMOs for 2012-13 (excluding Priority and Focus schools), what interventions, if any, does 

the state require? 

□ Check here if no specific interventions are required in schools that did not meet AMOs in 2012-13 (excluding Priority 

and Focus schools) and skip to 3-40. 

TITLE I

SCHOOLS NOT MEETING 

AMOs

NON-TITLE I

SCHOOLS NOT MEETING 

AMOs

SELECT ONE RESPONSE IN 

EACH ROW

SELECT ONE RESPONSE IN 

EACH ROW

Interventions for schools not meeting AMOs (excluding Priority 

and Focus schools): REQUIRED 

NOT 

REQUIRED REQUIRED 

NOT 

REQUIRED 

a. Schools must prepare a school improvement plan that 

focuses on subjects and/or subgroups that are falling short 

of AMOs ................................................................................... 1 2 1 2

b. School improvement plans must be available to the public .... 1 2 1 2

c. Schools must implement and monitor an instructional 

program that supports students not showing sufficient 

growth toward AMOs............................................................... 1 2 1 2

d. Schools and/or districts must provide professional 

development to staff that supports interventions for 

subgroups of students not showing sufficient growth toward 

AMOs........................................................................................ 1 2 1 2

e. Districts must offer students the opportunity to attend other 

schools (school choice) ............................................................ 1 2 1 2

f. Districts must offer low-income students the opportunity to 

enroll in after-school supplemental educational services ....... 1 2 1 2

g. Schools must take some other action (specify) ....................... 1 2 1 2

________________________________________________________
State Education Agency Survey 

6/27/2013 44

3-40. During this school year (2013-14), how does the state monitor schools that did not meet AMOs (excluding Priority and 

Focus schools)? 

TITLE I

SCHOOLS NOT 

MEETING 

AMOs

NON-TITLE I

SCHOOLS NOT 

MEETING 

AMOs

SELECT ONE 

RESPONSE IN 

EACH ROW

SELECT ONE 

RESPONSE IN 

EACH ROW

YES NO YES NO

a. The school improvement plan must be approved by the State Education Agency 1 0 1 0

b. The State Education Agency monitors the thoroughness of district 

oversight of schools as appropriate to the performance category of those 

schools.................................................................................................................... 1 0 1 0

c. The State Education Agency conducts monitoring visits to all schools in this 

performance category ............................................................................................ 1 0 1 0

d. The State Education Agency conducts monitoring visits to a sample of 

schools in this performance category..................................................................... 1 0 1 0
State Education Agency Survey 

6/27/2013 45

3-41. During this school year (2013-14), and including last summer (2013), has your state provided any of the following 

additional resources specifically to schools that did not meet AMOs for 2012-13 (excluding Priority and Focus schools)?

TITLE I

SCHOOLS NOT 

MEETING 

AMOs

NON-TITLE I

SCHOOLS NOT 

MEETING 

AMOs

SELECT ONE 

RESPONSE IN 

EACH ROW

SELECT ONE 

RESPONSE IN 

EACH ROW

YES NO YES NO

a. Additional professional development or assistance for principals on school 

improvement planning, identifying interventions, or budgeting effectively .......... 1 0 1 0

b. Additional professional development or assistance for principals on acting 

as instructional leaders........................................................................................... 1 0 1 0

c. Additional professional development or assistance for principals on 

recruiting, retaining, and developing more effective teachers .............................. 1 0 1 0

d. Additional professional development or assistance for teachers on 

analyzing student assessment data to improve instruction ................................... 1 0 1 0

e. Additional professional development or assistance for teachers on working 

effectively in teacher teams to improve instruction .............................................. 1 0 1 0

f. Additional professional development or assistance for teachers on 

identifying and implementing strategies to address the needs of English 

learners................................................................................................................... 1 0 1 0

g. Additional professional development or assistance for teachers on 

identifying and implementing strategies to address the needs of students 

with disabilities....................................................................................................... 1 0 1 0
State Education Agency Survey 

6/27/2013 46

Next, we ask about your state’s approach to working with or through “intermediaries” to support the implementation of 

statewide education reforms and priorities. These “intermediaries” may be regional branches, contractors, consultants, or grant 

recipients of the State Education Agency, who support the State Education Agency’s work but are not paid as State Education 

Agency employees.

3-42. Does your State Education Agency currently work with any intermediaries to support the implementation of statewide 

education reform priorities in any of the following areas? 

SELECT ONE RESPONSE IN 

EACH ROW

YES NO

a. Implementing college and career ready standards and assessments..................... 1 0

b. Using data to improve instruction .......................................................................... 1 0

c. Recruiting, developing, rewarding, and retaining effective teachers and school 

leaders..................................................................................................................... 1 0

d. Turning around your state’s Priority schools.......................................................... 1 0

e. Providing supports for English learners .................................................................. 1 0

f. Providing supports for students with disabilities.................................................... 1 0

g. Increasing state capacity in any of the areas listed in items a through f above ..... 1 0

h. Some other reform area (specify area)................................................................... 1 0

IF AT LEAST ONE YES, PROCEED TO 3-43. IF ALL OF THE 

ABOVE ARE NO, SKIP TO 3-45.
State Education Agency Survey 

6/27/2013 47

3-43. Within the past year, did the State Education Agency work with any of the following type(s) of intermediaries to support 

the implementation of statewide education reform priorities in the various areas identified in the preceding question? 

SELECT ONE RESPONSE IN 

EACH ROW

YES NO

a. Federally-supported comprehensive center, regional educational laboratory, 

equity assistance center, or content center (specify) .............................................. 1 0

b. Postsecondary institutions....................................................................................... 1 0

c. Regional/county offices............................................................................................ 1 0

d. Educators contracted by the state such as distinguished educators....................... 1 0

e. Other external organizations (specify)..................................................................... 1 0

3-44. Continuing to focus on the intermediaries with whom the State Education Agency worked in the past year, with which of 

the following groups were these intermediaries expected to work? 

SELECT ONE RESPONSE IN 

EACH ROW

YES NO

a. State-level staff ....................................................................................................... 1 0

b. All districts............................................................................................................... 1 0

c. Schools identified as Priority schools and/or districts in which these schools are 

located..................................................................................................................... 1 0

d. Schools identified as Focus schools and/or districts in which these schools are 

located..................................................................................................................... 1 0

e. Some other groups of districts and/or schools (specify)......................................... 1 0
State Education Agency Survey 

6/27/2013 48

3-45. Considering the availability of state staff and consultants, to what extent are the following a challenge during this school 

year (2013-14)? 

SELECT ONE RESPONSE IN EACH ROW

NOT A 

CHALLENGE

MINOR 

CHALLENGE

MAJOR 

CHALLENGE

a. Monitoring districts and/or schools.................................................... 1 2 3

b. Providing targeted support or technical assistance to districts and/or 

schools................................................................................................. 1 2 3

c. Developing guidelines for teacher and principal evaluation in the 

state..................................................................................................... 1 2 3

d. Working with districts to implement teacher and principal 

evaluation models............................................................................... 1 2 3

e. Developing state longitudinal data systems........................................ 1 2 3

f. Working with districts and/or schools on the use of data to improve 

instruction ........................................................................................... 1 2 3

g. Supporting districts and/or schools in the process of turning around 

low-achieving schools.......................................................................... 1 2 3

h. Some other type of expertise (specify) ............................................... 1 2 3

_______________________________________________________

Please provide the following information for each state education department staff member who assisted with the completion 

of this survey section. 

Name Position Title 

Number of years in 

the position
State Education Agency Survey 

6/27/2013 49

Section 4. Teacher and Principal Evaluation 

Teacher Evaluation 

In this section, we want to gather information on the status of and requirements for teacher evaluation practices in your state 

during this school year (2013-14). Many states are transitioning to or implementing new evaluation policies or systems. 

□ Check here if your state has adopted new laws or regulations for teacher evaluation since 2010 

(including those in response to ESEA Flexibility waiver requirements). We are interested in learning about 

the status of and requirements for teacher evaluation practices being piloted or implemented in your state 

in response to these new laws or regulations. Please answer the questions in this section based on the 

teacher evaluation practices as they are being piloted or implemented in the 2013-14 school year. For 

example, if a new system is being piloted during the 2013-14 school year, respond only about the 

components being piloted this year. SKIP TO 4-1

□ Check here if your state has not adopted new laws or regulations for teacher evaluation since 2010. 

Please respond about the requirements of teacher evaluation practices in your state during the 2013-14 

school year. SKIP TO 4-3

DEFINITIONS FOR USE THROUGHOUT THIS SECTION:

Student achievement growth is the change in achievement for individual students between one year and the 

next. In some states and districts, the term value added is used instead of student achievement growth, to 

indicate a teacher’s or school’s contribution to students’ achievement growth.

For purposes of this survey, please consider “student achievement growth” and “value added” to be 

synonymous.
State Education Agency Survey 

6/27/2013 50

4-1. During this school year (2013-14), what is the status of the new teacher evaluation system in your state? 

SELECT ONE ONLY 

The system is in the planning stage and no components are being implemented .......... 1 Skip to 4-3 

The system is in the piloting stage and some, but not all, components are being 

implemented .................................................................................................................... 2 

The system is in the piloting stage and all components are being implemented ............ 3 

The system is fully implemented statewide ..................................................................... 4 Skip to 4-3 

4-2. During this school year (2013-14), in how many districts and schools is the state piloting the teacher evaluation system? 

ENTER NUMBER 

a. Number of districts............................................................. ____________

b. Number of schools ............................................................. ____________

4-3. During this school year (2013-14), which of the following statements best describes the state’s requirements and 

regulations related to teacher evaluation? 

 (As a reminder, if your state has adopted new laws or regulations for teacher evaluation since 2010, please refer to the 

teacher evaluation practices being piloted or implemented in response to these new laws or regulations when responding 

to this and other questions in this section. For all other states, please refer to the practices in your state during the 

2013-14 school year.) 

SELECT ONE ONLY 

Districts in your state are required to use a uniform evaluation model prescribed by 

the state ............................................................................................................................ 1 

Districts in your state are required to adopt the state model for evaluating teachers if 

they cannot meet or surpass state expectations, sometimes referred to as the state 

default model ................................................................................................................... 2 

Districts in your state may adopt but are not required to adopt the state model for 

evaluating teachers, sometimes referred to as the state exemplar model ..................... 3 

Districts are permitted to select their own teacher evaluation models as long as they 

comply with state statutes and rules ............................................................................... 4 
State Education Agency Survey 

6/27/2013 51

4-4. During this school year (2013-14), do state regulations specify a required minimum number of rating levels (such as 

highly effective, effective, satisfactory, needs improvement) to be used when evaluating overall teacher performance? If 

so, what is the minimum number of rating categories that is required? 

SELECT ONE ONLY 

Yes, districts must use a minimum number of rating categories for teacher evaluation . 1 

 Specify minimum number of rating categories________ 

No, there is no minimum number of rating categories that districts must use for 

teacher evaluation ............................................................................................................ 0 

4-5. During this school year (2013-14), does your state require that student achievement growth or value added be used as 

one component of the performance evaluation of some, all, or no teachers? This can include growth or value added for 

the teacher’s own students and/or teamwide, gradewide, or schoolwide student achievement growth.

 (Note: If your state is piloting a new system in some districts or schools, then this question refers to teachers in the pilot 

schools. In order to report “all teachers,” student achievement growth would need to be used with all teachers, including 

teachers of art, music, physical education, and special populations such as English learners or students with disabilities.)

SELECT ONE ONLY 

The state requires student achievement growth or value added to be included as an 

evaluation component for some teachers ....................................................................... 1 Skip to 4-7 

The state requires student achievement growth or value added to be included as an 

evaluation component for all teachers across all grades (K-12), all subjects, and all 

teacher specialties ........................................................................................................... 2 Skip to 4-7 

The state does not require student achievement growth or value added to be 

included in teacher evaluations, but local districts may choose to include it .................. 3 

The state does not permit student achievement growth or value added to be 

included in the evaluations of any teachers ..................................................................... 4 
State Education Agency Survey 

6/27/2013 52

4-6. Please tell us about the reasons that your state either does not require or does not permit student achievement growth 

or value added to be included among the components of a teacher’s evaluation during the 2013-14 school year. 

SELECT ONE RESPONSE 

IN EACH ROW

YES NO

a. Teachers are evaluated based on professional practice rather than student 

achievement...................................................................................................................

1 0

b. Inability to link teachers with the students they teach in the state’s data system........ 1 0

c. Concerns about the validity of student achievement growth as a measure of teacher 

performance or quality ..................................................................................................

1 0

d. No tests available to measure student achievement growth in many grades and 

subjects..........................................................................................................................

1 0

e. Concerns about the appropriateness of available assessments as a measure of 

student achievement growth.........................................................................................

1 0

f. Opposition from teacher unions to using student achievement growth to evaluate 

teachers..........................................................................................................................

1 0

g. Opposition from teachers to using student achievement growth to evaluate 

teachers..........................................................................................................................

1 0

h. Inadequate technology, technical expertise, staff, or other resources ......................... 1 0

i. Teacher evaluation is a matter for local determination ................................................ 1 0

j. Other (specify)................................................................................................................ 1 0

____________________________________________________________________

SKIP TO 4-15.
State Education Agency Survey 

6/27/2013 53

4-7. This question focuses on teachers of English language arts (ELA) and/or Math in grades 4 through 8. Indicate whether 

during this school year (2013-14) your state requires teacher evaluations to include achievement growth or value added 

on state summative assessments for the teacher’s own students and/or teamwide, gradewide, or schoolwide student 

achievement growth. 

SELECT ONE RESPONSE 

IN EACH ROW

The state requires evaluations for teachers of ELA and Math in grades 4 through 8 to 

include: YES NO

a. Achievement growth or value added for the teacher’s own students on state summative 

assessments......................................................................................................................... 1 0

b. Achievement growth of students within a teacher team or grade on state 

summative assessments...................................................................................................... 1 0

c. Achievement growth of students schoolwide on state summative assessments ............... 1 0

4-8. This question focuses on teachers of Science in grades 6 through 8. Indicate whether during this school year (2013-14) 

your state requires teacher evaluations to include achievement growth or value added on state summative assessments 

for the teacher’s own students and/or teamwide, gradewide, or schoolwide student achievement growth.

 (For each measure of achievement growth, select all grades in which your state uses state summative assessments to 

estimate student achievement growth or value added to be used in Science teacher evaluations. Select NA (not 

applicable) for each measure of achievement growth that is not used for Science teachers’ evaluations in any of grades 

6-8.)

The state requires evaluations for teachers of Science in 

grades 6 through 8 to include: NA

SELECT GRADES IN WHICH EACH MEASURE OF 

STUDENT ACHIEVEMENT GROWTH OR VALUE 

ADDED ON STATE SUMMATIVE ASSESSMENTS IS

USED IN SCIENCE TEACHER EVALUATIONS

a. Achievement growth or value added for the teacher’s own 

students on state summative assessments.......................... na 6 7 8

b. Achievement growth of students within a teacher 

team or grade on state summative assessments ................ na 6 7 8

c. Achievement growth of students schoolwide on state 

summative assessments...................................................... na 6 7 8
State Education Agency Survey 

6/27/2013 54

4-9. This question focuses on teachers of Social Studies in grades 6 through 8. Indicate whether during this school year (2013-

14) your state requires teacher evaluations to include achievement growth or value added on state summative 

assessments for the teacher’s own students and/or teamwide, gradewide, or schoolwide student achievement growth.

 (For each measure of achievement growth, select all grades in which your state uses state summative assessments to 

estimate student achievement growth or value added to be used in Social Studies teacher evaluations. Select NA for each 

measure of achievement growth that is not used for Social Studies teachers’ evaluations in any of grades 6-8.)

The state requires evaluations for teachers of Social Studies in 

grades 6 through 8 to include: NA

SELECT GRADES IN WHICH EACH MEASURE 

OF STUDENT ACHIEVEMENT GROWTH OR 

VALUE ADDED ON STATE SUMMATIVE 

ASSESSMENTS IS USED IN SOCIAL STUDIES 

TEACHER EVALUATIONS

a. Achievement growth or value added for the teacher’s own 

students on state summative assessments........................... na 6 7 8

b. Achievement growth of students within a teacher 

team or grade on state summative assessments ................. na 6 7 8

c. Achievement growth of students schoolwide on state 

summative assessments....................................................... na 6 7 8

4-10. This question focuses on early elementary teachers in grades K through 3. Indicate whether during this school year (2013-

14) your state requires teacher evaluations to include achievement growth or value added on state summative 

assessments for the teacher’s own students and/or teamwide, gradewide, or schoolwide student achievement growth.

(For each measure of achievement growth, select all grades in which your state uses state summative assessments to 

estimate student achievement growth or value added to be used in teacher evaluations. Select NA for each measure of 

achievement growth that is not used for teachers’ evaluations in any of grades K-3.)

The state requires evaluations of early elementary teachers 

to include: NA

SELECT GRADES IN WHICH EACH MEASURE 

OF STUDENT ACHIEVEMENT GROWTH OR 

VALUE ADDED ON STATE SUMMATIVE 

ASSESSMENTS IS USED IN EARLY 

ELEMENTARY TEACHER EVALUATIONS

a. Achievement growth or value added for the teacher’s own 

students on state summative assessments.......................... na K 1 2 3

b. Achievement growth of students within a teacher 

team or grade on state summative assessments................. na K 1 2 3

c. Achievement growth of students schoolwide on state 

summative assessments ...................................................... na K 1 2 3
State Education Agency Survey 

6/27/2013 55

4-11. During this school year (2013-14), does your state require use of any state summative assessments, such as end-ofcourse assessments and exit exams, to measure student achievement growth or value added of the teacher’s own

students as a component of the evaluations of high school teachers in any of the following subjects and courses? 

 (For each subject, select the name of each course for which your state requires use of a state summative assessment to 

estimate student achievement growth or value added of the teacher’s own students in high school teacher evaluations. 

Select NA if student achievement growth or value added on state summative assessments is not required as part of high 

school teachers’ evaluations in any course in that subject.)

NA

SELECT COURSES IN WHICH STUDENT ACHIEVEMENT GROWTH OR 

VALUE ADDED ON STATE SUMMATIVE ASSESSMENTS IS USED IN 

TEACHER EVALUATIONS

a. High school ELA teachers ...... na English 9 English 10 English 11 English 12 Other ELA

b. High school Math teachers.... na Algebra I Geometry Algebra 2 Other Math

c. High school Science 

teachers................................. na Biology Chemistry Physics Other Science

d. High school Social Studies 

teachers................................. na Civics U.S. History

Other Social 

Studies

4-12. During this school year (2013-14), for teachers of ELA, Math, Science, or Social Studies, does the state require that a 

measure of student achievement growth based on local assessments (assessments selected at the district, school, or 

classroom level) be included in any of these teachers’ evaluations? 

Yes .................................................................................................................................... 1 

No ..................................................................................................................................... 0 Skip to Intro before 4-14 

4-13. For which teachers of ELA, Math, Science, or Social Studies, does the state require that a measure of student 

achievement growth based on local assessments for a teacher’s own students be included in these teachers’ evaluations?

SELECT ONE RESPONSE PER ROW

ALL 

TEACHERS

TEACHERS IN GRADES FOR WHICH 

STUDENT ACHIEVEMENT GROWTH ON 

REQUIRED STATE SUMMATIVE 

ASSESSMENTS CANNOT BE ESTIMATED

OTHER 

TEACHERS

a. ELA ......................................... 1 2 3

b. Math....................................... 1 2 3

c. Science ................................... 1 2 3

d. Social Studies ......................... 1 2 3
State Education Agency Survey 

6/27/2013 56

Many teachers serve grades and subjects that lack state summative assessments that can be used to measure student 

achievement growth or value added for the teacher’s own students. The next question is about the evaluations of teachers for 

whom growth cannot be measured for their own students based on required state summative assessments. 

4-14. During this school year (2013-14), does the state require, permit, or prohibit any of the following approaches to 

measuring student achievement growth for teachers of grades and subjects for which the achievement growth or value 

added of their own students cannot be measured using state summative assessments? 

SELECT ONE RESPONSE IN EACH ROW

REQUIRED TO 

BE USED IN 

TEACHER 

EVALUATION

PERMITTED TO 

BE USED IN 

TEACHER 

EVALUATION

PROHIBITED 

FROM USE IN 

TEACHER 

EVALUATION

a. Use gradewide, teamwide, or schoolwide achievement 

growth on state summative assessments to substitute for 

achievement growth of the teacher’s own students ......... 1 2 3

b. Use achievement growth of the teacher’s own students 

on district-selected or district-developed standardized 

assessments (assessments consistently administered and 

scored for all students in the same grades and subjects 

districtwide) ....................................................................... 1 2 3

c. Use teacher-established student achievement growth 

targets based on assessments selected or developed by 

individual teachers (sometimes called student learning 

objectives or SLOs) ............................................................. 1 2 3

d. Another approach (specify)................................................ 1 2 3

_____________________________________________
State Education Agency Survey 

6/27/2013 57

4-15. During this school year (2013-14), which of the following sources of information on teacher performance (other than 

student achievement growth) does the state require, permit, or prohibit for use in teacher evaluations? 

□ Check box if your state has no legislation or regulations about particular sources of information to be used to 

evaluate teacher performance and skip to instructions before 4-16.

SELECT ONE RESPONSE IN EACH ROW

REQUIRED TO BE 

USED IN 

TEACHER 

EVALUATION

PERMITTED TO 

BE USED IN 

TEACHER 

EVALUATION

PROHIBITED 

FROM USE IN 

TEACHER 

EVALUATION

a. Classroom observations using a teacher professional practice 

rubric, conducted by the principal or other school 

administrator............................................................................. 1 2 3

b. Classroom observations using a teacher professional practice 

rubric, conducted by someone other than a school 

administrator (such as a peer or mentor teacher, 

instructional coach, central office staff member, or an 

observer from outside the school or district)............................ 1 2 3

c. Teacher self-assessment............................................................ 1 2 3

d. Portfolios or other artifacts of teacher professional practice ... 1 2 3

e. Assessments by a peer or mentor teacher that are not based 

on a teacher professional practice rubric.................................. 1 2 3

f. Student work samples............................................................... 1 2 3

g. Student surveys or other feedback ........................................... 1 2 3

h. Parent surveys or other feedback ............................................. 1 2 3

i. Something else (specify)............................................................ 1 2 3

_______________________________________________________
State Education Agency Survey 

6/27/2013 58

Principal Evaluation 

In this section, we want to gather information on the status of and requirements for principal evaluation practices in your state 

during this school year (2013-14). Many states are transitioning to or implementing new evaluation policies or systems. 

□ Check here if your state has adopted new laws or regulations for principal evaluation since 2010 

(including those in response to ESEA Flexibility waiver requirements). We are interested in learning 

about the status of and requirements for principal evaluation practices being piloted or implemented in 

your state in response to these new laws or regulations. Please answer the questions in this section based 

on principal evaluation practices as they are being piloted or implemented in the 2013-14 school year. For 

example, if a new system is being piloted during the 2013-14 school year, respond only about the 

components being piloted this year. SKIP TO 4-16. 

□ Check here if your state has not adopted new laws or regulations for principal evaluation since 2010. 

Please respond about the requirements of principal evaluation practices in your state during the 2013-14 

school year. SKIP TO 4-18.

4-16. During this school year (2013-14), what is the status of the new principal evaluation system in your state? 

SELECT ONE ONLY 

The system is in the planning stage and no components are being implemented .......... 1 Skip to 4-18 

The system is in the piloting stage and some, but not all, components are being 

implemented .................................................................................................................... 2 

The system is in the piloting stage and all components are being implemented ............ 3 

The system is fully implemented statewide ..................................................................... 4 Skip to 4-18 

4-17. During this school year (2013-14), in how many districts and schools is the state piloting the principal evaluation system? 

ENTER NUMBER 

a. Number of districts ............................................................ ___________

b. Number of schools............................................................. ___________
State Education Agency Survey 

6/27/2013 59

4-18. During this school year (2013-14), which of the following statements best describes the state’s requirements and 

regulations related to principal evaluation? 

 (As a reminder, if your state has adopted new laws or regulations for principal evaluation since 2010, please refer to the 

principal evaluation practices being piloted or implemented in response to these new laws or regulations when 

responding to this and other questions in this section. For all other states, please refer to the practices in your state 

during the 2013-14 school year.) 

SELECT ONE ONLY 

Districts in your state are required to use a uniform evaluation model prescribed by 

the state ............................................................................................................................ 1 

Districts in your state are required to adopt the state model for evaluating principals 

if they cannot meet or surpass state expectations, sometimes referred to as the state 

default model ................................................................................................................... 2 

Districts in your state may adopt but are not required to adopt the state model for 

evaluating principals, sometimes referred to as the state exemplar model .................... 3 

Districts are permitted to select their own principal evaluation models as long as 

they comply with state statutes and rules ....................................................................... 4 

4-19. During this school year (2013-14), do state regulations specify a required minimum number of rating levels (such as 

highly effective, effective, satisfactory, needs improvement) to be used when evaluating overall principal performance? 

If so, what is the minimum number of rating categories that is required? 

SELECT ONE ONLY 

Yes, districts must have a minimum number of rating categories for principal 

evaluation ......................................................................................................................... 1 

 Specify minimum number of rating categories________ 

No, there is no minimum number of rating categories that districts must use for 

principal evaluation ......................................................................................................... 0 
State Education Agency Survey 

6/27/2013 60

4-20. During this school year (2013-14), does the state require, permit, or prohibit any of the following student outcomes for 

use in principal evaluations for elementary, middle, or high school principals? 

□ Check box if your state has no legislation or regulations about using student outcomes to evaluate principal 

performance and skip to 4-21.

SELECT ONE RESPONSE FOR ELEMENTARY AND MIDDLE SCHOOL PRINCIPALS AND 

ONE FOR HIGH SCHOOL PRINCIPALS FOR EACH ROW

ELEMENTARY AND MIDDLE SCHOOL 

PRINCIPALS HIGH SCHOOL PRINCIPALS

REQUIRED 

TO BE USED 

IN PRINCIPAL 

EVALUATION

PERMITTED 

TO BE USED 

IN PRINCIPAL 

EVALUATION

PROHIBITED 

FROM USE IN 

PRINCIPAL 

EVALUATION

REQUIRED TO 

BE USED IN 

PRINCIPAL 

EVALUATION

PERMITTED 

TO BE USED 

IN PRINCIPAL 

EVALUATION

PROHIBITED 

FROM USE IN 

PRINCIPAL 

EVALUATION

a. Schoolwide proficiency rates on 

required state summative 

assessments.................................. 1 2 3 1 2 3

b. Schoolwide year-to-year changes 

in proficiency rates on required 

state summative assessments...... 1 2 3 1 2 3

c. Achievement growth of students 

schoolwide on required state 

summative assessments, or the 

school’s value added .................... 1 2 3 1 2 3

d. Achievement growth of students 

schoolwide on district summative 

assessments, or the school’s 

value added .................................. 1 2 3 1 2 3

e. Student promotion/graduation 

rate ............................................... 1 2 3 1 2 3

f. Student dropout rate.................... 1 2 3 1 2 3

g. Gaps in achievement outcomes 

between advantaged and 

disadvantaged groups .................. 1 2 3 1 2 3

h. Proficiency rates for 

disadvantaged groups .................. 1 2 3 1 2 3

i. Student achievement growth for 

English learners ............................ 1 2 3 1 2 3

j. Student achievement growth for 

students with disabilities.............. 1 2 3 1 2 3

k. Student attendance...................... 1 2 3 1 2 3

l. Student behavior/discipline/ 

safety ............................................ 1 2 3 1 2 3

m. Other student outcome (specify) . 1 2 3 1 2 3

___________________________
State Education Agency Survey 

6/27/2013 61

4-21. During this school year (2013-14), which of the following sources of information (other than student outcome measures) 

does the state require, permit, or prohibit for principal evaluations? 

□ Check box if your state has no legislation or regulations about particular sources of information to be used to 

evaluate principal performance and skip to introduction before 4-22.

SELECT ONE RESPONSE IN EACH ROW

REQUIRED TO 

BE USED IN 

PRINCIPAL 

EVALUATION

PERMITTED 

TO BE USED 

IN PRINCIPAL 

EVALUATION

PROHIBITED 

FROM USE IN 

PRINCIPAL 

EVALUATION

a. Ratings based on a principal professional practice rubric.................. 1 2 3

b. Principal self-assessment ................................................................... 1 2 3

c. Input from district administrators that is not based on a principal 

professional practice rubric................................................................ 1 2 3

d. Staff surveys or other feedback ......................................................... 1 2 3

e. Student surveys or other feedback .................................................... 1 2 3

f. Parent surveys or other feedback ...................................................... 1 2 3

g. Something else (specify) .................................................................... 1 2 3

____________________________________________________________

Consequences of Evaluation Ratings 

As a reminder, if your state has adopted new laws or regulations for teacher or principal evaluation since 2010, please refer to the 

teacher or principal evaluation practices being piloted or implemented in response to these new laws or regulations when 

responding to questions in this section. For all other states, please refer to the practices in your state during the 2013-14 school 

year. 

4-22. During this school year (2013-14), do state requirements allow teachers to earn tenure or some other continuing right to 

their job that cannot be revoked without due process? 

Yes .................................................................................................................................... 1 

No ..................................................................................................................................... 0 
State Education Agency Survey 

6/27/2013 62

4-23. Does the state require, permit, or prohibit teacher evaluation results for this year (2013-14) to be used for any of the 

following decisions? 

 (Select NA, where available, if tenure is not offered in your state.) 

SELECT ONE RESPONSE IN EACH ROW

REQUIRED PERMITTED PROHIBITED NA

Teacher evaluation results are required, permitted, or 

prohibited to be used to guide decisions about:

a. Planning professional development for individual teachers.... 1 2 3

b. Development of performance improvement plans for lowperforming teachers ................................................................ 1 2 3

c. Setting goals for student achievement growth for the next 

school year............................................................................... 1 2 3

d. Recognizing high-performing teachers.................................... 1 2 3

e. Identifying low-performing teachers for coaching, 

mentoring, or peer assistance.................................................. 1 2 3

f. Determining annual salary increases....................................... 1 2 3

g. Determining bonuses or performance-based 

compensation other than salary increases.............................. 1 2 3

h. Career advancement opportunities, such as teacher 

leadership roles........................................................................ 1 2 3

i. Granting tenure or similar job protection................................ 1 2 3 na

j. Determining eligibility to transfer to other schools................. 1 2 3

k. Sequencing potential layoffs if the district needs to reduce 

staff .......................................................................................... 1 2 3

For low-performing teachers, evaluation results are required, 

permitted, or prohibited to be used to inform decisions about:

l. Loss of tenure or similar job protection................................... 1 2 3 na

m. Dismissal or terminating teachers for cause............................ 1 2 3

4-24. During this school year (2013-14), do state requirements allow principals to earn tenure or some other continuing right 

to their job that cannot be revoked without due process? 

Yes .................................................................................................................................... 1 

No ..................................................................................................................................... 0 
State Education Agency Survey 

6/27/2013 63

4-25. Does the state require, permit, or prohibit principal evaluation results for this school year (2013-14) to be used for any of 

the following decisions? 

(Select NA, where available, if tenure is not offered in your state.)

SELECT ONE RESPONSE IN EACH ROW

REQUIRED PERMITTED PROHIBITED NA

Principal evaluation results are required, permitted, or 

prohibited be used to guide decisions about:

a. Planning professional development for individual 

principals.................................................................................. 1 2 3

b. Development of performance improvement plans for lowperforming principals............................................................... 1 2 3

c. Recognizing high-performing principals................................... 1 2 3

d. Identifying low-performing principals for coaching or 

mentoring................................................................................. 1 2 3

e. Determining annual salary increases....................................... 1 2 3

f. Determining bonuses or performance-based 

compensation other than salary increases.............................. 1 2 3

g. Career advancement opportunities, such as additional 

leadership roles........................................................................ 1 2 3

h. Granting tenure or similar job protection................................ 1 2 3 na

i. Deciding on renewal of a principal’s contract.......................... 1 2 3

j. Assigning principals to schools................................................. 1 2 3

k. Sequencing potential layoffs if the district needs to reduce 

staff .......................................................................................... 1 2 3

For low-performing principals, evaluation results are required, 

permitted, or prohibited to be used to inform decisions about:

l. Demotion ................................................................................. 1 2 3

m. Transfer to a different school................................................... 1 2 3

n. Loss of tenure or similar job protection................................... 1 2 3 na

o. Dismissal................................................................................... 1 2 3
State Education Agency Survey 

6/27/2013 64

Requirements and Supports for Implementing Evaluation Systems 

As a reminder, if your state has adopted new laws or regulations for teacher or principal evaluation since 2010, please refer to the 

teacher or principal evaluation practices being piloted or implemented in response to these new laws or regulations when 

responding to questions in this section. For all other states, please refer to the practices in your state during the 2013-14 school 

year. 

4-26. During this school year (2013-14), does your state require any of the following training for staff who conduct evaluations 

of principals or teachers? 

(Select NA if your state does not require use of a professional practice rubric to evaluate either teachers or principals.) 

SELECT ONE RESPONSE 

IN EACH ROW

YES NO NA

a. Teacher evaluators must receive training on the teacher professional practice 

rubric................................................................................................................................ 1 0 na

b. Teacher evaluators must pass a test that assesses their accuracy in using the teacher 

professional practice rubric ............................................................................................. 1 0 na

c. Principal evaluators must receive training on the principal professional practice rubric 1 0 na

d. Principal evaluators must pass a test that assesses their accuracy in using the 

principal professional practice rubric............................................................................... 1 0 na
State Education Agency Survey 

6/27/2013 65

4-27. During this school year (2013-14), has your state provided any of the following supports to district administrators, school 

leaders, or teachers in implementing or conducting principal or teacher evaluations? 

SELECT ONE RESPONSE 

IN EACH ROW

YES NO

a. Provided or funded training for observers on teacher professional practice rubrics......... 1 0

b. Provided or funded training for observers on principal professional practice rubrics....... 1 0

c. Provided data on the achievement growth of students on required state summative 

assessments (or value added) at the school and/or teacher level ..................................... 1 0

d. Provided data systems or information technology tools to help evaluators record 

evaluation ratings................................................................................................................ 1 0

e. Produced the final summative evaluation ratings for teachers and principals in each 

district based on information submitted by district staff ................................................... 1 0

f. Helped districts purchase or develop data systems to record and analyze data from 

teacher and principal evaluations....................................................................................... 1 0

g. Helped districts negotiate the elements of new educator evaluation systems with 

administrators’ or teachers’ associations ........................................................................... 1 0

h. Provided or helped develop communication materials to help explain major 

components of the new evaluation system to staff and the public.................................... 1 0

i. Provided materials, training, or assistance to district administrators and school leaders 

on communicating evaluation results to principals and teachers ...................................... 1 0
State Education Agency Survey 

6/27/2013 66

4-28. During this school year (2013-14), what information does the state require districts to submit in order to monitor 

implementation of teacher and principal evaluation practices according to state requirements and regulations? 

SELECT ONE RESPONSE 

IN EACH ROW

YES NO

a. The district’s plans for evaluating principals and teachers, including information about 

any measures that are selected by districts.......................................................................... 1 0

b. Periodic reports about the number of principals and teachers observed or rated over a 

specific time period............................................................................................................... 1 0

c. Periodic reports about meeting other milestones or progress indicators (such as the 

number of principals and teachers who participated in a discussion of the past year’s 

performance by a specific date)............................................................................................ 1 0

d. Plans describing what will be done to improve the performance of teachers identified as 

ineffective, low-performing, or unsatisfactory ..................................................................... 1 0

e. Periodic reports on the number or percentage of teachers identified as ineffective, lowperforming, or unsatisfactory who were provided with assistance or were terminated. .... 1 0

f. Plans describing what will be done to improve the performance of principals identified 

as ineffective, low-performing, or unsatisfactory ................................................................. 1 0

g. Periodic reports on the number or percentage of principals identified as ineffective, lowperforming, or unsatisfactory who were provided with assistance or were terminated ..... 1 0

h. Reports on the number or percentage of teachers whose performance evaluation 

included a measure of student achievement growth ........................................................... 1 0

i. Plans for using evaluation results in hiring/placement/promotion decisions ...................... 1 0

j. Other (specify)....................................................................................................................... 1 0

________________________________________________________________________
State Education Agency Survey 

6/27/2013 67

Statewide Data on Individual Teachers 

4-29. During this school year (2013-14), does your state have statewide data on individual teachers that includes any of the 

following elements? 

 (Select NA, where available, if tenure is not offered in your state.)

SELECT ONE RESPONSE IN 

EACH ROW

YES NO NA

a. Overall (summative) evaluation ratings for individual teachers........................................... 1 0

b. Student achievement growth or value added for (some) individual teachers ..................... 1 0

c. Observation ratings for individual teachers.......................................................................... 1 0

d. Tenure status of individual teachers..................................................................................... 1 0 na

e. Degree-granting institutions and degrees earned by individual teachers............................ 1 0

f. Certification status of individual teachers ............................................................................ 1 0

g. Years of experience of individual teachers ........................................................................... 1 0

h. Highly qualified teacher status.............................................................................................. 1 0

i. Other (specify)....................................................................................................................... 1 0

________________________________________________________________________

4-30. For the most recent school year with complete teacher evaluations (for example, 2012-13), does the state have 

statewide data on the number of teachers in each evaluation rating category? 

Yes .................................................................................................................................... 1 

No ..................................................................................................................................... 0 Skip to 4-32 
State Education Agency Survey 

6/27/2013 68

4-31. Based on the most recent evaluations completed (for example, 2012-13), please indicate the percentage of teachers 

in your state who fell into each of the performance evaluation rating categories below, from the highest to lowest 

category. 

 As a reminder, if your state has adopted new laws or regulations for teacher evaluation since 2010 and evaluations 

were completed using that system, please refer to the teacher evaluation practices being piloted or implemented in 

response to these new laws or regulation when responding to this question and check this box: □

 Otherwise, please refer to the evaluation practices in your state during the most recent evaluation year and check 

this box: □

 (If the evaluations used fewer than five rating categories, enter NA on the lines for the categories not used. For 

example, if the evaluations only rated teachers as satisfactory or unsatisfactory, with no other categories, enter 

percentages on lines a and b and enter NA on lines c, d, and e. If you have a rating category, but no teachers fell into 

it, please enter a “0”.) 

 (Your best estimate for percentages is fine.) 

□ Check box if you are unable to estimate the percentages. 

PERCENTAGE OF ALL 

TEACHERS IN EACH 

CATEGORY

a. First category (Highest)...................................................... _____________

b. Second category................................................................. _____________

c. Third category .................................................................... _____________

d. Fourth category.................................................................. _____________

e. Fifth category (Lowest) ...................................................... _____________

 TOTAL 100 %
State Education Agency Survey 

6/27/2013 69

Statewide Data on Individual Principals 

4-32. During this school year (2013-14), does your state have statewide data on individual principals that includes any of the 

following elements? 

(Select NA, where available, if tenure is not offered in your state.)

SELECT ONE RESPONSE 

IN EACH ROW

YES NO NA

a. Overall (summative) evaluation ratings for individual principals ........................................... 1 0

b. Student achievement growth or school value added for (some) individual principals........... 1 0

c. Rating from a principal professional practice rubric for individual principals ........................ 1 0

d. Tenure status of individual principals..................................................................................... 1 0 na

e. Degree-granting institutions and degrees earned by individual principals ............................ 1 0

f. Certification status of individual principals............................................................................. 1 0

g. Years of experience of individual principals............................................................................ 1 0

h. Other (specify)......................................................................................................................... 1 0

_________________________________________________________________________

4-33. For the most recent school year with complete principal evaluations (for example, 2012-13), does the state have 

statewide data on the number of principals in each evaluation rating category? 

Yes .................................................................................................................................... 1 

No ..................................................................................................................................... 0 Skip to 4-35 
State Education Agency Survey 

6/27/2013 70

4-34. Based on the most recent evaluations completed (for example, 2012-13) please indicate the percentage of principals 

in your state who fell into each of the performance evaluation rating categories below, from the highest to lowest 

category. 

 As a reminder, if your state has adopted new laws or regulations for principal evaluation since 2010 and evaluations 

were completed using that system, please refer to the principal evaluation practices being piloted or implemented in 

response to these new laws or regulation when responding to this question and check this box: □. 

 Otherwise, please refer to the evaluation practices in your state during the most recent evaluation year, and check 

this box: □

 (If the evaluations used fewer than five rating categories, enter NA on the lines for the categories not used. For example, 

if the evaluations only had two categories, enter percentages on lines a and b and enter NA on lines c, d, and e. If you 

have a rating category, but no principals fell into it, please enter a “0”.)

 (Your best estimate for percentages is fine.) 

□ Check box if you are unable to estimate the percentages. 

PERCENTAGE OF ALL 

PRINCIPALS IN EACH 

CATEGORY

a. First category (Highest)...................................................... _____________

b. Second category................................................................. _____________

c. Third category .................................................................... _____________

d. Fourth category.................................................................. _____________

e. Fifth category (Lowest) ...................................................... _____________

 TOTAL 100 %

Educator Distribution 

4-35. Within the past 12 months, has your state examined information about the distribution of teacher quality or 

effectiveness across schools or districts serving different student populations (e.g., high-poverty or urban schools 

compared with low-poverty or rural schools)?

SELECT ONE ONLY 

Yes, conducted by a contractor hired by the State Education Agency ............................. 1 

Yes, conducted by State Education Agency staff .............................................................. 2 

No ..................................................................................................................................... 0 Skip to 4-38 
State Education Agency Survey 

6/27/2013 71

4-36. What information was used to define teacher quality or effectiveness for this examination?

SELECT ONE RESPONSE 

IN EACH ROW

YES NO

a. Teacher evaluation ratings.................................................................................................... 1 0

b. Teacher effectiveness as measured by student achievement growth or value added......... 1 0

c. Teacher experience............................................................................................................... 1 0

d. Teacher certification ............................................................................................................. 1 0

e. Teacher education (e.g., proportion of teachers with master’s degrees) ............................ 1 0

f. Assignment of teachers to grades or classes outside of their field of certification .............. 1 0

g. “Highly qualified” status based on definitions of No Child Left Behind............................... 1 0

h. Other (specify)....................................................................................................................... 1 0

_________________________________________________________________________

4-37. What actions has your state taken to address any inequities found in teacher quality or effectiveness? 

□ Check here if not applicable – Analysis found no substantial inequities in teacher quality or effectiveness and 

skip to 4-38. 

SELECT ONE RESPONSE 

IN EACH ROW

YES NO

a. State provided findings about inequities to school districts and/or the public .................... 1 0

b. State has established financial incentives to encourage effective teachers to move to 

low-performing schools ........................................................................................................ 1 0

c. State has provided resources (e.g., professional development, coaching) to improve 

the effectiveness of less-effective teachers.......................................................................... 1 0

d. State requires school districts to develop a plan for addressing inequities ......................... 1 0

e. Other (specify)....................................................................................................................... 1 0

________________________________________________________________________

f. State has not taken action to address inequities in access to effective teachers................. 1 0
State Education Agency Survey 

6/27/2013 72 

4-38. Within the past 12 months, has your state examined information about the distribution of principal quality or 

effectiveness across schools or districts serving different populations (e.g., high-poverty or urban schools compared with 

low-poverty or rural schools)? 

SELECT ONE ONLY 

Yes, conducted by a contractor hired by the State Education Agency ............................. 1 

Yes, conducted by State Education Agency staff .............................................................. 2 

No ..................................................................................................................................... 0 Skip to 4-41 

4-39. What information was used to define principal quality or effectiveness for this examination?

SELECT ONE RESPONSE 

IN EACH ROW

YES NO

a. Principal evaluation ratings................................................................................................... 1 0

b. Principal effectiveness as measured by achievement growth of students schoolwide or 

school value added ............................................................................................................... 1 0

c. Principal experience.............................................................................................................. 1 0

d. Principal certification ............................................................................................................ 1 0

e. Other (specify)....................................................................................................................... 1 0

_________________________________________________________________________

4-40. What actions has your state taken to address any inequities found in the principal quality or effectiveness? 

□ Check here if not applicable – Analysis found no substantial inequities in principal quality or effectiveness and skip to 

4-41.

SELECT ONE RESPONSE IN 

EACH ROW

YES NO

a. State provided findings about inequities to school districts and/or the public .................... 1 0

b. State has established financial incentives to encourage effective principals to move to 

low-performing schools ........................................................................................................ 1 0

c. State has provided resources (e.g., professional development, coaching) to improve 

the effectiveness of less-effective principals........................................................................ 1 0

d. State requires school districts to develop a plan for addressing inequities ......................... 1 0

e. Other (specify)....................................................................................................................... 1 0

________________________________________________________________________

f. State has not taken action to address inequities in access to effective principals............... 1 0
State Education Agency Survey 

6/27/2013 73

Educator Preparation 

4-41. Within the past 12 months, has the state assessed the effectiveness of teacher preparation programs? Indicate whether 

the state assessed the effectiveness of traditional preparation programs or alternative preparation programs. 

(Select NA if your state does not have alternative preparation programs.)

SELECT ONE RESPONSE IN 

EACH ROW

YES NO NA

a. Traditional Programs.................................................................................................. 1 0

b. Alternative Programs ................................................................................................. 1 0 na

4-42. Within the past 12 months, which of the following types of information did the state use to assess the effectiveness of 

teacher preparation programs? Please indicate if each type of information is used for assessing effectiveness of 

traditional preparation programs only, alternative preparation programs only, both traditional and alternative programs, 

or neither. 

SELECT ONE RESPONSE IN EACH ROW

TRADITIONAL 

ONLY

ALTERNATIVE 

PREPARATION 

ONLY

BOTH 

TRADITIONAL AND 

ALTERNATIVE 

PREPARATION NEITHER

a. The percentage of the program’s graduates who 

earn certification............................................................

1 2 3 0

b. The percentage of the program’s graduates placed 

in teaching jobs..............................................................

1 2 3 0

c. Rates of the programs graduates’ retention in the 

profession ......................................................................

1 2 3 0

d. Teacher evaluation ratings of teachers who 

graduated from each program.......................................

1 2 3 0

e. Student achievement growth or value added 

associated with teachers who graduated from each 

program..........................................................................

1 2 3 0

f. Classroom observation ratings for teachers who 

graduated from each program.......................................

1 2 3 0

g. Qualitative program reviews.......................................... 1 2 3 0

h. Feedback from principals, other school staff, or 

human resources staff on credentialed teachers 

from each program ........................................................

1 2 3 0

i. Something else (specify) ................................................ 1 2 3 0

____________________________________________

IF NO OR NA ANSWERED TO BOTH ITEMS IN 4-41 SKIP TO 4-45.
State Education Agency Survey 

6/27/2013 74

4-43. Within the past 12 months, has your state reported information about the effectiveness of the teachers they prepared to 

the schools of education or alternative preparation programs that the teachers attended using information listed in 

question 4-42? 

(Select NA if your state does not have alternative preparation programs.)

SELECT ONE RESPONSE IN 

EACH ROW

YES NO NA

a. State reported information about effectiveness to schools of education..................... 1 0

b. State reported information about effectiveness to alternative preparation 

programs........................................................................................................................ 1 0 na

4-44. Within the past 12 months, has your state publicly reported information about the effectiveness of teachers prepared by 

schools of education or alternative preparation programs? 

 (Select NA if your state does not have alternative preparation programs.)

SELECT ONE RESPONSE IN 

EACH ROW

YES NO NA

a. State publicly reported information about the effectiveness of schools of 

education ........................................................................................................................ 1 0

b. State publicly reported information about the effectiveness of alternative 

preparation programs.................................................................................................... 1 0 na

4-45. Within the past 12 months, has the state assessed the effectiveness of principal preparation programs? Indicate whether 

the state assessed the effectiveness of traditional preparation programs or alternative preparation programs. 

 (Select NA if your state does not have alternative preparation programs.) 

SELECT ONE RESPONSE IN 

EACH ROW

YES NO NA

a. Traditional Programs....................................................................................................... 1 0

b. Alternative Programs...................................................................................................... 1 0 na

IF NO OR NA ANSWERED TO BOTH ITEMS IN 4-45 SKIP TO END OF 

THIS SECTION OF THE SURVEY.
State Education Agency Survey 

6/27/2013 75

4-46. Within the past 12 months, which of the following types of information did the state use to assess the effectiveness of 

principal preparation programs? Please indicate if each type of information is used for assessing effectiveness of 

traditional preparation programs only, alternative preparation programs only, both traditional and alternative programs, 

or neither. 

SELECT ONE RESPONSE IN EACH ROW

TRADITIONAL 

ONLY

ALTERNATIVE 

PREPARATION 

ONLY

BOTH TRADITIONAL 

AND ALTERNATIVE 

PREPARATION NEITHER

a. The percentage of the program’s graduates 

who earn certification...........................................

1 2 3 0

b. The percentage of the program’s graduates 

placed as school principals....................................

1 2 3 0

c. Rates of the program’s graduates’ retention in 

the profession .......................................................

1 2 3 0

d. Principal evaluation ratings of principals who 

graduated from each program..............................

1 2 3 0

e. Student achievement growth associated with 

principals who graduated from each program .....

1 2 3 0

f. Ratings on a professional practice rubric for 

principals who graduated from each program .....

1 2 3 0

g. Qualitative program reviews................................. 1 2 3 0

h. Feedback from district administrators or 

human resources staff on credentialed 

principals from each program...............................

1 2 3 0

i. Something else (specify) ....................................... 1 2 3 0

________________________________________

4-47. Within the past 12 months, has your state reported information about the effectiveness of the principals they prepared 

to the schools of education or alternative preparation programs that the principals attended? 

(Select NA if your state does not have alternative preparation programs.)

SELECT ONE RESPONSE IN 

EACH ROW

YES NO NA

a. State reported information about effectiveness to schools of education...................... 1 0

b. State reported information about effectiveness to alternative preparation 

programs......................................................................................................................... 1 0 na
State Education Agency Survey 

6/27/2013 76

4-48. Within the past 12 months, has your state publicly reported information about the effectiveness of principals prepared 

by schools of education or alternative preparation programs? 

(Select NA if your state does not have alternative preparation programs.) 

SELECT ONE RESPONSE IN 

EACH ROW

YES NO NA

a. State publicly reported information about the effectiveness of schools of 

education ...................................................................................................................... 1 0

b. State publicly reported information about the effectiveness of alternative 

preparation programs................................................................................................... 1 0 na

Please provide the following information for each state education department staff member who assisted with the completion 

of this survey section. 

Name Position Title

Number of years in 

the position

Thank you for completing this survey. 
Draft State Survey 

6/27/2013 1 

OMB#: XXXX-XXXX

Expiration Date: XX/XX/20XX

Implementation of Title I/II Program 

Initiatives

Draft Survey of State Education Agencies 

ESEA Non Flexibility Version

2013-2014

Paperwork Reduction Act of 1995 

According to the Paperwork Reduction Act of 1995, no persons are required to respond to a collection of information unless such collection displays 

a valid OMB control number. Public reporting burden for this collection of information is estimated to average 180 minutes per response, including 

time for reviewing instructions, searching existing data sources, gathering and maintaining the data needed, and completing and reviewing the 

collection of information. The obligation to respond to this collection is required to obtain or retain benefit (Education Department General 

Administrative Regulations, Sections 75.591 and 75.592). Send comments regarding the burden estimate or any other aspect of this collection of 

information, including suggestions for reducing this burden, to the U.S. Department of Education, 400 Maryland Ave., SW, Washington, DC 20210-

4537 or email ICDocketMgr@ed.gov and reference the OMB Control Number XXXX-XXXX. Note: Please do not return the completed survey to this 

address. 

Notice of Confidentiality 

Information collected for this study comes under the confidentiality and data protection requirements of the Institute of Education Sciences (The 

Education Sciences Reform Act of 2002, Title I, Part E, Section 183). Responses to this data collection will be used only for statistical purposes. The 

reports prepared for this study will summarize findings across the sample and will not associate responses with a specific state or individual. We 

will not provide information that identifies you or your state to anyone outside the study team, except as required by law. 
State Education Agency Survey 

6/27/2013 2 

Introduction 

The Implementation of Title I/II Program Initiatives study will examine the implementation of policies promoted 

through Elementary and Secondary Education Act (ESEA) at the state, district, and school levels, in four core areas: state 

content standards, aligned assessments, accountability and school turnaround, and educator workforce development. 

The study will serve as an update on implementation of the Title I and Title II provisions since the last national 

assessment that concluded in 2006. The study includes surveys of officials from all state education agencies and district 

officials, school principals, and teachers from nationally representative samples. The United States (U.S.) Department of 

Education, Institute of Education Sciences (IES) is sponsoring this study.

 Your state’s responses are critical to drawing lessons about the implementation of ESEA.

 This survey includes four sections aligned with four core areas. Given the scope of topics, the survey 

will likely require more than one respondent.

 We will survey your state again in spring 2015 to examine changes over time.

 States may be identified in reporting but individual respondents will not be identified.

The study, including this survey, is being conducted by Westat and its partners, Mathematica Policy Research and 

edCount. 
State Education Agency Survey 

6/27/2013 3 

Section 1. State Content Standards 

Many states have recently adopted the Common Core State Standards (CCSS)—that is, content standards for English language arts 

(ELA) and Math that are shared across these states. Other states have substantially revised their own state content standards for 

ELA and Math in recent years. This section includes questions about your state’s content standards and the materials, 

professional development, and resources your state has provided to support implementation of those standards. 

1-1. In the past 12 months, has your state legislature, state education department, or state board of education adopted or 

approved new or substantially revised state content standards in the following subjects? 

SELECT ONE RESPONSE 

IN EACH ROW

YES NO

a. English language arts (ELA) ................................................... 1 0

b. Math...................................................................................... 1 0

1-2. Some states’ content standards for ELA and Math are entirely state specific, some are entirely Common Core State 

Standards (CCSS), and others use a combination of the two. Are your current state content standards for ELA and Math 

all Common Core, all state specific, or a combination of Common Core and state specific standards? 

SELECT ONE RESPONSE IN EACH ROW

STATE STANDARDS 

ARE ALL COMMON 

CORE

STATE STANDARDS ARE A 

COMBINATION OF COMMON 

CORE AND STATE SPECIFIC 

STANDARDS

STATE STANDARDS 

ARE ALL STATE 

SPECIFIC

a. ELA.......................... 1 2 3

b. Math ....................... 1 2 3

1-3. Does your state currently require all districts to implement curricula (in some or all grades) aligned with the state content 

standards for ELA and Math? 

Yes .................................................................................................................................... 1 

No ..................................................................................................................................... 0 Skip to 1-5 
State Education Agency Survey 

6/27/2013 4 

1-4. During this school year (2013-14), are districts required to fully implement ELA and Math curricula that are aligned to the 

current state content standards? (Indicate for each grade level whether full implementation is required this school year.) 

SELECT ONE RESPONSE IN EACH ROW

ELA Curricula

FULL IMPLEMENTATION IS REQUIRED 

IN 2013-14

FULL IMPLEMENTATION IS NOT 

REQUIRED IN 2013-14

a. Pre-K.............................. 1 0

b. Kindergarten ................. 1 0

c. Grade 1.......................... 1 0

d. Grade 2.......................... 1 0

e. Grade 3.......................... 1 0

f. Grade 4.......................... 1 0

g. Grade 5.......................... 1 0

h. Grade 6.......................... 1 0

i. Grade 7.......................... 1 0

j. Grade 8.......................... 1 0

k. Grade 9.......................... 1 0

l. Grade 10........................ 1 0

m. Grade 11........................ 1 0

n. Grade 12........................ 1 0

MATH Curricula

FULL IMPLEMENTATION REQUIRED 

IN 2013-14

FULL IMPLEMENTATION IS NOT 

REQUIRED IN 2013-14

a. Pre-K.............................. 1 0

b. Kindergarten ................. 1 0

c. Grade 1.......................... 1 0

d. Grade 2.......................... 1 0

e. Grade 3.......................... 1 0

f. Grade 4.......................... 1 0

g. Grade 5.......................... 1 0

h. Grade 6.......................... 1 0

i. Grade 7.......................... 1 0

j. Grade 8.......................... 1 0

k. Grade 9.......................... 1 0

l. Grade 10........................ 1 0

m. Grade 11........................ 1 0

n. Grade 12........................ 1 0
State Education Agency Survey 

6/27/2013 5 

1-5. In the past 12 months, has your state legislature, state education department, or state board of education adopted or 

approved new or substantially revised state content standards in the following subjects? 

SELECT ONE RESPONSE 

IN EACH ROW

YES NO

a. Science .................................................................................. 1 0

b. Social Studies ........................................................................ 1 0

1-6. Has your state legislature, state education department, or state board of education adopted the Next Generation Science 

Standards? 

Yes .................................................................................................................................... 1 

No ..................................................................................................................................... 0 

1-7. In the past 12 months, has your state legislature, state education department, or state board of education adopted or 

approved new or substantially revised English Language proficiency standards for English learners (ELs)? 

Yes .................................................................................................................................... 1 

No ..................................................................................................................................... 0 

Next we would like to ask you about your state’s course requirements for high school graduation.

1-8. For students graduating in 2014 (current seniors), how many years of coursework in each of the following subjects does 

the state require for high school graduation? 

SELECT ONE RESPONSE IN EACH ROW

YEARS OF COURSEWORK REQUIRED

NONE 0.5 1 1.5 2 2.5 3 3.5 4

a. ELA .................................................................. 0 0.5 1 1.5 2 2.5 3 3.5 4

b. Math ............................................................... 0 0.5 1 1.5 2 2.5 3 3.5 4

c. Science............................................................ 0 0.5 1 1.5 2 2.5 3 3.5 4

d. Social Studies/History ..................................... 0 0.5 1 1.5 2 2.5 3 3.5 4

e. World/Foreign Language ................................ 0 0.5 1 1.5 2 2.5 3 3.5 4

f. Arts (Music, Drama, Fine Arts, other arts)...... 0 0.5 1 1.5 2 2.5 3 3.5 4

g. Physical Education .......................................... 0 0.5 1 1.5 2 2.5 3 3.5 4
State Education Agency Survey 

6/27/2013 6 

1-9. For students graduating in 2014 (current seniors), please indicate the specific Math courses that are required for 

graduation (if specified in state requirements). 

 (Select “No” for the courses listed if particular Math courses are not specified in state graduation requirements.) 

SELECT ONE RESPONSE 

IN EACH ROW

YES NO

a. Algebra I ................................................................................ 1 0

b. Geometry .............................................................................. 1 0

c. Algebra II ............................................................................... 1 0

d. Pre-Calculus........................................................................... 1 0

e. Calculus I ............................................................................... 1 0

f. Other (specify) ......................................................................

_______________________________________________

1 0

1-10. Next, think about the graduation requirements for this year’s freshman class (students who entered high school in fall 

2013) compared to the graduation requirements for this year’s senior class (students who entered high school in fall 

2010). 

In what ways are your state’s course requirements for high school graduation for this year’s freshmen different than they 

are for this year’s seniors? That is, compared to this year’s seniors, are any of the following different for this year’s 

freshmen, and in what ways?

SELECT ONE RESPONSE IN EACH ROW

GRADUATION 

REQUIREMENTS 

HAVE 

INCREASED

GRADUATION 

REQUIREMENTS 

HAVE 

DECREASED

GRADUATION 

REQUIREMENTS 

HAVE NOT 

CHANGED

a. Required years of ELA.................................................. 2 1 0

b. Required years of Math............................................... 2 1 0

c. Required years of Science............................................ 2 1 0

d. Required years of Social Studies/History..................... 2 1 0

e. Specific required courses in Math ............................... 2 1 0

f. Specific required courses in Science............................ 2 1 0

g. Other course requirements (specify)..........................

__________________________________________

2 1 0
State Education Agency Survey 

6/27/2013 7 

1-11. Which of the following strategies does your state currently use to evaluate how well the current state content standards 

for ELA and Math prepare students for college and/or careers? 

SELECT ONE RESPONSE 

IN EACH ROW

YES NO

a. Track employment rates of students after graduation............................................. 1 0

b. Track enrollment in postsecondary education (two- and four-year programs) ....... 1 0

c. Track rates at which postsecondary students take remedial courses ...................... 1 0

d. Track postsecondary persistence rates (two- and four-year programs)................... 1 0

e. Track students’ postsecondary degree attainment within specified time since 

enrollment (two- and four-year programs)............................................................... 1 0

f. Something else (specify) ............................................................................................

1 0
State Education Agency Survey 

6/27/2013 8 

Next we would like to ask you about materials, training, and resources for district administrators, school leaders, and teachers to 

help them implement the current state content standards for ELA and Math. 

1-12. During this school year (2013-14), which of the following materials has the state made available to help district 

administrators, school leaders, and teachers understand the current state content standards in ELA or Math and/or 

change curriculum and instruction based on these standards? 

SELECT ONE RESPONSE 

IN EACH ROW

YES NO

Materials to help align curriculum and instruction with the content standards

a. Documents showing alignment between the previous state standards and the current state 

content standards ................................................................................................................... 1 0

b. Documents showing the alignment between required state summative assessments and 

the current state content standards such as blueprints ......................................................... 1 0

c. Tools or guidance on providing instruction aligned with the current state content standards 

such as scope and sequence, curriculum maps, or frameworks............................................. 1 0

d. A state-developed model curriculum for ELA or Math instruction for each grade level or 

course...................................................................................................................................... 1 0

e. Sample lesson plans consistent with the current state content standards ........................... 1 0

f. Examples or videos of instruction consistent with the current state content standards ....... 1 0

g. Sample student work .............................................................................................................. 1 0

h. Sample performance tasks for formative assessment purposes including rubrics or scoring 

guides...................................................................................................................................... 1 0

i. Banks of diagnostic assessment items aligned to current state content standards............... 1 0

j. Textbooks or other instructional materials aligned to the current state content standards.. 1 0

Materials to facilitate instruction for special populations

k. Documents showing alignment between the current state content standards and the 

state’s English Language Proficiency standards...................................................................... 1 0

l. Materials for understanding how to adapt instruction to help English learners meet the 

current state content standards ............................................................................................. 1 0

m. Materials for understanding how to adapt instruction to help students with disabilities 

meet the current state content standards.............................................................................. 1 0

Other materials

n. Walk-through or observation protocols to aid in monitoring alignment of instruction to the

current state content standards ............................................................................................. 1 0

o. Something else (specify) .........................................................................................................

1 0
State Education Agency Survey 

6/27/2013 9 

1-13. During this school year (2013-14) and including last summer (2013), has the state funded or provided professional 

development on the following topics related to the current state content standards in ELA or Math through the specified 

modes?

SELECT ALL THAT APPLY IN EACH ROW

TOPIC NOT 

COVERED BY 

STATEPROVIDED OR 

STATE-FUNDED 

PROFESSIONAL 

DEVELOPMENT

STATE 

CONFERENCE 

COVERING 

THESE TOPICS

STATE WEBINARS 

AND/OR 

PRESENTATIONS 

ON THESE TOPICS

STATE STAFF OR 

CONTRACTORS 

PROVIDED 

PROFESSIONAL 

DEVELOPMENT 

ON THESE 

TOPICS

STATE FUNDED 

OR PROVIDED 

INSTRUCTIONAL 

COACHES TO 

COVER THESE 

TOPICS

a. Information about the 

current state content 

standards, such as 

content covered at each 

grade level and 

instructional changes or 

shifts required.................. 0 1 2 3 4

b. Instructional strategies 

consistent with the 

current state content 

standards, such as model 

lessons or designing 

student work .................... 0 1 2 3 4

c. Adapting instruction to 

help English learners 

meet the current state 

content standards............ 0 1 2 3 4

d. Adapting instruction to 

help students with 

disabilities meet the 

current state content 

standards.......................... 0 1 2 3 4

e. Using student assessment 

data to improve 

instruction........................ 0 1 2 3 4

f. Monitoring alignment of 

instruction with the 

current state content 

standards, such as the use 

of observation protocols.. 0 1 2 3 4
State Education Agency Survey 

6/27/2013 10

1-14. During this school year (2013-14), has the state offered additional professional development, funding, or technical 

assistance to specified districts or specified schools to help schools implement the current state content standards? 

SELECT ONE ONLY 

Some districts or schools are offered additional professional development, funding, 

or technical assistance ...................................................................................................... 1 

All districts and schools are offered the same professional development, funding, or 

technical assistance .......................................................................................................... 0 Skip to 1-16

NA – The state does not offer professional development, funding, or technical 

assistance to districts or schools to support implementation of the current state 

content standards ............................................................................................................. na Skip to 1-16

1-15. Which types of districts or schools have been offered additional professional development, funding, or technical 

assistance (beyond what is available to every district or school) in 2013-14?

SELECT ONE RESPONSE 

IN EACH ROW

YES NO

a. High-poverty districts or schools............................................................................. 1 0

b. Low-performing districts or schools (that is, Title I Priority schools, Title I 

Focus schools, Schools in Restructuring, or other categories of lowperforming schools identified by the state)............................................................ 1 0

c. Districts or schools with high concentrations of English learners........................... 1 0

d. Urban districts......................................................................................................... 1 0

e. Rural districts .......................................................................................................... 1 0

f. Other types of districts or schools (specify)............................................................

_________________________________________________________________ 1 0
State Education Agency Survey 

6/27/2013 11

1-16. During this school year (2013-14), in which of the following ways does the state monitor the implementation of the 

current state content standards for ELA and Math? 

SELECT ONE RESPONSE 

IN EACH ROW

YES NO

a. State requires districts to provide evidence of curriculum revisions ................... 1 0

b. State requires districts to use a state model curriculum...................................... 1 0

c. State staff conduct visits or observations in districts........................................... 1 0

d. State requires teacher evaluations to include evidence of teaching approaches 

consistent with the current state content standards........................................... 1 0

e. State requires principal evaluations to include evidence that the current state 

content standards have been implemented in their schools............................... 1 0

f. Other (specify) ......................................................................................................

_________________________________________________________________

1 0

Please provide the following information for each state education department staff member who assisted with the completion of 

this survey section. 

Name Position Title

Number of years in 

the position
State Education Agency Survey 

6/27/2013 12

Section 2. Assessments 

In this section of the survey, we will ask about the assessments your state requires districts to administer, any recent 

changes in those assessments, and the support you are providing to districts and schools for required assessment 

activities. 

2-1. For the current school year (2013-14), did your state require districts to assess children’s academic readiness at 

kindergarten entry? 

Yes .................................................................................................................................... 1 

No ..................................................................................................................................... 0 Skip to 2-3 

DEFINITIONS FOR USE THROUGHOUT THIS SECTION:

Summative assessments are state- or district-mandated tests that are intended to measure students' 

knowledge and skills at (or near) the end of a school year or course relative to grade-level content standards.

Diagnostic assessments are assessments that measure students’ knowledge and skills at interim points during 

the school year to provide timely feedback on their progress toward grade-level content standards so that 

instruction can be adjusted or other support can be provided.

Student achievement growth is the change in achievement for individual students between one year and the 

next. In some states and districts, the term value added is used instead of student achievement growth, to 

indicate a teacher’s or school’s contribution to students’ achievement growth.

For purposes of this survey, please consider “student achievement growth” and “value added” to be 

synonymous.
State Education Agency Survey 

6/27/2013 13

2-2. In what areas were districts required to assess children at kindergarten entry? 

SELECT ONE RESPONSE IN 

EACH ROW

YES NO

a. Language and literacy ...................................................................................................... 1 0

b. Cognition and general knowledge ................................................................................... 1 0

c. Early mathematics ........................................................................................................... 1 0

d. Early scientific development............................................................................................ 1 0

e. Approaches toward learning ........................................................................................... 1 0

f. Social and emotional development................................................................................. 1 0

g. Physical well-being and motor development (including adaptive skills)......................... 1 0

2-3. Has your state developed (or made available) an assessment or battery of assessments that districts can use to assess 

children at kindergarten entry? 

Yes .................................................................................................................................... 1 

No ..................................................................................................................................... 0 

Next, we will ask about required state summative assessments in kindergarten through grade 8. 

2-4. During this school year (2013-14), what subjects are assessed using summative assessments statewide and in which 

grades between kindergarten and grade 8? 

SELECT ALL GRADES THAT APPLY IN EACH ROW OR SELECT “0” IF THERE IS NO 

STATE ASSESSMENT IN ANY OF THE GRADES

GRADE LEVEL

NO STATE ASSESSMENT 

IN ANY OF THESE GRADE 

LEVELS

a. English language arts (ELA)..................... K 1 2 3 4 5 6 7 8 0

b. Math ....................................................... K 1 2 3 4 5 6 7 8 0

c. Science.................................................... K 1 2 3 4 5 6 7 8 0

d. Social Studies.......................................... K 1 2 3 4 5 6 7 8 0
State Education Agency Survey 

6/27/2013 14

Next, we would like to ask you about your state’s exam requirements for a regular high school diploma (not a GED).

2-5. For students graduating in 2014 (current seniors), indicate whether your state requires students to take or pass any of 

the following exams in order to receive a regular high school diploma and list the subjects included in each type of exam. 

 (For purposes of this question, consider only students who are not receiving special education services.)

SELECT ONE RESPONSE IN EACH ROW

PLEASE COMPLETE THE OPEN-ENDED QUESTION 

IN EACH ROW

STUDENTS 

MUST PASS 

EXAM(S)

STUDENTS MUST TAKE 

EXAM(S) BUT ALTERNATIVE 

METHODS TO DEMONSTRATE 

PROFICIENCY ARE AVAILABLE 

FOR THOSE NOT PASSING

THIS 

EXAM IS 

NOT 

REQUIRED

a. Comprehensive exit exam................................ 2 1 0

What subjects are covered? (list all subjects)

___________________________________

___________________________________

b. End-of-course subject tests ............................. 2 1 0

What subjects are tested? (list all subjects)

___________________________________

___________________________________

c. A college entrance exam (SAT or ACT)............. 2 1 0

d. Other (specify) ................................................. 2 1 0

___________________________________

___________________________________

2-6. If your state has an alternative method of demonstrating proficiency to earn a regular high school diploma (not a GED) 

for students who did not pass required high school exams (but are not receiving special education services), what is (are) 

the alternate method(s)? 

 (If your state has no exam requirements to earn a high school diploma, check box below.) 

□ Not applicable, no state exam requirements Skip to 2-7

SELECT ONE RESPONSE 

IN EACH ROW

YES NO

a. Course grades ............................................................................................................. 1 0

b. Portfolio of work ......................................................................................................... 1 0

c. Integrative senior-year project................................................................................... 1 0

d. Other (specify) ............................................................................................................ 1 0

___________________________________________________________________
State Education Agency Survey 

6/27/2013 15

2-7. What question formats are used in your state summative assessments in each content area from kindergarten through 

grade 8 and for high school end-of-course and exit exams? Four formats are defined below. 

(In each row, select the grades in which that particular question format is used or select “NA (Not Applicable)” if this 

type of format is not used at any grade level in the designated subject.) 

TYPES OF QUESTIONS-RESPONSES: 

 Single-step selected-response (multiple choice): Includes questions in which students select from one set of 

response choices (for example, multiple choice or true-false) 

 Multiple-step selected-response: Includes multiple choice questions that build on one another. Students select a 

response to the first question and the next question builds on that response. May involve scaffolding across these 

opportunities (for example, identify the theme of a passage, then identify two pieces of evidence from the passage 

for that theme) 

 Short constructed-response or grid-in: Includes fill in the blank, or writing from one word to a few sentences in 

response to a prompt or single-step math or science item. Some math or science items require students to 

calculate an answer and then use a number grid to indicate that answer 

 Extended constructed-response: Includes essay questions or questions where two or more paragraphs are written 

in response to a prompt or a multi-step show-your-work math or science item 

SELECT ALL GRADE LEVELS THAT APPLY IN EACH ROW

GRADE LEVEL – K THROUGH 8TH

HIGH SCHOOL

NA

END-OFCOURSE 

EXAMS

EXIT 

EXAMS

English Language Arts (ELA)

a. Single-step selected-response 

(multiple choice) ...................................... K 1 2 3 4 5 6 7 8 EOC Exit na

b. Multiple-step selected-response ............. K 1 2 3 4 5 6 7 8 EOC Exit na

c. Short constructed-response or grid-in..... K 1 2 3 4 5 6 7 8 EOC Exit na

d. Extended constructed-response.............. K 1 2 3 4 5 6 7 8 EOC Exit na

Math

e. Single-step selected-response 

(multiple choice) ...................................... K 1 2 3 4 5 6 7 8 EOC Exit na

f. Multiple-step selected-response ............. K 1 2 3 4 5 6 7 8 EOC Exit na

g. Short constructed-response or grid-in..... K 1 2 3 4 5 6 7 8 EOC Exit na

h. Extended constructed-response.............. K 1 2 3 4 5 6 7 8 EOC Exit na

Science

i. Single-step selected-response 

(multiple choice) ...................................... K 1 2 3 4 5 6 7 8 EOC Exit na

j. Multiple-step selected-response ............. K 1 2 3 4 5 6 7 8 EOC Exit na

k. Short constructed-response or grid-in..... K 1 2 3 4 5 6 7 8 EOC Exit na

l. Extended constructed-response.............. K 1 2 3 4 5 6 7 8 EOC Exit na
State Education Agency Survey 

6/27/2013 16

SELECT ALL GRADE LEVELS THAT APPLY IN EACH ROW

GRADE LEVEL – K THROUGH 8TH

HIGH SCHOOL

NA

END OF 

COURSE 

EXAMS

EXIT 

EXAMS

Social Studies

m. Single-step selected-response 

(multiple choice) ...................................... K 1 2 3 4 5 6 7 8 EOC Exit na

n. Multiple-step selected-response ............. K 1 2 3 4 5 6 7 8 EOC Exit na

o. Short constructed-response or grid-in..... K 1 2 3 4 5 6 7 8 EOC Exit na

p. Extended constructed-response .............. K 1 2 3 4 5 6 7 8 EOC Exit na

2-8. During this school year (2013-14), how have your state’s summative assessments in ELA and Math been aligned with the 

current state content standards in these areas? 

SELECT ONE RESPONSE 

IN EACH ROW

YES NO 

a. The state is using summative assessments that are fully aligned with the current 

state content standards in ELA and Math ....................................................................... 1 0

b. The state has developed crosswalks showing alignment between the current state 

content standards and the items on the state’s summative assessments in ELA and 

Math ................................................................................................................................ 1 0

c. The state’s summative assessments include some items measuring Common Core 

State Standards in ELA and Math .................................................................................... 1 0

d. The state is using the pilot version of the assessments developed by one of the 

assessment consortia (Smarter Balanced Assessment Consortium – SBAC-- or 

Partnership for Assessment of Readiness for College and Careers --PARCC).................. 1 0

e. The state’s summative assessments have not been changed to reflect the current 

state content standards in ELA and Math ....................................................................... 1 0

f. Other (specify)................................................................................................................. 1 0

_____________________________________________________________________
State Education Agency Survey 

6/27/2013 17

2-9. Which, if any, of the following summative assessments will your state require districts to use in 2014-15 (in any grade 

level) to gauge student achievement in ELA and/or Math? 

SELECT ONE RESPONSE IN EACH ROW

ELA 

ONLY

MATH 

ONLY

BOTH 

ELA AND 

MATH NEITHER

General State Assessments

a. Assessments developed by the Smarter Balanced Assessment 

Consortium (SBAC) .......................................................................... 1 2 3 0

b. Assessments developed by the Partnership for Assessment of 

Readiness for College and Careers (PARCC) .................................... 1 2 3 0

c. Our state’s own summative assessments ....................................... 1 2 3 0

Alternate Assessments for Students with Significant Cognitive 

Disabilities

d. Alternate assessments for students with significant cognitive 

disabilities developed by the National Center and State 

Collaborative (NCSC)........................................................................ 1 2 3 0

e. Alternate assessments for students with significant cognitive 

disabilities developed by the Dynamic Learning Maps (DLM) 

consortium ...................................................................................... 1 2 3 0

f. Our state’s own alternate assessments for students with 

significant cognitive disabilities....................................................... 1 2 3 0

2-10. During this school year (2013-14), has the state made investments in new technology or assisted districts with acquiring 

technology needed to implement the required state summative assessments in ELA and/or Math? 

SELECT ONE RESPONSE 

IN EACH ROW

YES NO

a. State provided funding or assistance with acquiring expanded bandwidth for schools 

to provide broader and quicker access to internet resources....................................... 1 0

b. State provided funding or assistance with acquiring computers (desktops, laptops, 

or tablets)....................................................................................................................... 1 0
State Education Agency Survey 

6/27/2013 18

Next we’d like you to think about your policies for state summative assessments for English learners and students with 

disabilities. 

2-11. Which statement(s) below describe accommodations for state summative assessments that your state allows for English 

learners (ELs) in the content areas of English language arts (ELA) and Math? 

 (If ELs are given the same assessments as other general education students, without any accommodations, check box 

below.) 

□ Not applicable, no accommodations Skip to 2-13

SELECT ONE RESPONSE 

IN EACH ROW

YES NO

a. ELs are given the same assessments as other general education students, but they may 

be given extra time.............................................................................................................. 1 0

b. ELs are given the same assessments as other general education students, but an adult 

may read the assessment aloud in English ......................................................................... 1 0

c. ELs are given the same assessments as other general education students, but an adult 

may translate the instructions into the student’s primary language ................................ 1 0

d. ELs are given the same assessments as other general education students, but an adult 

may translate the reading passages into the student’s primary language ....................... 1 0

e. ELs are given the same assessments as other general education students, but an adult 

may translate the entire assessment into the student’s primary language ...................... 1 0

f. ELs are given the same assessments as other general education students, but the 

assessment booklet (or on-line version) can be provided in the student’s primary 

language............................................................................................................................... 1 0

g. ELs are given the same assessments as other general education students, but they can 

use a dual-language dictionary during the assessment...................................................... 1 0

h. ELs are given an alternate assessment................................................................................ 1 0

i. Other (specify)..................................................................................................................... 1 0

________________________________________________________________________
State Education Agency Survey 

6/27/2013 19

2-12. What criteria are used to determine whether ELs should be provided with an accommodation for state summative 

assessments or an alternate assessment? 

SELECT ONE RESPONSE 

IN EACH ROW

YES NO

a. Beyond a particular grade level, ELs are given the same assessments as other 

general education students, without any accommodations (if yes, specify grade 

level)................................................................................................................................

______________________________________________________________________ 1 0

b. Once ELs have been assessed using an accommodation or alternate assessment for 

the maximum number of years allowed, they are given the same assessments as 

other general education students, without any accommodations (if yes, specify 

number of years).............................................................................................................

______________________________________________________________________ 1 0

c. Once ELs meet or exceed a threshold score on an English language proficiency 

assessment, they are given the same assessments as other general education 

students, without any accommodations......................................................................... 1 0

d. School districts determine whether to assess ELs using an accommodation, an 

alternate assessment, or neither .................................................................................... 1 0

e. Other (specify)................................................................................................................. 1 0

______________________________________________________________________

2-13. Which, if any, of the following English Language Proficiency assessments will your state use in 2014-15 (in any grade 

level) for English learners? 

SELECT ONE RESPONSE 

IN EACH ROW

YES NO 

a. The English Language Proficiency assessment developed by the Assessment Services 

Supporting ELs through Technology Systems (ASSETS) consortium....................................... 1 0

b. The English Language Proficiency assessment developed by the English Language 

Proficiency Assessment for the 21st Century (ELPA21) consortium ...................................... 1 0

c. Our state’s own English Language Proficiency assessment.................................................... 1 0
State Education Agency Survey 

6/27/2013 20

2-14. Thinking about the administration of state summative assessments to students with disabilities (SWDs), which 

statement(s) below describe accommodations for summative assessments or alternate assessments that your state 

allows for SWDs in the content areas of ELA and Math? 

(If SWDs are given the same assessments as other general education students, without any accommodations, check box 

below.) 

□ Not applicable, no accommodations Skip to 2-15

SELECT ONE RESPONSE 

IN EACH ROW

YES NO

a. SWDs are given the same assessments as other general education students, but 

they may be given flexibility in timing or scheduling (for example, extended 

time, breaks, different time of day) ............................................................................. 1 0

b. SWDs are given the same assessments as other general education students, but 

they may be presented differently (for example, an adult may read the entire 

test or reading passages aloud, directions may be repeated, may be presented in 

Braille) .......................................................................................................................... 1 0

c. SWDs are given the same assessments as other general education students, but 

they may respond in a different manner (for example, an adult may serve as a 

scribe, or they may use speech-to-text)....................................................................... 1 0

d. SWDs are given the same assessments as other general education students, but 

they may use equipment or materials to assist them (for example, a calculator, 

math tables, or manipulatives) .................................................................................... 1 0

e. SWDs are given the same assessments as other general education students, but 

in a different setting (for example, in a separate room or study carrel, or in a 

small group setting)...................................................................................................... 1 0

f. SWDs may be given an alternate assessment based on modified state 

achievement standards (known as 2% tests for SWDs) ............................................... 1 0

g. SWDs may be given an alternate assessment based on alternate state 

achievement standards (known as 1% tests for students with significant cognitive 

disabilities) ................................................................................................................... 1 0

h. SWDs may be assessed by submitting a portfolio of their work................................. 1 0

i. SWDs may be assessed by a task-based performance assessment............................ 1 0

j. Other (specify).............................................................................................................. 1 0

____________________________________________________________________
State Education Agency Survey 

6/27/2013 21

2-15. Does your state currently have a statewide longitudinal data system that includes a consistent identifier for each student 

in the state and individual student records that can track student achievement and other education data across districts 

and over time? 

Yes .......................................................................................................................... 1 

No ........................................................................................................................... 0 Skip to 2-19

2-16. During this school year (2013-14), what information is available in the state’s student-level longitudinal data system? 

SELECT ONE RESPONSE 

IN EACH ROW

YES NO

a. State summative assessment scores and demographic information for each student 1 0

b. Teacher identifiers that indicate, for each student, the teacher(s) responsible for 

each grade and course ................................................................................................ 1 0

c. Data on individual students linked from state or local early childhood education 

program systems, such as pre-kindergarten or Head Start programs ........................ 1 0

d. Courses taken and grades received for each high school student .............................. 1 0

e. Advanced Placement test scores or college entrance exam scores for each high 

school student ............................................................................................................ 1 0

f. Linked data for individual students who enroll in state postsecondary institutions .. 1 0

g. Linked data on individual students from state workforce or unemployment 

insurance systems....................................................................................................... 1 0

h. Information on the individual student’s teacher of record that links to a state 

database on individual teachers ................................................................................. 1 0

i. Other (specify) ............................................................................................................ 1 0

___________________________________________________________________
State Education Agency Survey 

6/27/2013 22

2-17. For which of the following purposes are data in the state’s student-level longitudinal data system currently used by statelevel staff? 

SELECT ONE RESPONSE 

IN EACH ROW

YES NO

a. To track overall school performance and identify areas for improvement ......................... 1 0

b. To evaluate instructional programs such as measuring program effectiveness.................. 1 0

c. To inform professional development offerings such as identifying specific content or 

skills where teachers need assistance or support................................................................ 1 0

d. To evaluate the success of professional development offerings for teachers or 

principals............................................................................................................................ 1 0

e. To inform resource allocation such as which schools and students receive which 

programs or which staff work with which students............................................................. 1 0

f. To provide information to teachers about their students’ progress ................................... 1 0

g. To provide information to parents about the school or their children................................ 1 0

h. To provide information to students about their own progress ........................................... 1 0

i. To track students’ postsecondary enrollment and progress after high school graduation 

such as credits earned in public colleges or universities in your state ................................ 1 0

j. To provide information to federal agencies (e.g., EDFacts)................................................. 1 0

k. Something else (specify) ...................................................................................................... 1 0

2-18. During this school year (2013-14), what information has the state provided to districts from the state’s student-level 

longitudinal data system?

SELECT ONE RESPONSE 

IN EACH ROW

YES NO

a. Value added or student achievement growth reports on individual schools.................. 1 0

b. Value added or student achievement growth reports on individual teachers ................ 1 0

c. Student achievement growth reports on different subgroups of students..................... 1 0

d. Postsecondary outcomes associated with districts and schools...................................... 1 0
State Education Agency Survey 

6/27/2013 23

2-19. Does the state require districts to implement a district data system, or technologically based tools that provide school 

leaders and teachers with data to manage continuous instructional improvement efforts? 

Yes .......................................................................................................................... 1 

No ........................................................................................................................... 0 

2-20. During this school year (2013-14), did the state provide any of the following funding, materials, or technical assistance to 

help district administrators, school leaders, and teachers use data to improve instruction? 

SELECT ONE RESPONSE 

IN EACH ROW

YES NO

a. Funding for or direct provision of student-level data management systems...................... 1 0

b. Access by district administrators and school leaders to a statewide student-level data 

system.................................................................................................................................. 1 0

c. Materials or documents for district administrators and school leaders on the use of 

data for school improvement plans..................................................................................... 1 0

d. Materials or documents for school leaders and teachers on the use of data for 

instructional planning or improvement ............................................................................... 1 0

e. Technical assistance and/or support on hardware or software issues, such as making 

technical systems or computer networks experts available to districts.............................. 1 0

Please provide the following information for each state education department staff member who assisted with the completion of 

this survey section. 

Name Position Title

Number of years in 

the position
State Education Agency Survey 

6/27/2013 24

Section 3. School Accountability and Turning Around Low-Performing Schools 

3-1. Which of the following best describes your state’s goal for student achievement under the federal Elementary and 

Secondary Education Act (ESEA)? 

SELECT ONE ONLY 

That 100% of the students achieve proficiency on the state assessments by 2013-14 ... 1 

To reduce by half the percentage of all students and subgroups who are not 

proficient on the state assessment(s) within 6 years ....................................................... 2 

That 100% of students achieve proficiency on the state assessment(s) by 2019-2020 ... 3 

Other (specify) .................................................................................................................. 4 

______________________________________________________________________ 

3-2. During this school year (2013-14), has your state recognized any schools as high-performing or as making high progress 

(i.e., substantially improving), based on student outcomes measured by required state summative assessments and/or 

graduation rates? 

SELECT ONE RESPONSE 

IN EACH ROW

YES NO

a. State has identified high-performing schools .............................................................. 1 0

b. State has identified high-progress schools................................................................... 1 0

DEFINITIONS FOR USE THROUGHOUT THIS SECTION:

Cohort-to-cohort improvement is the change in schoolwide proficiency rates, attendance, or other group-level 

measures of academic performance from one year to the next (for example, last year’s fourth grade proficiency 

rate compared with this year’s fourth grade proficiency rate). 

Student achievement growth is the change in achievement for individual students between one year and the 

next. In some states and districts, the term value added is used instead of student achievement growth, to 

indicate a teacher’s or school’s contribution to students’ achievement growth.

For purposes of this survey, please consider “student achievement growth” and “value added” to be 

synonymous.

Summative assessments are state- or district-mandated tests that are intended to measure students' 

knowledge and skills at (or near) the end of a school year or course relative to grade-level content standards.

IF NO TO BOTH, SKIP TO INTRODUCTION BEFORE 3-7.
State Education Agency Survey 

6/27/2013 25

3-3. How many of the schools currently identified as high-performing or high-progress (substantially improving) are Title I and 

non-Title I schools? 

 (If your state did not identify any high-progress schools based on 2012-13 performance, write NA in the space provided.) 

WRITE NUMBER OF SCHOOLS

HIGH-PERFORMING 

SCHOOLS

HIGH-PROGRESS

SCHOOLS

a. Title I schools ................................................. _______ _______

b. Non-Title I schools ......................................... _______ _______
State Education Agency Survey 

6/27/2013 26

3-4. What criteria were used to identify high-performing schools? 

□ Check here if your state does not have a category of schools identified as high-performing and skip to 3-5.

TITLE I 

HIGH-PERFORMING SCHOOLS

NON-TITLE I 

HIGH-PERFORMING SCHOOLS

ELEMENTARY/ 

MIDDLE SCHOOLS HIGH SCHOOLS

ELEMENTARY/ 

MIDDLE SCHOOLS HIGH SCHOOLS

SELECT ONE 

RESPONSE IN EACH 

ROW

SELECT ONE 

RESPONSE IN EACH 

ROW

SELECT ONE 

RESPONSE IN EACH 

ROW

SELECT ONE 

RESPONSE IN EACH 

ROW

YES NO YES NO YES NO YES NO

a. Achievement/proficiency in 

English language arts (ELA) 

and Math for all students ... 1 0 1 0 1 0 1 0

b. Cohort-to-cohort 

improvement in 

achievement/proficiency in 

ELA and Math for all 

students.............................. 1 0 1 0 1 0 1 0

c. Growth in the achievement 

of individual students in ELA 

and Math, measured for all 

students.............................. 1 0 1 0 1 0 1 0

d. Achievement/proficiency in 

ELA and Math for student 

subgroups ........................... 1 0 1 0 1 0 1 0

e. Achievement/proficiency in 

Science or Social Studies for 

all students ......................... 1 0 1 0 1 0 1 0

f. Attendance rates for all 

students.............................. 1 0 1 0 1 0 1 0

g. Graduation rates for all 

students.............................. 1 0 1 0 1 0 1 0

h. Dropout rates for all 

students.............................. 1 0 1 0 1 0 1 0

i. Graduation rates for student 

subgroups ........................... 1 0 1 0 1 0 1 0

j. Dropout rates for student 

subgroups ........................... 1 0 1 0 1 0 1 0

k. Other (specify) ..................... 1 0 1 0 1 0 1 0

______________________
State Education Agency Survey 

6/27/2013 27

3-5. What criteria were used to identify high-progress (substantially improving) schools? 

□ Check here if your state does not have a category of schools identified as making high progress (substantially 

improving) and skip to 3-6.

TITLE I 

HIGH-PROGRESS SCHOOLS

NON-TITLE I 

HIGH-PROGRESS SCHOOLS

ELEMENTARY/ 

MIDDLE SCHOOLS HIGH SCHOOLS

ELEMENTARY/ 

MIDDLE SCHOOLS HIGH SCHOOLS

SELECT ONE 

RESPONSE IN EACH 

ROW

SELECT ONE 

RESPONSE IN EACH 

ROW

SELECT ONE 

RESPONSE IN EACH 

ROW

SELECT ONE 

RESPONSE IN EACH 

ROW

YES NO YES NO YES NO YES NO

a. Achievement/proficiency in 

English language arts (ELA) 

and Math for all students ... 1 0 1 0 1 0 1 0

b. Cohort-to-cohort 

improvement in 

achievement/proficiency in 

ELA and Math for all 

students.............................. 1 0 1 0 1 0 1 0

c. Growth in the achievement 

of individual students in ELA 

and Math, measured for all 

students.............................. 1 0 1 0 1 0 1 0

d. Achievement/proficiency in 

ELA and Math for student 

subgroups ........................... 1 0 1 0 1 0 1 0

e. Achievement/proficiency in 

Science or Social Studies for 

all students ......................... 1 0 1 0 1 0 1 0

f. Attendance rates for all 

students.............................. 1 0 1 0 1 0 1 0

g. Graduation rates for all 

students.............................. 1 0 1 0 1 0 1 0

h. Dropout rates for all 

students.............................. 1 0 1 0 1 0 1 0

i. Graduation rates for student 

subgroups ........................... 1 0 1 0 1 0 1 0

j. Dropout rates for student 

subgroups ........................... 1 0 1 0 1 0 1 0

k. Other (specify) ..................... 1 0 1 0 1 0 1 0

______________________
State Education Agency Survey 

6/27/2013 28

3-6. Does your state recognize high-performing and/or high-progress schools in any of the following ways? 

SELECT ONE RESPONSE

IN EACH ROW

YES NO

a. Public recognition ........................................................................................................... 1 0

b. Financial rewards for teachers and/or principals........................................................... 1 0

c. Additional funding for schools to use for educational purposes.................................... 1 0

d. Additional operating flexibility or exemption from state/district requirements............ 1 0

e. Opportunities to share best practices with other schools in the state .......................... 1 0

f. Other (specify) ................................................................................................................ 1 0

____________________________________________________________________

The No Child Left Behind (NCLB) Act requires states to identify chronically low-performing schools as in Restructuring, in 

Corrective Action, or in Need of Improvement. This section asks about low-performing schools in those categories in your state. 

The next set of questions pertain to your state’s schools in Restructuring and Corrective Action.

3-7. During this school year (2013-14), how many Title I and non-Title I schools in your state are in “Restructuring” and 

“Corrective Action” status under the No Child Left Behind Act (NCLB)? 

(Write in ‘0’ if you do not have any schools in Restructuring or Corrective Action.)

WRITE NUMBER OF SCHOOLS

SCHOOLS IN 

RESTRUCTURING

SCHOOLS IN 

CORRECTIVE ACTION

a. Title I schools..................................................................... _______ _______

b. Non-Title I schools............................................................. _______ _______

TOTAL SCHOOLS ............................................................... _______ _______

IF YOUR STATE HAS NO SCHOOLS IN RESTRUCTURING OR IN CORRECTIVE 

ACTION, SKIP TO 3-27, OTHERWISE CONTINUE WITH 3-8.
State Education Agency Survey 

6/27/2013 29

3-8. Among the schools that were in Restructuring or Corrective Action during the last school year (2012-13), how many were 

closed after the 2012-13 school year for performance reasons? 

 (Write in NA, where appropriate, if you had no schools in Restructuring or Corrective Action during the 2012-13 school 

year. Write in ‘0’ if no schools were closed.) 

 ________ NUMBER OF TITLE I SCHOOLS IN RESTRUCTURING THAT CLOSED AFTER THE 2012-13 SCHOOL YEAR 

 ________ NUMBER OF NON-TITLE I SCHOOLS IN RESTRUCTURING THAT CLOSED AFTER THE 2012-13 SCHOOL YEAR 

 ________ NUMBER OF TITLE I SCHOOLS IN CORRECTIVE ACTION THAT CLOSED AFTER THE 2012-13 SCHOOL YEAR 

 ________ NUMBER OF NON-TITLE I SCHOOLS IN CORRECTIVE ACTION THAT CLOSED AFTER THE 2012-13 SCHOOL 

YEAR 

3-9. First, thinking about schools in Restructuring, does the state require any interventions or changes to be made in schools 

in Restructuring this year (2013-14)? 

 (Leave the second column blank if the state has no Non-Title I schools in Restructuring.)

TITLE I 

SCHOOLS IN 

RESTRUCTURING

NON-TITLE I 

SCHOOLS IN 

RESTRUCTURING

SELECT ONE RESPONSE PER COLUMN

a. State requires specific interventions/changes in schools in 

Restructuring ................................................................................................... 1 1

b. State leaves interventions/changes in schools in Restructuring to local 

discretion with state approval......................................................................... 2 2

c. State leaves interventions/changes in schools in Restructuring 

completely to local discretion ......................................................................... 3 3

3-10. Next, thinking about schools in Corrective Action, does the state require any interventions or changes to be made in 

schools in Corrective Action this year (2013-14)? 

(Leave the second column blank if the state has no Non-Title I schools in Corrective Action.) 

TITLE I 

SCHOOLS IN 

CORRECTIVE 

ACTION

NON-TITLE I 

SCHOOLS IN 

CORRECTIVE 

ACTION

SELECT ONE RESPONSE PER COLUMN

a. State requires specific interventions/changes in schools in Corrective 

Action .............................................................................................................. 1 1

b. State leaves interventions/changes in schools in Corrective Action to 

local discretion with state approval ................................................................ 2 2

c. State leaves interventions/changes in schools in Corrective Action 

completely to local discretion ......................................................................... 3 3
State Education Agency Survey 

6/27/2013 30

3-11. Among schools in Restructuring, how many are implementing each of the following initiatives during this school year 

(2013-14) as part of their improvement plans? 

 (Write in the number of schools in Restructuring implementing each initiative, or select “none” or “don’t know”)

(Leave the second column blank if the state has no Non-Title I schools in Restructuring.) 

TITLE I 

SCHOOLS IN RESTRUCTURING

NON-TITLE I 

SCHOOLS IN RESTRUCTURING

SELECT ONE RESPONSE IN 

EACH ROW

SELECT ONE RESPONSE IN 

EACH ROW

NUMBER 

OF 

SCHOOLS NONE

DON’T 

KNOW

NUMBER 

OF 

SCHOOLS NONE

DON’T 

KNOW

School Structural Changes

a. Implementing a new curriculum ..................... _____ 0 d _____ 0 d

b. Implementing a comprehensive school 

reform model .................................................. _____ 0 d _____ 0 d

c. Implementing a “restart” model as defined in 

U.S. Department of Education regulations ..... _____ 0 d _____ 0 d

d. Implementing a “transformation” model as 

defined in U.S. Department of Education 

regulations....................................................... _____ 0 d _____ 0 d

e. Implementing a “turnaround” model as 

defined in U.S. Department of Education 

regulations....................................................... _____ 0 d _____ 0 d

f. Operating an extended school day, week, or 

year.................................................................. _____ 0 d _____ 0 d

g. Providing extra academic services for 

struggling students outside of the school day 

(e.g., supplemental educational services)....... _____ 0 d _____ 0 d

h. Offering students the option to attend a 

different school (school choice) ...................... _____ 0 d _____ 0 d
State Education Agency Survey 

6/27/2013 31

3-12. Among schools in Corrective Action, how many are implementing each of the following initiatives during the current 

school year (2013-14) as part of their improvement plans? 

 (Write in the number of schools in Corrective Action implementing each initiative, or select “none” or “don’t know”)

(Leave the second column blank if the state has no Non-Title I schools in Corrective Action.) 

TITLE I 

SCHOOLS IN 

CORRECTIVE ACTION

NON-TITLE I 

SCHOOLS IN 

CORRECTIVE ACTION

SELECT ONE RESPONSE IN 

EACH ROW

SELECT ONE RESPONSE IN 

EACH ROW

NUMBER 

OF 

SCHOOLS NONE

DON’T 

KNOW

NUMBER 

OF 

SCHOOLS NONE

DON’T 

KNOW

School Structural Changes

a. Implementing a new curriculum ...................... _____ 0 d _____ 0 d

b. Implementing a comprehensive school 

reform model ................................................... _____ 0 d _____ 0 d

c. Implementing a “restart” model as defined in 

U.S. Department of Education regulations ...... _____ 0 d _____ 0 d

d. Implementing a “transformation” model as 

defined in U.S. Department of Education 

regulations........................................................ _____ 0 d _____ 0 d

e. Implementing a “turnaround” model as 

defined in U.S. Department of Education 

regulations........................................................ _____ 0 d _____ 0 d

f. Operating an extended school day, week, or 

year................................................................... _____ 0 d _____ 0 d

g. Providing extra academic services for 

struggling students outside of the school day 

(e.g., supplemental educational services)........ _____ 0 d _____ 0 d

h. Offering students the option to attend a 

different school (school choice) ....................... _____ 0 d _____ 0 d
State Education Agency Survey 

6/27/2013 32

The next questions pertain to your state’s schools in Restructuring and Corrective Action. 

3-13. For schools in Restructuring or Corrective Action that are implementing intervention models during this school year 

(2013-14), did the state provide any of the following types of guidance to districts regarding the selection of school 

intervention models? 

(Leave the appropriate third or fourth columns blank if the state has no Non-Title I schools in Restructuring or Corrective 

Action.) 

TO TITLE I 

SCHOOLS 

IN RESTRUCTURING

TO TITLE I 

SCHOOLS IN 

CORRECTIVE ACTION

TO NON-TITLE I 

SCHOOLS IN 

RESTRUCTURING

TO NON-TITLE I 

SCHOOLS IN 

CORRECTIVE ACTION

SELECT ONE RESPONSE 

IN EACH ROW

SELECT ONE RESPONSE 

IN EACH ROW

SELECT ONE RESPONSE 

IN EACH ROW

SELECT ONE RESPONSE 

IN EACH ROW

YES NO YES NO YES NO YES NO

a. The state allowed or 

prohibited specific 

models and/or 

strategies...................... 1 0 1 0 1 0 1 0

b. The state provided 

guidance on how to 

match the model to 

school needs and 

capacity......................... 1 0 1 0 1 0 1 0

c. The state provided 

guidance on models 

appropriate for 

addressing the needs of 

English learners ............ 1 0 1 0 1 0 1 0

d. The state provided 

guidance on models 

appropriate for 

addressing the needs of 

students with 

disabilities..................... 1 0 1 0 1 0 1 0

e. The state provided 

guidance on how to 

engage the community 

in the selection of the 

model............................ 1 0 1 0 1 0 1 0

f. Something else 

(specify) ........................ 1 0 1 0 1 0 1 0

___________________
State Education Agency Survey 

6/27/2013 33

3-14. How many of the schools in Restructuring and Corrective Action were removed from the control of their local districts 

and placed under a new form of management for the 2013-14 school year? This would include schools placed under the 

direct control of the state or a statewide accountability district, schools placed under the control of school management 

organizations, and schools converted to charter schools. 

 (Write the number of schools in Restructuring and Corrective Action removed from district control in each category. If 

“none” write in 0. If the state has no Non-Title I schools in Restructuring or Corrective Action, write in NA.) 

NUMBER OF TITLE I SCHOOLS IN NUMBER OF NON-TITLE I SCHOOLS IN

RESTRUCTURING 

REMOVED FROM 

DISTRICT 

CONTROL

CORRECTIVE 

ACTION 

REMOVED 

FROM DISTRICT 

CONTROL

RESTRUCTURING 

REMOVED FROM 

DISTRICT 

CONTROL

CORRECTIVE 

ACTION 

REMOVED FROM 

DISTRICT 

CONTROL

a. Direct state control of statewide 

accountability district.................... ___________ __________ __________ __________

b. School management organization. ___________ __________ __________ __________

c. Converted to charter..................... ___________ __________ __________ __________

TOTAL SCHOOLS REMOVED FROM 

DISTRICT CONTROL........................ ___________ __________ __________ __________

3-15. To what extent were changes in personnel used to turn around schools in Restructuring or Corrective Action before the 

start of this school year (2013-14)? 

 (Write the number of schools in Restructuring and in Corrective Action in which the principal was replaced or in which 

half or more of the teaching staff was replaced before the start of the 2013-14 school year as part of the school 

improvement plan. If the state has no Non-Title I schools in Restructuring or Corrective Action, write in NA.) 

NUMBER OF TITLE I NUMBER OF NON-TITLE I 

SCHOOLS IN 

RESTRUCTURING

SCHOOLS IN 

CORRECTIVE 

ACTION

SCHOOLS IN 

RESTRUCTURING

SCHOOLS IN 

CORRECTIVE 

ACTION

a. Principal replaced ......................... _______ _______ _______ _______

b. Half or more of the teaching staff 

replaced ........................................ _______ _______ _______ _______
State Education Agency Survey 

6/27/2013 34

3-16. Do the state’s current teacher assignment laws or policies for schools in Restructuring or Corrective Action include any of 

the following features? 

(Leave the appropriate third or fourth columns blank if the state has no Non-Title I schools in Restructuring or Corrective 

Action.) 

TITLE I NON-TITLE I 

SCHOOLS IN 

RESTRUCTURING

SCHOOLS IN 

CORRECTIVE 

ACTION

SCHOOLS IN 

RESTRUCTURING

SCHOOLS IN 

CORRECTIVE 

ACTION

SELECT ONE 

RESPONSE IN 

EACH ROW

SELECT ONE 

RESPONSE IN 

EACH ROW

SELECT ONE 

RESPONSE IN 

EACH ROW

SELECT ONE 

RESPONSE IN 

EACH ROW

YES NO YES NO YES NO YES NO

a. Financial incentives for teachers to 

begin or continue to work in the 

relevant schools............................... 1 0 1 0 1 0 1 0

b. Financial incentives for staff with 

English learner expertise to begin or 

continue to work in the relevant 

schools ............................................. 1 0 1 0 1 0 1 0

c. Financial incentives for staff with 

expertise working with students 

with disabilities to begin or 

continue to work in the relevant 

schools ............................................. 1 0 1 0 1 0 1 0

d. More flexibility in, or exemptions 

from, collective bargaining 

agreements or certain state 

employment laws/regulations that 

guide staffing decisions.................... 1 0 1 0 1 0 1 0

e. School discretion or authority to 

decide which staff to hire for the 

relevant schools............................... 1 0 1 0 1 0 1 0

f. Exemption from teacher tenure 

rules that affect placement in or 

removal from the relevant schools 

(specify which rules) ........................ 1 0 1 0 1 0 1 0

_______________________________
State Education Agency Survey 

6/27/2013 35

3-17. During this school year (2013-14), and including last summer (2013), what additional professional development or 

technical assistance has the state provided to principals and teachers in Title I schools in Restructuring and Corrective 

Action, beyond what is available to any Title I school? 

PROVIDED TO 

TITLE I SCHOOLS 

IN 

RESTRUCTURING 

PROVIDED TO 

TITLE I SCHOOLS 

IN CORRECTIVE 

ACTION 

SELECT ONE 

RESPONSE IN 

EACH ROW

SELECT ONE 

RESPONSE IN 

EACH ROW

YES NO YES NO 

a. Additional professional development or assistance for principals on 

school improvement planning, identifying interventions, or budgeting 

effectively .................................................................................................... 1 0 1 0

b. Additional professional development or assistance for principals on 

acting as instructional leaders..................................................................... 1 0 1 0

c. Additional professional development or assistance for principals on 

recruiting, retaining, and developing more effective teachers ................... 1 0 1 0

d. Additional professional development or assistance for teachers on 

analyzing student assessment data to improve instruction ........................ 1 0 1 0

e. Additional professional development or assistance for teachers on 

working effectively in teacher teams to improve instruction...................... 1 0 1 0

f. Additional professional development or assistance for teachers on 

identifying and implementing strategies to address the needs of English 

learners........................................................................................................ 1 0 1 0

g. Additional professional development or assistance for teachers on 

identifying and implementing strategies to address the needs of students 

with disabilities............................................................................................ 1 0 1 0
State Education Agency Survey 

6/27/2013 36

3-18. Thinking now about Non-Title I schools in Restructuring and Corrective Action, during this school year (2013-14), and 

including last summer (2013), what additional professional development or technical assistance has the state provided to 

principals and teachers in non-Title I schools in Restructuring and Corrective Action, beyond what is available to any 

other Non-Title I school? 

(Leave the schools in Restructuring column blank if there are no Non-Title I schools in Restructuring in the state, and leave 

the schools in Corrective Action column blank if there are no Non-Title schools in Corrective Action in the state.) 

PROVIDED TO 

NON-TITLE I 

SCHOOLS IN 

RESTRUCTURING 

PROVIDED TO 

NON-TITLE I 

SCHOOLS IN 

CORRECTIVE 

ACTION 

SELECT ONE 

RESPONSE IN 

EACH ROW

SELECT ONE 

RESPONSE IN 

EACH ROW

YES NO YES NO 

a. Additional professional development or assistance for principals on 

school improvement planning, identifying interventions, or budgeting 

effectively .................................................................................................... 1 0 1 0

b. Additional professional development or assistance for principals on 

acting as instructional leaders..................................................................... 1 0 1 0

c. Additional professional development or assistance for principals on 

recruiting, retaining, and developing more effective teachers ................... 1 0 1 0

d. Additional professional development or assistance for teachers on 

analyzing student assessment data to improve instruction ........................ 1 0 1 0

e. Additional professional development or assistance for teachers on 

working effectively in teacher teams to improve instruction...................... 1 0 1 0

f. Additional professional development or assistance for teachers on 

identifying and implementing strategies to address the needs of English 

learners........................................................................................................ 1 0 1 0

g. Additional professional development or assistance for teachers on 

identifying and implementing strategies to address the needs of students 

with disabilities............................................................................................ 1 0 1 0
State Education Agency Survey 

6/27/2013 37

3-19. During this school year (2013-14), and including last summer (2013), approximately how many hours of professional 

development or assistance on these topics have state staff or consultants provided to principals in the average school in 

Restructuring and Corrective Action? 

(If “none” write in 0. Write in 0 where appropriate if you have no Non-Title schools in Restructuring or Corrective Action.) 

 TITLE I SCHOOLS: 

 ________ HOURS OF PROFESSIONAL DEVELOPMENT OR ASSISTANCE TO PRINCIPALS IN THE AVERAGE TITLE I 

SCHOOL IN RESTRUCTURING

________ HOURS OF PROFESSIONAL DEVELOPMENT OR ASSISTANCE TO PRINCIPALS IN THE AVERAGE TITLE I 

SCHOOL IN CORRECTIVE ACTION

 NON-TITLE I SCHOOLS: 

 ________ HOURS OF PROFESSIONAL DEVELOPMENT OR ASSISTANCE TO PRINCIPALS IN THE AVERAGE NON-TITLE I 

SCHOOL IN RESTRUCTURING

________ HOURS OF PROFESSIONAL DEVELOPMENT OR ASSISTANCE TO PRINCIPALS IN THE AVERAGE NON-TITLE I 

SCHOOL IN CORRECTIVE ACTION

3-20. During this school year (2013-14), and including last (2013), approximately how many hours of professional development 

or assistance on these topics have state staff or consultants provided to teachers in the average school in Restructuring 

and Corrective Action? 

(If “none” write in 0. Write in 0 where appropriate if you have no Non-Title I schools in Restructuring or Corrective 

Action.) 

 TITLE I SCHOOLS: 

 ________ HOURS OF PROFESSIONAL DEVELOPMENT OR ASSISTANCE TO TEACHERS IN THE AVERAGE TITLE I SCHOOL 

IN RESTRUCTURING

 ________ HOURS OF PROFESSIONAL DEVELOPMENT OR ASSISTANCE TO TEACHERS IN THE AVERAGE TITLE I SCHOOL 

IN CORRECTIVE ACTION

 NON-TITLE I SCHOOLS: 

 ________ HOURS OF PROFESSIONAL DEVELOPMENT OR ASSISTANCE TO TEACHERS IN THE AVERAGE NON-TITLE I 

SCHOOL IN RESTRUCTURING

 ________ HOURS OF PROFESSIONAL DEVELOPMENT OR ASSISTANCE TO TEACHERS IN THE AVERAGE NON-TITLE I 

SCHOOL IN CORRECTIVE ACTION
State Education Agency Survey 

6/27/2013 38

3-21. During this school year (2013-14), what additional resources has the state provided to Title I schools in Restructuring and 

Corrective Action, beyond what is available to any Title I school? 

PROVIDED TO 

TITLE I SCHOOLS 

IN 

RESTRUCTURING 

PROVIDED TO 

TITLE I SCHOOLS 

IN CORRECTIVE 

ACTION

SELECT ONE 

RESPONSE IN 

EACH ROW

SELECT ONE 

RESPONSE IN 

EACH ROW

YES NO YES NO 

a. Additional resources to be used for purposes specified in the school 

improvement plan...................................................................................... 1 0 1 0

b. Additional resources to be used to reduce class sizes............................... 1 0 1 0

c. Additional resources to be used to add instructional time (extended day 

or extended school year) ........................................................................... 1 0 1 0

3-22. Thinking now about Non-Title I schools, during this school year (2013-14), what additional resources has the state 

provided to Non-Title I schools in Restructuring and Corrective Action, beyond what is available to any other Non-Title I 

school? 

 (Leave the schools in Restructuring column blank if there are no Non-Title I schools in Restructuring in the state, and leave 

the schools in Corrective Action column blank if there are no Non-Title I schools in Corrective Action in the state.) 

PROVIDED TO 

NON-TITLE I 

SCHOOLS IN 

RESTRUCTURING 

PROVIDED TO 

NON-TITLE I 

SCHOOLS IN 

CORRECTIVE 

ACTION

SELECT ONE 

RESPONSE IN 

EACH ROW

SELECT ONE 

RESPONSE IN 

EACH ROW

YES NO YES NO 

a. Additional resources to be used for purposes specified in the school 

improvement plan...................................................................................... 1 0 1 0

b. Additional resources to be used to reduce class sizes............................... 1 0 1 0

c. Additional resources to be used to add instructional time (extended day 

or extended school year) ........................................................................... 1 0 1 0
State Education Agency Survey 

6/27/2013 39

3-23. Does the state currently have any organizational or administrative structures specifically intended to improve state 

capacity to support school turnaround efforts for schools in Restructuring or Corrective Action? By school turnaround, we 

mean the implementation of changes in low-performing schools designed to rapidly and substantially increase student 

achievement. 

Yes .................................................................................................................................... 1 

No ..................................................................................................................................... 0 Skip to Intro before 3-25 

3-24. During this school year (2013-14), which of the following organizational or administrative structures are in place in your 

state to support school turnaround efforts? 

SELECT ONE RESPONSE 

IN EACH ROW

YES NO

a. State staff or office whose sole responsibility is to support school turnaround ............. 1 0

b. Regional staff or office whose sole responsibility is to support school turnaround........ 1 0

c. Contracts with external consultants to support school turnaround................................ 1 0

d. State-level staff or consultants to provide support to turnaround schools and 

districts in working with English learners......................................................................... 1 0

e. State-level staff or consultants to provide support to turnaround schools and 

districts in working with students with disabilities.......................................................... 1 0

f. Monitoring or reporting requirements specifically for schools in Restructuring or 

Corrective Action.............................................................................................................. 1 0

g. Something else (specify) .................................................................................................. 1 0

_______________________________________________________________________
State Education Agency Survey 

6/27/2013 40

We would like to learn more about how your state monitors the activities and progress of schools in Restructuring and Corrective 

Action.

3-25. During this school year (2013-14), which of the following groups are responsible for monitoring the state’s schools 

in Restructuring and Corrective Action? 

(If your state has no Non-Title I schools in Restructuring or Corrective Action, leave those columns blank.) 

MONITORS TITLE I MONITORS NON-TITLE I

SCHOOLS IN 

RESTRUCTURING

SCHOOLS IN 

CORRECTIVE 

ACTION

SCHOOLS IN 

RESTRUCTURING

SCHOOLS IN 

CORRECTIVE 

ACTION

SELECT ONE 

RESPONSE IN 

EACH ROW

SELECT ONE 

RESPONSE IN 

EACH ROW

SELECT ONE 

RESPONSE IN 

EACH ROW

SELECT ONE 

RESPONSE IN 

EACH ROW

YES NO YES NO YES NO YES NO 

a. State Education Agency ...................... 1 0 1 0 1 0 1 0

b. Regional staff such as staff from the 

county office of education or BOCES 

(Boards of Cooperative Educational 

Services) .............................................. 1 0 1 0 1 0 1 0

c. External consultants............................ 1 0 1 0 1 0 1 0

d. District central office staff................... 1 0 1 0 1 0 1 0

3-26. During this school year (2013-14), which of the following strategies are used for monitoring the Title I schools in 

Restructuring in your state and, for each strategy that is used, how often is it used? 

SELECT YES OR NO. IF YES, SELECT ONE OPTION FOR HOW OFTEN USED

USED FOR 

MONITORING 

IN YOUR 

STATE?

IF USED, HOW OFTEN FOR EACH TITLE I SCHOOL IN RESTRUCTURING?

TITLE I SCHOOLS IN 

RESTRUCTURING YES NO

ONCE PER 

SCHOOL 

YEAR

TWICE PER 

SCHOOL 

YEAR QUARTERLY MONTHLY OTHER (specify)

a. Site visits................... 1 0 1 2 3 4 ______________________

b. Telephone 

conferences.............. 1 0 1 2 3 4 ______________________

c. Discussions with 

parents/community.. 1 0 1 2 3 4 ______________________

d. Analysis of student 

data........................... 1 0 1 2 3 4 ______________________

e. Other (specify).......... 1 0 1 2 3 4 ______________________

_________________
State Education Agency Survey 

6/27/2013 41

3-27. Thinking now about Non-Title I schools, during this school year (2013-14), which of the following strategies are used for 

monitoring the Non-Title I schools in Restructuring in your state and, for each strategy that is used, how often is it used? 

□ Check here if there are no Non-Title I schools in Restructuring in the state, and skip to 3-28.

SELECT YES OR NO. IF YES, SELECT ONE OPTION FOR HOW OFTEN USED

USED FOR 

MONITORING 

IN YOUR 

STATE?

IF USED, HOW OFTEN FOR EACH NON-TITLE I SCHOOL IN RESTRUCTURING?

NON-TITLE I SCHOOLS IN 

RESTRUCTURING YES NO

ONCE PER 

SCHOOL 

YEAR

TWICE PER 

SCHOOL 

YEAR QUARTERLY MONTHLY OTHER (specify)

a. Site visits................... 1 0 1 2 3 4 ______________________

b. Telephone 

conferences.............. 1 0 1 2 3 4 ______________________

c. Discussions with 

parents/community.. 1 0 1 2 3 4 ______________________

d. Analysis of student 

data........................... 1 0 1 2 3 4 ______________________

e. Other (specify).......... 1 0 1 2 3 4 ______________________

_________________

3-28. During this school year (2013-14), which of the following strategies are used for monitoring the Title I schools in 

Corrective Action in your state and, for each strategy that is used, how often is it used? 

SELECT YES OR NO. IF YES, SELECT ONE OPTION FOR HOW OFTEN USED

USED FOR 

MONITORING 

IN YOUR 

STATE?

IF USED, HOW OFTEN FOR EACH TITLE I SCHOOL IN CORRECTIVE ACTION?

TITLE I SCHOOLS IN 

CORRECTIVE ACTION YES NO

ONCE PER 

SCHOOL 

YEAR

TWICE PER 

SCHOOL 

YEAR QUARTERLY MONTHLY OTHER (specify)

a. Site visits..................... 1 0 1 2 3 4 ______________________

b. Telephone 

conferences................ 1 0 1 2 3 4 ______________________

c. Discussions with 

parents/community.... 1 0 1 2 3 4 ______________________

d. Analysis of student 

data............................. 1 0 1 2 3 4 ______________________

e. Other (specify)............ 1 0 1 2 3 4 ______________________

_________________
State Education Agency Survey 

6/27/2013 42

3-29. What about Non-Title I schools in Corrective Action? During this school year (2013-14), which of the following strategies 

are used for monitoring the Non-Title I schools in Corrective Action in your state and, for each strategy that is used, 

how often is it used? 

□ Check here if there are no Non-Title I schools in Corrective Action in the state, and skip to 3-30.

SELECT YES OR NO. IF YES, SELECT ONE OPTION FOR HOW OFTEN USED

USED FOR 

MONITORING 

IN YOUR 

STATE?

IF USED, HOW OFTEN FOR EACH NON-TITLE I SCHOOL IN CORRECTIVE ACTION?

NON-TITLE I SCHOOLS IN 

CORRECTIVE ACTION YES NO

ONCE PER 

SCHOOL 

YEAR

TWICE PER 

SCHOOL 

YEAR QUARTERLY MONTHLY OTHER (specify)

a. Site visits................... 1 0 1 2 3 4 ______________________

b. Telephone 

conferences.............. 1 0 1 2 3 4 ______________________

c. Discussions with 

parents/community.. 1 0 1 2 3 4 ______________________

d. Analysis of student 

data........................... 1 0 1 2 3 4 ______________________

e. Other (specify).......... 1 0 1 2 3 4 ______________________

_________________

3-30. During this school year (2013-14), approximately how many full-time-equivalent (FTE) staff or consultants is the state 

providing or funding specifically to assist its schools in Restructuring, schools in Corrective Action, and their districts? 

 (Write the number of FTE staff or select “none”. If “none”, skip to introduction before 3-32.)

__________ NUMBER OF FULL-TIME-EQUIVALENT STAFF OR CONSULTANTS SUPPORTING SCHOOLS IN RESTRUCTURING 

OR CORRECTIVE ACTION 

NONE ................................................................................................................................ 0 Skip to Intro before 3-32

3-31. How many schools in Restructuring and Corrective Action, in total, are being served by those state staff or state-funded 

consultants? 

(Write the number of schools. If “none”, write in 0)

__________ NUMBER OF TITLE I SCHOOLS IN RESTRUCTURING SERVED 

__________ NUMBER OF TITLE I SCHOOLS IN CORRECTIVE ACTION SERVED (Write zero if staff or consultants serve only 

Schools in Restructuring) 

__________ NUMBER OF NON-TITLE I SCHOOLS IN RESTRUCTURING SERVED (Write zero if the state has no Non-Title I 

schools in Restructuring.) 

__________ NUMBER OF NON-TITLE I SCHOOLS IN CORRECTIVE ACTION SERVED (Write zero if staff or consultants serve 

only Schools in Restructuring or if the state has no Non-Title I schools in Corrective Action.) 
State Education Agency Survey 

6/27/2013 43

For the next set of questions, please consider schools in your state that are identified as in Need of Improvement but NOT in 

Restructuring or Corrective Action. 

3-32. For schools identified as in Need of Improvement for 2012-13 (excluding schools in Restructuring or Corrective Action), 

what interventions, if any, does the state require? 

□ Check here if no specific interventions are required in Title I schools in Need of Improvement, and skip to intro before 

3-35.

 (If your state has no Non-Title I schools in Need of Improvement, leave that column blank.) 

TITLE I SCHOOLS 

IN NEED OF 

IMPROVEMENT

NON-TITLE I SCHOOLS 

IN NEED OF 

IMPROVEMENT

SELECT ONE RESPONSE IN 

EACH ROW

SELECT ONE RESPONSE IN 

EACH ROW

Interventions for schools in Need of Improvement: REQUIRED 

NOT 

REQUIRED REQUIRED 

NOT 

REQUIRED 

a. Schools must prepare a school improvement plan that 

focuses on subjects and/or subgroups that are falling short 

of Annual Measurable Objectives (AMOs)............................... 1 2 1 2

b. School improvement plans must be available to the public .... 1 2 1 2

c. Schools and/or districts must provide professional 

development to staff that supports interventions for 

subgroups of students not showing sufficient growth toward 

AMOs........................................................................................ 1 2 1 2

d. Schools and/or districts must provide professional 

development to staff that supports interventions for 

subgroups of students not showing sufficient growth toward 

AMOs........................................................................................ 1 2 1 2

e. Districts must offer students the opportunity to attend other 

schools (school choice) ............................................................ 1 2 1 2

f. Districts must offer low-income students the opportunity to 

enroll in after-school supplemental educational services ....... 1 2 1 2

g. Schools must take some other action (specify) ....................... 1 2 1 2

_________________________________________________
State Education Agency Survey 

6/27/2013 44

3-33. During this school year (2013-14), how does the state monitor schools that are identified as in Need of Improvement? 

TITLE I SCHOOLS 

IN NEED OF 

IMPROVEMENT

NON-TITLE I SCHOOLS 

IN NEED OF 

IMPROVEMENT

SELECT ONE RESPONSE 

IN EACH ROW

SELECT ONE RESPONSE 

IN EACH ROW

YES NO YES NO

a. The school improvement plan must be approved by the State 

Education Agency ................................................................................ 1 0 1 0

b. The State Education Agency monitors the thoroughness of district 

oversight of schools as appropriate to the performance category of 

those schools ....................................................................................... 1 0 1 0

c. The State Education Agency conducts monitoring visits to all schools 

in this performance category............................................................... 1 0 1 0

d. The State Education Agency conducts monitoring visits to a sample 

of schools in this performance category.............................................. 1 0 1 0

3-34. During this school year (2013-14), and including last summer (2013), has your state provided any of the following 

additional resources specifically to schools that were identified as in Need of Improvement based on 2012-13 student 

achievement (excluding schools in Restructuring or Corrective Action)?

TITLE I SCHOOLS 

IN NEED OF 

IMPROVEMENT

NON-TITLE I 

SCHOOLS IN NEED OF 

IMPROVEMENT

SELECT ONE RESPONSE 

IN EACH ROW

SELECT ONE RESPONSE 

IN EACH ROW

YES NO YES NO

a. Additional professional development or assistance for principals on 

school improvement planning, identifying interventions, or 

budgeting effectively ............................................................................ 1 0 1 0

b. Additional professional development or assistance for principals on 

acting as instructional leaders .............................................................. 1 0 1 0

c. Additional professional development or assistance for principals on 

recruiting, retaining, and developing more effective teachers............. 1 0 1 0

d. Additional professional development or assistance for teachers on 

analyzing student assessment data to improve instruction ................. 1 0 1 0

e. Additional professional development or assistance for teachers on 

working effectively in teacher teams to improve instruction............... 1 0 1 0

f. Additional professional development or assistance for teachers on 

identifying and implementing strategies to address the needs of 

English learners..................................................................................... 1 0 1 0

g. Additional professional development or assistance for teachers on 

identifying and implementing strategies to address the needs of 

students with disabilities ...................................................................... 1 0 1 0
State Education Agency Survey 

6/27/2013 45

Next, we ask about your state’s approach to working with or through “intermediaries” to support the implementation of 

statewide education reforms and priorities. These “intermediaries” may be regional branches, contractors, consultants, or grant 

recipients of the State Education Agency, who support the State Education Agency’s work but are not paid as State Education 

Agency employees.

3-35. Does your State Education Agency currently work with any intermediaries to support the implementation of statewide 

education reform priorities in any of the following areas? 

SELECT ONE RESPONSE 

IN EACH ROW

YES NO

a. Implementing college and career ready standards and assessments ................................. 1 0

b. Using data to improve instruction ........................................................................................ 1 0

c. Recruiting, developing, rewarding, and retaining effective teachers and school leaders.... 1 0

d. Turning around your state’s schools that are in Restructuring or Corrective Action ........... 1 0

e. Providing supports for English learners................................................................................ 1 0

f. Providing supports for students with disabilities ................................................................. 1 0

g. Increasing state capacity in any of the areas listed in items a through f above ................... 1 0

h. Some other reform area (specify area)................................................................................. 1 0

________________________________________________________________________

IF AT LEAST ONE YES, PROCEED TO 3-36. IF ALL OF THE 

ABOVE ARE NO, SKIP TO 3-38.
State Education Agency Survey 

6/27/2013 46

3-36. Within the past year, did the State Education Agency work with any of the following type(s) of intermediaries to support 

the implementation of statewide education reform priorities in the various areas identified in the preceding question? 

SELECT ONE RESPONSE 

IN EACH ROW

YES NO

a. Federally-supported comprehensive center, regional educational laboratory, equity 

assistance center, or content center (specify)...................................................................... 1 0

________________________________________________________________________

b. Postsecondary institutions.................................................................................................... 1 0

c. Regional/county offices........................................................................................................ 1 0

d. Educators contracted by the state such as distinguished educators.................................... 1 0

e. Other external organizations (specify).................................................................................. 1 0

________________________________________________________________________

3-37. Continuing to focus on the intermediaries with whom the State Education Agency worked in the past year, with which of 

the following groups were these intermediaries expected to work? 

SELECT ONE RESPONSE 

IN EACH ROW

YES NO

a. State-level staff..................................................................................................................... 1 0

b. All districts ............................................................................................................................ 1 0

c. Districts identified for Improvement or Corrective Action under NCLB............................... 1 0

d. Schools in Corrective Action and/or Restructuring under NCLB and/or the districts in 

which these schools are located........................................................................................... 1 0

e. Schools identified for Improvement under NCLB and/or the districts in which these 

schools are located ............................................................................................................... 1 0

f. Some other groups of districts and/or schools (specify)........................................................ 1 0

________________________________________________________________________________
State Education Agency Survey 

6/27/2013 47

3-38. Considering the availability of state staff and consultants, to what extent are the following a challenge during this school 

year (2013-14)? 

SELECT ONE RESPONSE IN EACH ROW

NOT A 

CHALLENGE

MINOR 

CHALLENGE

MAJOR 

CHALLENGE

a. Monitoring districts and/or schools.............................................. 1 2 3

b. Providing targeted support or technical assistance to districts 

and/or schools .............................................................................. 1 2 3

c. Developing guidelines for teacher and principal evaluation in 

the state........................................................................................ 1 2 3

d. Working with districts to implement teacher and principal 

evaluation models......................................................................... 1 2 3

e. Developing state longitudinal data systems.................................. 1 2 3

f. Working with districts and/or schools on the use of data to 

improve instruction ...................................................................... 1 2 3

g. Supporting districts and/or schools in the process of turning 

around low-achieving schools....................................................... 1 2 3

h. Some other type of expertise (specify)......................................... 1 2 3

____________________________________________________

Please provide the following information for each state education department staff member who assisted with the completion 

of this survey section. 

Name Position Title

Number of years in

the position
State Education Agency Survey 

6/27/2013 48

Section 4. Teacher and Principal Evaluation 

Teacher Evaluation 

In this section, we want to gather information on the status of and requirements for teacher evaluation practices in your state 

during this school year (2013-14). Many states are transitioning to or implementing new evaluation policies or systems. 

□ Check here if your state has adopted new laws or regulations for teacher evaluation since 2010 

(including those in response to ESEA Flexibility waiver requirements). We are interested in learning about 

the status of and requirements for teacher evaluation practices being piloted or implemented in your state 

in response to these new laws or regulations. Please answer the questions in this section based on the 

teacher evaluation practices as they are being piloted or implemented in the 2013-14 school year. For 

example, if a new system is being piloted during the 2013-14 school year, respond only about the 

components being piloted this year. SKIP TO 4-1

□ Check here if your state has not adopted new laws or regulations for teacher evaluation since 2010. 

Please respond about the requirements of teacher evaluation practices in your state during the 2013-14 

school year. SKIP TO 4-3

DEFINITIONS FOR USE THROUGHOUT THIS SECTION:

Student achievement growth is the change in achievement for individual students between one year and the 

next. In some states and districts, the term value added is used instead of student achievement growth, to 

indicate a teacher’s or school’s contribution to students’ achievement growth.

For purposes of this survey, please consider “student achievement growth” and “value added” to be 

synonymous.
State Education Agency Survey 

6/27/2013 49

4-1. During this school year (2013-14), what is the status of the new teacher evaluation system in your state? 

SELECT ONE ONLY 

The system is in the planning stage and no components are being implemented .......... 1 Skip to 4-3 

The system is in the piloting stage and some, but not all, components are being 

implemented .................................................................................................................... 2 

The system is in the piloting stage and all components are being implemented ............ 3 

The system is fully implemented statewide ..................................................................... 4 Skip to 4-3 

4-2. During this school year (2013-14), in how many districts and schools is the state piloting the teacher evaluation system? 

ENTER NUMBER 

a. Number of districts............................................................. ____________

b. Number of schools ............................................................. ____________

4-3. During this school year (2013-14), which of the following statements best describes the state’s requirements and 

regulations related to teacher evaluation? 

 (As a reminder, if your state has adopted new laws or regulations for teacher evaluation since 2010, please refer to the 

teacher evaluation practices being piloted or implemented in response to these new laws or regulations when responding 

to this and other questions in this section. For all other states, please refer to the practices in your state during the 2013-

14 school year.) 

SELECT ONE ONLY 

Districts in your state are required to use a uniform evaluation model prescribed by 

the state ............................................................................................................................ 1 

Districts in your state are required to adopt the state model for evaluating teachers if 

they cannot meet or surpass state expectations, sometimes referred to as the state 

default model ................................................................................................................... 2 

Districts in your state may adopt but are not required to adopt the state model for 

evaluating teachers, sometimes referred to as the state exemplar model ..................... 3 

Districts are permitted to select their own teacher evaluation models as long as they 

comply with state statutes and rules ............................................................................... 4 
State Education Agency Survey 

6/27/2013 50

4-4. During this school year (2013-14), do state regulations specify a required minimum number of rating levels (such as 

highly effective, effective, satisfactory, needs improvement) to be used when evaluating overall teacher performance? If 

so, what is the minimum number of rating categories that is required? 

SELECT ONE ONLY 

Yes, districts must use a minimum number of rating categories for teacher evaluation . 1 

 Specify minimum number of rating categories________ 

No, there is no minimum number of rating categories that districts must use for 

teacher evaluation ............................................................................................................ 0 

4-5. During this school year (2013-14), does your state require that student achievement growth or value added be used as 

one component of the performance evaluation of some, all, or no teachers? This can include growth or value added for 

the teacher’s own students and/or teamwide, gradewide, or schoolwide student achievement growth. 

 (Note: If your state is piloting a new system in some districts or schools, then this question refers to teachers in the pilot 

schools. In order to report “all teachers,” student achievement growth would need to be used with all teachers, including 

teachers of art, music, physical education, and special populations such as English learners or students with disabilities.)

SELECT ONE ONLY 

The state requires student achievement growth or value added to be included as an 

evaluation component for some teachers ....................................................................... 1 Skip to 4-7 

The state requires student achievement growth or value added to be included as an 

evaluation component for all teachers across all grades (K-12), all subjects, and all 

teacher specialties ........................................................................................................... 2 Skip to 4-7 

The state does not require student achievement growth or value added to be 

included in teacher evaluations, but local districts may choose to include it .................. 3 

The state does not permit student achievement growth or value added to be 

included in the evaluations of any teachers ..................................................................... 4 
State Education Agency Survey 

6/27/2013 51

4-6. Please tell us about the reasons that your state either does not require or does not permit student achievement growth 

or value added to be included among the components of a teacher’s evaluation during the 2013-14 school year. 

SELECT ONE RESPONSE 

IN EACH ROW

YES NO

a. Teachers are evaluated based on professional practice rather than student 

achievement...................................................................................................................

1 0

b. Inability to link teachers with the students they teach in the state’s data system........ 1 0

c. Concerns about the validity of student achievement growth as a measure of teacher 

performance or quality ..................................................................................................

1 0

d. No tests available to measure student achievement growth in many grades and 

subjects..........................................................................................................................

1 0

e. Concerns about the appropriateness of available assessments as a measure of 

student achievement growth.........................................................................................

1 0

f. Opposition from teacher unions to using student achievement growth to evaluate 

teachers..........................................................................................................................

1 0

g. Opposition from teachers to using student achievement growth to evaluate 

teachers..........................................................................................................................

1 0

h. Inadequate technology, technical expertise, staff, or other resources ......................... 1 0

i. Teacher evaluation is a matter for local determination ................................................ 1 0

j. Other (specify)................................................................................................................ 1 0

____________________________________________________________________

SKIP TO 4-15.
State Education Agency Survey 

6/27/2013 52

4-7. This question focuses on teachers of English language arts (ELA) and/or Math in grades 4 through 8. Indicate whether 

during this school year (2013-14) your state requires teacher evaluations to include achievement growth or value added 

on state summative assessments for the teacher’s own students and/or teamwide, gradewide, or schoolwide student 

achievement growth. 

SELECT ONE RESPONSE 

IN EACH ROW

The state requires evaluations for teachers of ELA and Math in grades 4 through 8 to 

include: YES NO

a. Achievement growth or value added for the teacher’s own students on state 

summative assessments ....................................................................................................... 1 0

b. Achievement growth of students within a teacher team or grade on state summative 

assessments.......................................................................................................................... 1 0

c. Achievement growth of students schoolwide on state summative assessments ................ 1 0

4-8. This question focuses on teachers of Science in grades 6 through 8. Indicate whether during this school year (2013-14) 

your state requires teacher evaluations to include achievement growth or value added on state summative assessments 

for the teacher’s own students and/or teamwide, gradewide, or schoolwide student achievement growth.

 (For each measure of achievement growth, select all grades in which your state uses state summative assessments to 

estimate student achievement growth or value added to be used in Science teacher evaluations. Select NA (not 

applicable) for each measure of achievement growth that is not used for Science teachers’ evaluations in any of grades 

6-8.)

The state requires evaluations for teachers of Science in 

grades 6 through 8 to include: NA

SELECT GRADES IN WHICH EACH MEASURE OF 

STUDENT ACHIEVEMENT GROWTH OR VALUE 

ADDED ON STATE SUMMATIVE ASSESSMENTS IS

USED IN SCIENCE TEACHER EVALUATIONS

a. Achievement growth or value added for the teacher’s 

own students on state summative assessments.................. na 6 7 8

b. Achievement growth of students within a teacher 

team or grade on state summative assessments ................ na 6 7 8

c. Achievement growth of students schoolwide on state 

summative assessments...................................................... na 6 7 8
State Education Agency Survey 

6/27/2013 53

4-9. This question focuses on teachers of Social Studies in grades 6 through 8. Indicate whether during this school year 

(2013-14) your state requires teacher evaluations to include achievement growth or value added on state summative 

assessments for the teacher’s own students and/or teamwide, gradewide, or schoolwide student achievement growth.

 (For each measure of achievement growth, select all grades in which your state uses state summative assessments to 

estimate student achievement growth or value added to be used in Social Studies teacher evaluations. Select NA for each 

measure of achievement growth that is not used for Social Studies teachers’ evaluations in any of grades 6-8.)

The state requires evaluations for teachers of Social Studies in 

grades 6 through 8 to include: NA

SELECT GRADES IN WHICH EACH MEASURE OF 

STUDENT ACHIEVEMENT GROWTH OR VALUE 

ADDED ON STATE SUMMATIVE ASSESSMENTS IS 

USED IN SOCIAL STUDIES TEACHER EVALUATIONS

a. Achievement growth or value added for the teacher’s own 

students on state summative assessments........................... na 6 7 8

b. Achievement growth of students within a teacher 

team or grade on state summative assessments ................. na 6 7 8

c. Achievement growth of students schoolwide on state 

summative assessments....................................................... na 6 7 8

4-10. This question focuses on early elementary teachers in grades K through 3. Indicate whether during this school year 

(2013-14) your state requires teacher evaluations to include achievement growth or value added on state summative 

assessments for the teacher’s own students and/or teamwide, gradewide, or schoolwide student achievement growth.

(For each measure of achievement growth, select all grades in which your state uses state summative assessments to 

estimate student achievement growth or value added to be used in teacher evaluations. Select NA for each measure of 

achievement growth that is not used for teachers’ evaluations in any of grades K-3.)

The state requires evaluations of early elementary teachers 

to include: NA

SELECT GRADES IN WHICH EACH MEASURE OF 

STUDENT ACHIEVEMENT GROWTH OR VALUE 

ADDED ON STATE SUMMATIVE ASSESSMENTS IS 

USED IN EARLY ELEMENTARY TEACHER 

EVALUATIONS

a. Achievement growth or value added for the teacher’s own 

students on state summative assessments.......................... na K 1 2 3

b. Achievement growth of students within a teacher 

team or grade on state summative assessments................. na K 1 2 3

c. Achievement growth of students schoolwide on state 

summative assessments ...................................................... na K 1 2 3
State Education Agency Survey 

6/27/2013 54

4-11. During this school year (2013-14), does your state require use of any state summative assessments, such as end-ofcourse assessments and exit exams, to measure student achievement growth or value added of the teacher’s own

students as a component of the evaluations of high school teachers in any of the following subjects and courses? 

 (For each subject, select the name of each course for which your state requires use of a state summative assessment to 

estimate student achievement growth or value added of the teacher’s own students in high school teacher evaluations. 

Select NA if student achievement growth or value added on state summative assessments is not required as part of high 

school teachers’ evaluations in any course in that subject.)

NA

SELECT COURSES IN WHICH STUDENT ACHIEVEMENT GROWTH OR VALUE 

ADDED ON STATE SUMMATIVE ASSESSMENTS IS USED IN TEACHER 

EVALUATIONS

a. High school ELA teachers....... na English 9 English 10 English 11 English 12 Other ELA

b. High school Math teachers.... na Algebra I Geometry Algebra 2 Other Math

c. High school Science teachers. na Biology Chemistry Physics Other Science

d. High school Social Studies 

teachers................................. na Civics U.S. History

Other Social 

Studies

4-12. During this school year (2013-14), for teachers of ELA, Math, Science, or Social Studies, does the state require that a 

measure of student achievement growth based on local assessments (assessments selected at the district, school, or 

classroom level) be included in any of these teachers’ evaluations? 

Yes .................................................................................................................................... 1 

No ..................................................................................................................................... 0 Skip to Intro before 4-14

4-13. For which teachers of ELA, Math, Science, or Social Studies, does the state require that a measure of student 

achievement growth based on local assessments for a teacher’s own students be included in these teachers’ evaluations?

SELECT ONE RESPONSE PER ROW

ALL 

TEACHERS

TEACHERS IN GRADES FOR WHICH 

STUDENT ACHIEVEMENT GROWTH ON 

REQUIRED STATE SUMMATIVE 

ASSESSMENTS CANNOT BE ESTIMATED

OTHER 

TEACHERS

a. ELA ......................................... 1 2 3

b. Math....................................... 1 2 3

c. Science ................................... 1 2 3

d. Social Studies ......................... 1 2 3
State Education Agency Survey 

6/27/2013 55

Many teachers serve grades and subjects that lack state summative assessments that can be used to measure student 

achievement growth or value added for the teacher’s own students. The next question is about the evaluations of teachers for 

whom growth cannot be measured for their own students based on required state summative assessments. 

4-14. During this school year (2013-14), does the state require, permit, or prohibit any of the following approaches to 

measuring student achievement growth for teachers of grades and subjects for which the achievement growth or value 

added of their own students cannot be measured using state summative assessments? 

SELECT ONE RESPONSE IN EACH ROW

REQUIRED TO 

BE USED IN 

TEACHER 

EVALUATION

PERMITTED TO 

BE USED IN 

TEACHER 

EVALUATION

PROHIBITED 

FROM USE IN 

TEACHER 

EVALUATION

a. Use gradewide, teamwide, or schoolwide achievement 

growth on state summative assessments to substitute for 

achievement growth of the teacher’s own students ......... 1 2 3

b. Use achievement growth of the teacher’s own students 

on district-selected or district-developed standardized 

assessments (assessments consistently administered and 

scored for all students in the same grades and subjects 

districtwide) ....................................................................... 1 2 3

c. Use teacher-established student achievement growth 

targets based on assessments selected or developed by 

individual teachers (sometimes called student learning 

objectives for SLOs)............................................................ 1 2 3

d. Another approach (specify)................................................ 1 2 3

_____________________________________________
State Education Agency Survey 

6/27/2013 56

4-15. During this school year (2013-14), which of the following sources of information on teacher performance (other than 

student achievement growth) does the state require, permit, or prohibit for use in teacher evaluations? 

□ Check box if your state has no legislation or regulations about particular sources of information to be used to 

evaluate teacher performance and skip to instructions before 4-16.

SELECT ONE RESPONSE IN EACH ROW

REQUIRED TO BE 

USED IN 

TEACHER 

EVALUATION

PERMITTED TO 

BE USED IN 

TEACHER 

EVALUATION

PROHIBITED 

FROM USE IN 

TEACHER 

EVALUATION

a. Classroom observations using a teacher professional practice 

rubric, conducted by the principal or other school 

administrator............................................................................. 1 2 3

b. Classroom observations using a teacher professional practice 

rubric, conducted by someone other than a school 

administrator (such as a peer or mentor teacher, 

instructional coach, central office staff member, or an 

observer from outside the school or district) ........................... 1 2 3

c. Teacher self-assessment............................................................ 1 2 3

d. Portfolios or other artifacts of teacher professional practice ... 1 2 3

e. Assessments by a peer or mentor teacher that are not based 

on a teacher professional practice rubric.................................. 1 2 3

f. Student work samples............................................................... 1 2 3

g. Student surveys or other feedback ........................................... 1 2 3

h. Parent surveys or other feedback ............................................. 1 2 3

i. Something else (specify)............................................................ 1 2 3

_______________________________________________________
State Education Agency Survey 

6/27/2013 57

Principal Evaluation 

In this section, we want to gather information on the status of and requirements for principal evaluation practices in your state 

during this school year (2013-14). Many states are transitioning to or implementing new evaluation policies or systems. 

□ Check here if your state has adopted new laws or regulations for principal evaluation since 2010 

(including those in response to ESEA Flexibility waiver requirements). We are interested in learning 

about the status of and requirements for principal evaluation practices being piloted or implemented in 

your state in response to these new laws or regulations. Please answer the questions in this section based 

on principal evaluation practices as they are being piloted or implemented in the 2013-14 school year. For 

example, if a new system is being piloted during the 2013-14 school year, respond only about the 

components being piloted this year. SKIP TO 4-16. 

□ Check here if your state has not adopted new laws or regulations for principal evaluation since 2010. 

Please respond about the requirements of principal evaluation practices in your state during the 2013-14 

school year. SKIP TO 4-18.

4-16. During this school year (2013-14), what is the status of the new principal evaluation system in your state? 

SELECT ONE ONLY 

The system is in the planning stage and no components are being implemented .......... 1 Skip to 4-18

The system is in the piloting stage and some, but not all, components are being 

implemented .................................................................................................................... 2 

The system is in the piloting stage and all components are being implemented ............ 3 

The system is fully implemented statewide ..................................................................... 4 Skip to 4-18

4-17. During this school year (2013-14), in how many districts and schools is the state piloting the principal evaluation system? 

ENTER NUMBER 

a. Number of districts ............................................................ ___________

b. Number of schools............................................................. ___________
State Education Agency Survey 

6/27/2013 58

4-18. During this school year (2013-14), which of the following statements best describes the state’s requirements and 

regulations related to principal evaluation? 

 (As a reminder, if your state has adopted new laws or regulations for principal evaluation since 2010, please refer to the 

principal evaluation practices being piloted or implemented in response to these new laws or regulations when 

responding to this and other questions in this section. For all other states, please refer to the practices in your state 

during the 2013-14 school year.) 

SELECT ONE ONLY 

Districts in your state are required to use a uniform evaluation model prescribed by 

the state ............................................................................................................................ 1 

Districts in your state are required to adopt the state model for evaluating principals 

if they cannot meet or surpass state expectations, sometimes referred to as the state 

default model ................................................................................................................... 2 

Districts in your state may adopt but are not required to adopt the state model for 

evaluating principals, sometimes referred to as the state exemplar model .................... 3 

Districts are permitted to select their own principal evaluation models as long as 

they comply with state statutes and rules ....................................................................... 4 

4-19. During this school year (2013-14), do state regulations specify a required minimum number of rating levels (such as 

highly effective, effective, satisfactory, needs improvement) to be used when evaluating overall principal performance? 

If so, what is the minimum number of rating categories that is required? 

SELECT ONE ONLY 

Yes, districts must have a minimum number of rating categories for principal 

evaluation ......................................................................................................................... 1 

 Specify minimum number of rating categories________ 

No, there is no minimum number of rating categories that districts must use for 

principal evaluation ......................................................................................................... 0 
State Education Agency Survey 

6/27/2013 59

4-20. During this school year (2013-14), does the state require, permit, or prohibit any of the following student outcomes for 

use in principal evaluations for elementary, middle, or high school principals? 

□ Check box if your state has no legislation or regulations about using student outcomes to evaluate principal 

performance and skip to 4-21.

SELECT ONE RESPONSE FOR ELEMENTARY AND MIDDLE SCHOOL PRINCIPALS AND 

ONE FOR HIGH SCHOOL PRINCIPALS FOR EACH ROW

ELEMENTARY AND MIDDLE SCHOOL 

PRINCIPALS HIGH SCHOOL PRINCIPALS

REQUIRED 

TO BE USED 

IN PRINCIPAL 

EVALUATION

PERMITTED 

TO BE USED 

IN PRINCIPAL 

EVALUATION

PROHIBITED 

FROM USE IN 

PRINCIPAL 

EVALUATION

REQUIRED TO 

BE USED IN 

PRINCIPAL 

EVALUATION

PERMITTED 

TO BE USED 

IN PRINCIPAL 

EVALUATION

PROHIBITED 

FROM USE IN 

PRINCIPAL 

EVALUATION

a. Schoolwide proficiency rates on 

required state summative 

assessments.................................. 1 2 3 1 2 3

b. Schoolwide year-to-year changes 

in proficiency rates on required 

state summative assessments ...... 1 2 3 1 2 3

c. Achievement growth of students 

schoolwide on required state 

summative assessments, or the 

school’s value added .................... 1 2 3 1 2 3

d. Achievement growth of students 

schoolwide on district summative 

assessments, or the school’s 

value added .................................. 1 2 3 1 2 3

e. Student promotion/graduation 

rate................................................ 1 2 3 1 2 3

f. Student dropout rate.................... 1 2 3 1 2 3

g. Gaps in achievement outcomes 

between advantaged and 

disadvantaged groups................... 1 2 3 1 2 3

h. Proficiency rates for 

disadvantaged groups................... 1 2 3 1 2 3

i. Student achievement growth for 

English learners............................. 1 2 3 1 2 3

j. Student achievement growth for 

students with disabilities.............. 1 2 3 1 2 3

k. Student attendance ...................... 1 2 3 1 2 3

l. Student behavior/discipline/ 

safety ............................................ 1 2 3 1 2 3

m. Other student outcome (specify).. 1 2 3 1 2 3

___________________________
State Education Agency Survey 

6/27/2013 60

4-21. During this school year (2013-14), which of the following sources of information (other than student outcome measures) 

does the state require, permit, or prohibit for principal evaluations? 

□ Check box if your state has no legislation or regulations about particular sources of information to be used to 

evaluate principal performance and skip to introduction before 4-22.

SELECT ONE RESPONSE IN EACH ROW

REQUIRED TO 

BE USED IN 

PRINCIPAL 

EVALUATION

PERMITTED TO 

BE USED IN 

PRINCIPAL 

EVALUATION

PROHIBITED 

FROM USE IN 

PRINCIPAL 

EVALUATION

a. Ratings based on a principal professional practice rubric.................. 1 2 3

b. Principal self-assessment ................................................................... 1 2 3

c. Input from district administrators that is not based on a principal 

professional practice rubric................................................................ 1 2 3

d. Staff surveys or other feedback ......................................................... 1 2 3

e. Student surveys or other feedback .................................................... 1 2 3

f. Parent surveys or other feedback ...................................................... 1 2 3

g. Something else (specify) .................................................................... 1 2 3

____________________________________________________________

Consequences of Evaluation Ratings 

As a reminder, if your state has adopted new laws or regulations for teacher or principal evaluation since 2010, please refer to the 

teacher or principal evaluation practices being piloted or implemented in response to these new laws or regulations when 

responding to questions in this section. For all other states, please refer to the practices in your state during the 2013-14 school 

year. 

4-22. During this school year (2013-14), do state requirements allow teachers to earn tenure or some other continuing right to 

their job that cannot be revoked without due process? 

Yes .................................................................................................................................... 1 

No ..................................................................................................................................... 0 
State Education Agency Survey 

6/27/2013 61

4-23. Does the state require, permit, or prohibit teacher evaluation results for this year (2013-14) to be used for any of the 

following decisions? 

 (Select NA, where available, if tenure is not offered in your state.) 

SELECT ONE RESPONSE IN EACH ROW

REQUIRED PERMITTED PROHIBITED NA

Teacher evaluation results are required, permitted, or 

prohibited to be used to guide decisions about:

a. Planning professional development for individual teachers......... 1 2 3

b. Development of performance improvement plans for lowperforming teachers ..................................................................... 1 2 3

c. Setting goals for student achievement growth for the next 

school year.................................................................................... 1 2 3

d. Recognizing high-performing teachers......................................... 1 2 3

e. Identifying low-performing teachers for coaching, mentoring, 

or peer assistance ......................................................................... 1 2 3

f. Determining annual salary increases............................................ 1 2 3

g. Determining bonuses or performance-based compensation 

other than salary increases........................................................... 1 2 3

h. Career advancement opportunities, such as teacher 

leadership roles............................................................................. 1 2 3

i. Granting tenure or similar job protection..................................... 1 2 3 na

j. Determining eligibility to transfer to other schools...................... 1 2 3

k. Sequencing potential layoffs if the district needs to reduce 

staff ............................................................................................... 1 2 3

For low-performing teachers, evaluation results are required, 

permitted, or prohibited to be used to inform decisions about:

l. Loss of tenure or similar job protection........................................ 1 2 3 na

m. Dismissal or terminating teachers for cause................................. 1 2 3

4-24. During this school year (2013-14), do state requirements allow principals to earn tenure or some other continuing right 

to their job that cannot be revoked without due process? 

Yes .................................................................................................................................... 1 

No ..................................................................................................................................... 0 
State Education Agency Survey 

6/27/2013 62

4-25. Does the state require, permit, or prohibit principal evaluation results for this school year (2013-14) to be used for any of 

the following decisions? 

(Select NA, where available, if tenure is not offered in your state.)

SELECT ONE RESPONSE IN EACH ROW

REQUIRED PERMITTED PROHIBITED NA

Principal evaluation results are required, permitted, or 

prohibited be used to guide decisions about:

a. Planning professional development for individual principals........ 1 2 3

b. Development of performance improvement plans for lowperforming principals..................................................................... 1 2 3

c. Recognizing high-performing principals......................................... 1 2 3

d. Identifying low-performing principals for coaching or 

mentoring....................................................................................... 1 2 3

e. Determining annual salary increases............................................. 1 2 3

f. Determining bonuses or performance-based compensation 

other than salary increases............................................................ 1 2 3

g. Career advancement opportunities, such as additional 

leadership roles.............................................................................. 1 2 3

h. Granting tenure or similar job protection...................................... 1 2 3 na

i. Deciding on renewal of a principal’s contract................................ 1 2 3

j. Assigning principals to schools....................................................... 1 2 3

k. Sequencing potential layoffs if the district needs to reduce 

staff ................................................................................................ 1 2 3

For low-performing principals, evaluation results are required, 

permitted, or prohibited to be used to inform decisions about:

l. Demotion ....................................................................................... 1 2 3

m. Transfer to a different school......................................................... 1 2 3

n. Loss of tenure or similar job protection......................................... 1 2 3 na

o. Dismissal......................................................................................... 1 2 3
State Education Agency Survey 

6/27/2013 63

Requirements and Supports for Implementing Evaluation Systems 

As a reminder, if your state has adopted new laws or regulations for teacher or principal evaluation since 2010, please refer to the 

teacher or principal evaluation practices being piloted or implemented in response to these new laws or regulations when 

responding to questions in this section. For all other states, please refer to the practices in your state during the 2013-14 school 

year. 

4-26. During this school year (2013-14), does your state require any of the following training for staff who conduct evaluations 

of principals or teachers? 

(Select NA if your state does not require use of a professional practice rubric to evaluate either teachers or principals.) 

SELECT ONE RESPONSE 

IN EACH ROW

YES NO NA

a. Teacher evaluators must receive training on the teacher professional practice 

rubric................................................................................................................................ 1 0 na

b. Teacher evaluators must pass a test that assesses their accuracy in using the teacher 

professional practice rubric ............................................................................................. 1 0 na

c. Principal evaluators must receive training on the principal professional practice rubric 1 0 na

d. Principal evaluators must pass a test that assesses their accuracy in using the 

principal professional practice rubric............................................................................... 1 0 na
State Education Agency Survey 

6/27/2013 64

4-27. During this school year (2013-14), has your state provided any of the following supports to district administrators, school 

leaders, or teachers in implementing or conducting principal or teacher evaluations? 

SELECT ONE RESPONSE 

IN EACH ROW

YES NO

a. Provided or funded training for observers on teacher professional practice rubrics......... 1 0

b. Provided or funded training for observers on principal professional practice rubrics ....... 1 0

c. Provided data on the achievement growth of students on required state summative 

assessments (or value added) at the school and/or teacher level ..................................... 1 0

d. Provided data systems or information technology tools to help evaluators record 

evaluation ratings................................................................................................................ 1 0

e. Produced the final summative evaluation ratings for teachers and principals in each 

district based on information submitted by district staff ................................................... 1 0

f. Helped districts purchase or develop data systems to record and analyze data from 

teacher and principal evaluations....................................................................................... 1 0

g. Helped districts negotiate the elements of new educator evaluation systems with 

administrators’ or teachers’ associations ........................................................................... 1 0

h. Provided or helped develop communication materials to help explain major 

components of the new evaluation system to staff and the public.................................... 1 0

i. Provided materials, training or assistance to district administrators and school leaders 

on communicating evaluation results to principals and teachers ...................................... 1 0
State Education Agency Survey 

6/27/2013 65

4-28. During this school year (2013-14), what information does the state require districts to submit in order to monitor 

implementation of teacher and principal evaluation practices according to state requirements and regulations? 

SELECT ONE RESPONSE 

IN EACH ROW

YES NO

a. The district’s plans for evaluating principals and teachers, including information about 

any measures that are selected by districts.......................................................................... 1 0

b. Periodic reports about the number of principals and teachers observed or rated over a 

specific time period............................................................................................................... 1 0

c. Periodic reports about meeting other milestones or progress indicators (such as the 

number of principals and teachers who participated in a discussion of the past year’s 

performance by a specific date)............................................................................................ 1 0

d. Plans describing what will be done to improve the performance of teachers identified as 

ineffective, low-performing, or unsatisfactory ..................................................................... 1 0

e. Periodic reports on the number or percentage of teachers identified as ineffective, lowperforming, or unsatisfactory who were provided with assistance or were terminated. .... 1 0

f. Plans describing what will be done to improve the performance of principals identified 

as ineffective, low-performing, or unsatisfactory ................................................................. 1 0

g. Periodic reports on the number or percentage of principals identified as ineffective, lowperforming, or unsatisfactory who were provided with assistance or were terminated ..... 1 0

h. Reports on the number or percentage of teachers whose performance evaluation 

included a measure of student achievement growth ........................................................... 1 0

i. Plans for using evaluation results in hiring/placement/promotion decisions ...................... 1 0

j. Other (specify)....................................................................................................................... 1 0

________________________________________________________________________
State Education Agency Survey 

6/27/2013 66

Statewide Data on Individual Teachers 

4-29. During this school year (2013-14), does your state have statewide data on individual teachers that includes any of the 

following elements? 

 (Select NA, where available, if tenure is not offered in your state.)

SELECT ONE RESPONSE IN 

EACH ROW

YES NO NA

a. Overall (summative) evaluation ratings for individual teachers........................................... 1 0

b. Student achievement growth or value added for (some) individual teachers ..................... 1 0

c. Observation ratings for individual teachers.......................................................................... 1 0

d. Tenure status of individual teachers..................................................................................... 1 0 na

e. Degree-granting institutions and degrees earned by individual teachers............................ 1 0

f. Certification status of individual teachers ............................................................................ 1 0

g. Years of experience of individual teachers ........................................................................... 1 0

h. Highly qualified teacher status.............................................................................................. 1 0

i. Other (specify)....................................................................................................................... 1 0

________________________________________________________________________

4-30. For the most recent school year with complete teacher evaluations (for example, 2012-13), does the state have 

statewide data on the number of teachers in each evaluation rating category? 

Yes .................................................................................................................................... 1 

No ..................................................................................................................................... 0 Skip to 4-32
State Education Agency Survey 

6/27/2013 67

4-31. Based on the most recent evaluations completed (for example, 2012-13), please indicate the percentage of teachers 

in your state who fell into each of the performance evaluation rating categories below, from the highest to lowest 

category. 

 As a reminder, if your state has adopted new laws or regulations for teacher evaluation since 2010 and evaluations 

were completed using that system, please refer to the teacher evaluation practices being piloted or implemented in 

response to these new laws or regulation when responding to this question and check this box: □

 Otherwise, please refer to the evaluation practices in your state during the most recent evaluation year, and check 

this box: □

 (If the evaluations used fewer than five rating categories, enter NA on the lines for the categories not used. For 

example, if the evaluations only rated teachers as satisfactory or unsatisfactory, with no other categories, enter 

percentages on lines a and b and enter NA on lines c, d, and e. If you have a rating category, but no teachers fell into 

it, please enter a “0”.)

 (Your best estimate for percentages is fine.) 

□ Check box if you are unable to estimate the percentages. 

PERCENTAGE OF ALL 

TEACHERS IN EACH 

CATEGORY

a. First category (Highest)...................................................... _____________

b. Second category................................................................. _____________

c. Third category .................................................................... _____________

d. Fourth category.................................................................. _____________

e. Fifth category (Lowest) ...................................................... _____________

 TOTAL 100 %
State Education Agency Survey 

6/27/2013 68

Statewide Data on Individual Principals 

4-32. During this school year (2013-14), does your state have statewide data on individual principals that includes any of the 

following elements? 

(Select NA, where available, if tenure is not offered in your state.)

SELECT ONE RESPONSE 

IN EACH ROW

YES NO NA

a. Overall (summative) evaluation ratings for individual principals ......................................... 1 0

b. Student achievement growth or school value added for (some) individual principals......... 1 0

c. Rating from a principal professional practice rubric for individual principals ...................... 1 0

d. Tenure status of individual principals................................................................................... 1 0 na

e. Degree-granting institutions and degrees earned by individual principals .......................... 1 0

f. Certification status of individual principals........................................................................... 1 0

g. Years of experience of individual principals.......................................................................... 1 0

h. Other (specify)....................................................................................................................... 1 0

_________________________________________________________________________

4-33. For the most recent school year with complete principal evaluations (for example, 2012-13), does the state have 

statewide data on the number of principals in each evaluation rating category? 

Yes .................................................................................................................................... 1 

No ..................................................................................................................................... 0 Skip to 4-35
State Education Agency Survey 

6/27/2013 69

4-34. Based on the most recent evaluations completed (for example, 2012-13) please indicate the percentage of principals 

in your state who fell into each of the performance evaluation rating categories below, from the highest to lowest 

category. 

 As a reminder, if your state has adopted new laws or regulations for principal evaluation since 2010 and evaluations 

were completed using that system, please refer to the principal evaluation practices being piloted or implemented in 

response to these new laws or regulation when responding to this question and check this box: □. 

 Otherwise, please refer to the evaluation practices in your state during the most recent evaluation year, and check 

this box: □

 (If the evaluations used fewer than five rating categories, enter NA on the lines for the categories not used. For 

example, if the evaluations only had two categories, enter percentages on lines a and b and enter NA on lines c, d, and 

e. If you have a rating category, but no principals fell into it, please enter a “0”.)

 (Your best estimate for percentages is fine.) 

□ Check box if you are unable to estimate the percentages. 

PERCENTAGE OF ALL 

PRINCIPALS IN EACH 

CATEGORY

a. First category (Highest)...................................................... _____________

b. Second category................................................................. _____________

c. Third category .................................................................... _____________

d. Fourth category.................................................................. _____________

e. Fifth category (Lowest) ...................................................... _____________

 TOTAL 100 %

Educator Distribution 

4-35. Within the past 12 months, has your state examined information about the distribution of teacher quality or 

effectiveness across schools or districts serving different student populations (e.g., high-poverty or urban schools 

compared with low-poverty or rural schools)?

SELECT ONE ONLY 

Yes, conducted by a contractor hired by the State Education Agency ............................. 1 

Yes, conducted by State Education Agency staff .............................................................. 2 

No ..................................................................................................................................... 0 Skip to 4-38
State Education Agency Survey 

6/27/2013 70

4-36. What information was used to define teacher quality or effectiveness for this examination?

SELECT ONE RESPONSE 

IN EACH ROW

YES NO

a. Teacher evaluation ratings.................................................................................................... 1 0

b. Teacher effectiveness as measured by student achievement growth or value added......... 1 0

c. Teacher experience............................................................................................................... 1 0

d. Teacher certification ............................................................................................................. 1 0

e. Teacher education (e.g., proportion of teachers with master’s degrees) ............................ 1 0

f. Assignment of teachers to grades or classes outside of their field of certification .............. 1 0

g. “Highly qualified” status based on definitions of No Child Left Behind............................... 1 0

h. Other (specify)....................................................................................................................... 1 0

_________________________________________________________________________

4-37. What actions has your state taken to address any inequities found in teacher quality or effectiveness? 

□ Check here if not applicable – Analysis found no substantial inequities in teacher quality or effectiveness and 

skip to 4-38.

SELECT ONE RESPONSE IN 

EACH ROW

YES NO

a. State provided findings about inequities to school districts and/or the public .................... 1 0

b. State has established financial incentives to encourage effective teachers to move to 

low-performing schools ........................................................................................................ 1 0

c. State has provided resources (e.g., professional development, coaching) to improve 

the effectiveness of less-effective teachers.......................................................................... 1 0

d. State requires school districts to develop a plan for addressing inequities ......................... 1 0

e. Other (specify)....................................................................................................................... 1 0

________________________________________________________________________

f. State has not taken action to address inequities in access to effective teachers................. 1 0
State Education Agency Survey 

6/27/2013 71

4-38. Within the past 12 months, has your state examined information about the distribution of principal quality or 

effectiveness across schools or districts serving different populations (e.g., high-poverty or urban schools compared with 

low-poverty or rural schools)? 

SELECT ONE ONLY 

Yes, conducted by a contractor hired by the State Education Agency ............................. 1 

Yes, conducted by State Education Agency staff .............................................................. 2 

No ..................................................................................................................................... 0 Skip to 4-41

4-39. What information was used to define principal quality or effectiveness for this examination?

SELECT ONE RESPONSE 

IN EACH ROW

YES NO

a. Principal evaluation ratings................................................................................................... 1 0

b. Principal effectiveness as measured by achievement growth of students schoolwide or 

school value added ............................................................................................................... 1 0

c. Principal experience.............................................................................................................. 1 0

d. Principal certification ............................................................................................................ 1 0

e. Other (specify)....................................................................................................................... 1 0

_________________________________________________________________________

4-40. What actions has your state taken to address any inequities found in the principal quality or effectiveness? 

□ Check here if not applicable – Analysis found no substantial inequities in principal quality or effectiveness and skip to 

4-41.

SELECT ONE RESPONSE 

IN EACH ROW

YES NO

a. State provided findings about inequities to school districts and/or the public .................... 1 0

b. State has established financial incentives to encourage effective principals to move to 

low-performing schools ........................................................................................................ 1 0

c. State has provided resources (e.g., professional development, coaching) to improve 

the effectiveness of less-effective principals........................................................................ 1 0

d. State requires school districts to develop a plan for addressing inequities ......................... 1 0

e. Other (specify)....................................................................................................................... 1 0

________________________________________________________________________

f. State has not taken action to address inequities in access to effective principals............... 1 0
State Education Agency Survey 

6/27/2013 72

Educator Preparation 

4-41. Within the past 12 months, has the state assessed the effectiveness of teacher preparation programs? Indicate whether 

the state assessed the effectiveness of traditional preparation programs or alternative preparation programs. 

(Select NA if your state does not have alternative preparation programs.)

SELECT ONE RESPONSE IN 

EACH ROW

YES NO NA

a. Traditional Programs.................................................................................................. 1 0

b. Alternative Programs ................................................................................................. 1 0 na

4-42. Within the past 12 months, which of the following types of information did the state use to assess the effectiveness of 

teacher preparation programs? Please indicate if each type of information is used for assessing effectiveness of 

traditional preparation programs only, alternative preparation programs only, both traditional and alternative programs, 

or neither. 

SELECT ONE RESPONSE IN EACH ROW

TRADITIONAL 

ONLY

ALTERNATIVE 

PREPARATION 

ONLY

BOTH 

TRADITIONAL AND 

ALTERNATIVE 

PREPARATION NEITHER

a. The percentage of the program’s graduates who 

earn certification............................................................

1 2 3 0

b. The percentage of the program’s graduates placed 

in teaching jobs..............................................................

1 2 3 0

c. Rates of the programs graduates’ retention in the 

profession ......................................................................

1 2 3 0

d. Teacher evaluation ratings of teachers who 

graduated from each program.......................................

1 2 3 0

e. Student achievement growth or value added 

associated with teachers who graduated from each 

program..........................................................................

1 2 3 0

f. Classroom observation ratings for teachers who 

graduated from each program.......................................

1 2 3 0

g. Qualitative program reviews.......................................... 1 2 3 0

h. Feedback from principals, other school staff, or 

human resources staff on credentialed teachers 

from each program ........................................................

1 2 3 0

i. Something else(specify) ................................................. 1 2 3 0

____________________________________________

IF NO OR NA ANSWERED TO BOTH ITEMS IN 4-41 SKIP TO 4-45.
State Education Agency Survey 

6/27/2013 73

4-43. Within the past 12 months, has your state reported information about the effectiveness of the teachers they prepared to 

the schools of education or alternative preparation programs that the teachers attended using information listed in 

question 4-42? 

(Select NA if your state does not have alternative preparation programs.)

SELECT ONE RESPONSE IN 

EACH ROW

YES NO NA

a. State reported information about effectiveness to schools of education..................... 1 0

b. State reported information about effectiveness to alternative preparation 

programs........................................................................................................................ 1 0 na

4-44. Within the past 12 months, has your state publicly reported information about the effectiveness of teachers prepared by 

schools of education or alternative preparation programs? 

 (Select NA if your state does not have alternative preparation programs.)

SELECT ONE RESPONSE IN 

EACH ROW

YES NO NA

a. State publicly reported information about the effectiveness of schools of 

education ........................................................................................................................ 1 0

b. State publicly reported information about the effectiveness of alternative 

preparation programs.................................................................................................... 1 0 na

4-45. Within the past 12 months, has the state assessed the effectiveness of principal preparation programs? Indicate whether 

the state assessed the effectiveness of traditional preparation programs or alternative preparation programs. 

 (Select NA if your state does not have alternative preparation programs.) 

SELECT ONE RESPONSE IN 

EACH ROW

YES NO NA

a. Traditional Programs........................................................................................................ 1 0

b. Alternative Programs....................................................................................................... 1 0 na

IF NO OR NA ANSWERED TO BOTH ITEMS IN 4-45 SKIP TO END OF 

THIS SECTION OF THE SURVEY.
State Education Agency Survey 

6/27/2013 74

4-46. Within the past 12 months, which of the following types of information did the state use to assess the effectiveness of 

principal preparation programs? Please indicate if each type of information is used for assessing effectiveness of 

traditional preparation programs only, alternative preparation programs only, both traditional and alternative programs, 

or neither. 

SELECT ONE RESPONSE IN EACH ROW

TRADITIONAL 

ONLY

ALTERNATIVE 

PREPARATION 

ONLY

BOTH TRADITIONAL 

AND ALTERNATIVE 

PREPARATION NEITHER

a. The percentage of the program’s graduates who 

earn certification...................................................

1 2 3 0

b. The percentage of the program’s graduates 

placed as school principals....................................

1 2 3 0

c. Rates of the program’s graduates’ retention in 

the profession .......................................................

1 2 3 0

d. Principal evaluation ratings of principals who 

graduated from each program..............................

1 2 3 0

e. Student achievement growth associated with 

principals who graduated from each program .....

1 2 3 0

f. Ratings on a professional practice rubric for 

principals who graduated from each program .....

1 2 3 0

g. Qualitative program reviews................................. 1 2 3 0

h. Feedback from district administrators or human 

resources staff on credentialed principals from 

each program........................................................

1 2 3 0

i. Something else (specify) ....................................... 1 2 3 0

________________________________________

4-47. Within the past 12 months, has your state reported information about the effectiveness of the principals they prepared 

to the schools of education or alternative preparation programs that the principals attended? 

(Select NA if your state does not have alternative preparation programs.)

SELECT ONE RESPONSE IN 

EACH ROW

YES NO NA

a. State reported information about effectiveness to schools of education...................... 1 0

b. State reported information about effectiveness to alternative preparation 

programs......................................................................................................................... 1 0 na
State Education Agency Survey 

6/27/2013 75

4-48. Within the past 12 months, has your state publicly reported information about the effectiveness of principals prepared 

by schools of education or alternative preparation programs? 

(Select NA if your state does not have alternative preparation programs.) 

SELECT ONE RESPONSE IN 

EACH ROW

YES NO NA

a. State publicly reported information about the effectiveness of schools of 

education ...................................................................................................................... 1 0

b. State publicly reported information about the effectiveness of alternative 

preparation programs................................................................................................... 1 0 na

Please provide the following information for each state education department staff member who assisted with the completion 

of this survey section. 

Name Position Title

Number of years in 

the position

Thank you for completing this survey. 
6/27/2013 1 

 Laura Kalb 

 Senior Survey Researcher 

955 Massachusetts Avenue, Suite 801 

Cambridge, MA 02139 

Telephone (617) 491-7900 

Fax (617) 491-8044 

www.mathematica-mpr.com 

(617) 301-8989 

DATE 

Dear NAME: 

Thank you for agreeing to participate in the state survey for the Implementation of Title I/II Program 

Initiatives, a study we are conducting for the U.S. Department of Education’s Institute of Education Sciences. 

In your state, more than one person might need to work on the survey, depending on the policy areas with 

which they are most familiar. As a reminder, the state survey is divided into four sections: state content 

standards, state assessments, accountability and school turnaround, and teacher and principal evaluation 

systems. Additionally, in an effort to ease the burden on your staff, the research team at Mathematica Policy 

Research has used publicly-available data from your state to complete portions of the enclosed extant data form. 

This form covers topics on school accountability systems. We request your help in verifying the information in 

this form and in completing parts of the form that we were unable to complete using data available online. 

Because multiple people from your agency will be working on the survey and extant data form, we have 

created a SharePoint site for all respondents in your agency to use. SharePoint is a collaborative web-based 

application, accessed via the secure log-in information below. It allows multiple users to access to the survey 

(through a check-in/check-out document system). It will also allow users to oversee and review the completed 

documents before final submission. Please see the attached User’s Guide for more details on using a SharePoint 

site. 

SHAREPOINT URL: XXXXX 

USERNAME: XXXXX 

PASSWORD: XXXXX 

Thank you in advance for your cooperation and participation in this important study. Please do not hesitate 

to call or email with any questions. 

Sincerely, 

Attachment: 

SharePoint User Guide 

State Extant Data Form 
6/27/2013 1 

SharePoint User Guide 

This SharePoint User Guide provides instructions for key steps you will need to follow to access your 

state’s survey documents on the secure website and save completed work. SharePoint allows multiple users to 

access and contribute to documents. Using this system, different staff from your agency can work on different 

sections of the survey, to best match the policy focus of your agency’s staff with the sections of the survey 

related to those policy areas. 

Checking Out and Editing a File 

Checking out a file in SharePoint prevents multiple people from making changes at the same time. While 

the file is checked out to a user, they can edit and save the file, close it and reopen it. Other users can not make 

any edits, or see the user’s edits until the file is checked back in. 

To check out a file, select the box next the survey section you would like to work in. Select ‘Check Out’ 

from the Document Ribbon at the top of the page: 

You can also check out the file when you open it for editing [Note: we will include a screenshot here once 

the SharePoint site is set up]. If the check out command is not available in the Document ribbon or when you 

open the file, the file may already be checked out to you or someone else. The icon for the document changes to 

the following symbol to indicate it is checked out: 

Rest the mouse pointer over this icon to see the name of the person who has checked out the document. 
6/27/2013 2 

 Remember to save all changes to the document before checking it back in! If you check-in a document 

before saving, you will lose any changes that were made while the file was checked out and the file will revert 

to the previous checked-in version. 

Check-in File 

Once you are finished editing a file, make it available to other users to view your changes or make their 

own edits by checking the file back in. Similar to checking out a document, to check a document in, select the 

check box next the survey section you would like to check in and select the Check In icon from the document 

ribbon: 

When you check in a file, you can add comments about the changes you made to the file. Check-in 

comments are useful when several people are working in a file. After you check in the file, the box below will 

pop-up, allowing you to enter version comments: 
Extant Documents and Data Form – Section 3 – Accountability and Low Performing Schools 

6/27/2013 1 

OMB#: XXXX-XXXX

Expiration Date: XX/XX/20XX

Implementation of Title I/II Program 

Initiatives

Draft Survey of State Education Agencies 

Extant Data Form

2013-2014

Paperwork Reduction Act of 1995 

According to the Paperwork Reduction Act of 1995, no persons are required to respond to a collection of information unless such collection 

displays a valid OMB control number. Public reporting burden for this collection of information is estimated to average 180 minutes per response, 

including time for reviewing instructions, searching existing data sources, gathering and maintaining the data needed, and completing and 

reviewing the collection of information. The obligation to respond to this collection is required to obtain or retain benefit (Education Department 

General Administrative Regulations, Sections 75.591 and 75.592). Send comments regarding the burden estimate or any other aspect of this 

collection of information, including suggestions for reducing this burden, to the U.S. Department of Education, 400 Maryland Ave., SW, 

Washington, DC 20210-4537 or email ICDocketMgr@ed.gov and reference the OMB Control Number XXXX-XXXX. Note: Please do not return the 

completed survey to this address. 

Notice of Confidentiality 

Information collected for this study comes under the confidentiality and data protection requirements of the Institute of Education Sciences 

(The Education Sciences Reform Act of 2002, Title I, Part E, Section 183). Responses to this data collection will be used only for statistical purposes. 

The reports prepared for this study will summarize findings across the sample and will not associate responses with a specific state or individual. 

We will not provide information that identifies you or your state to anyone outside the study team, except required by law. 
Extant Documents and Data Form – Section 3 – Accountability and Low Performing Schools 

6/27/2013 2 

Implementation of Title I/II Program Initiatives 

Extant Documents and Data Form (Draft) 

Section 3. 

School Accountability and Turning Around Low Performing Schools

Instructions for State Education Agency Staff: 

This Extant Data form contains questions about school accountability decisions and turning around low-performing schools. 

In an effort to reduce the burden on your staff, the research team at Mathematica Policy Research has filled in this form using 

publicly available data sources (such as data provided on your State Education Agency webpage). Please review and verify that 

the data in this form are correct. 

To assist your review, the “Website” box under each question indicates where the data for each question was found. In some 

cases, the information could not be found in the publicly available data sources. Please fill in missing data points and revise any 

data that is not correct directly in the form. Once complete, please upload the form on the study’s SharePoint site, in the Extant 

Data form folder [website url here]. 

For each question, please use the check boxes (example below) to indicate whether the data was verified or revised/added: 

□ Data below verified. 

□ Data below has been revised/added. 

DEFINITIONS:

States define annual measurable objectives (AMOs), or targets for specific student outcomes 

such as proficiency on the state’s English language arts (ELA) assessment for as all students or 

subgroups of students

States also define adequate yearly progress (AYP), or the threshold for proficiency or progress

toward proficiency that the school needs to show in order to be judged by the state as making 

sufficient progress for that year.

States may define a school performance index (SPI) that combines school-level data on student 

proficiency levels and growth on required state assessments, graduation rates, attendance rates, 

and other data in order to rank schools so that priority, focus, and reward schools can be 

identified. States may use this index to sort schools into additional performance categories.
Extant Documents and Data Form – Section 3 – Accountability and Low Performing Schools 

6/27/2013 3 

A. Setting Annual Measurable Objectives for Schools (ESEA Flexibility States) 

3E-1. For elementary and middle schools, which subject area assessments were used by the state to set annual measurable 

objectives (AMOs) for the 2012-13 school year? (STATE WEBSITE) 

□ Data below has been verified. 

□ Data below has been revised/added. 

SELECT ONE RESPONSE

IN EACH ROW

YES NO

a. English language arts (ELA; including writing) ..................................................... 1 0

b. Math .................................................................................................................... 1 0

c. Science................................................................................................................. 1 0

d. Social Studies/History .......................................................................................... 1 0

e. Other subjects (specify)....................................................................................... 1 0

_______________________________________________________________

WEBSITE:
Extant Documents and Data Form – Section 3 – Accountability and Low Performing Schools 

6/27/2013 4 

3E-2. For high schools, which assessments were used by the state to set annual measurable objectives (AMOs) for the 

2012-13 school year? (STATE WEBSITE) 

□ Data below has been verified. 

□ Data below has been revised/added. 

SELECT ONE RESPONSE 

IN EACH ROW

YES NO

a. High school exit exam .................................................................................. 1 0

b. End of course exams in ELA ......................................................................... 1 0

c. End of course exams in Math....................................................................... 1 0

d. End of course exams in Science ................................................................... 1 0

e. End of course exams in Social Studies/History ............................................ 1 0

f. American College Test, or ACT..................................................................... 1 0

g. Advanced Placement exams........................................................................ 1 0

h. Other subject area (specify)......................................................................... 1 0

____________________________________________________________

WEBSITE:
Extant Documents and Data Form – Section 3 – Accountability and Low Performing Schools 

6/27/2013 5 

3E-3. Which measures other than those based on student achievement tests were used by the state to set annual measurable 

objectives for the 2012-13 school year? (STATE WEBSITE) 

□ Data below has been verified. 

□ Data below has been revised/added. 

ELEMENTARY/MIDDLE 

SCHOOLS HIGH SCHOOLS

SELECT ONE RESPONSE 

IN EACH ROW

SELECT ONE RESPONSE 

IN EACH ROW

YES NO NA YES NO

a. Student attendance rate ................................................ 1 0 1 0

b. Graduation or dropout rate ........................................... 1 0 na 1 0

c. “On track” to graduate index ......................................... 1 0 1 0

d. Percentage of teachers rated as effective...................... 1 0 1 0

e. School climate ................................................................ 1 0 1 0

f. Other (specify)................................................................. 1 0 1 0

___________________________________________

WEBSITE:
Extant Documents and Data Form – Section 3 – Accountability and Low Performing Schools 

6/27/2013 6 

B. Subgroups Used in Setting Annual Measurable Objectives (ESEA Flexibility States and States without 

ESEA Flexibility) 

3E-4. For the 2012-13 school year, what was the minimum number of students in a school that can constitute a subgroup 

whose achievement is monitored against annual measurable objectives? (STATE WEBSITE) 

□ Data below has been verified. 

□ Data below has been revised/added. 

___________ Minimum subgroup size used for school accountability based on the 2012-13 state assessments 

WEBSITE:
Extant Documents and Data Form – Section 3 – Accountability and Low Performing Schools 

6/27/2013 7 

3E-5. If the state uses combined subgroups, has the state’s use of combined subgroups changed the number of schools held 

accountable for subgroups? (ESEA Flexibility States only) 

 Indicate the percentage increase or decrease in the number of schools held accountable for subgroups, based on data in 

state’s flexibility application. (ED PROGRAM OFFICE)

□ Data below has been verified. 

□ Data below has been revised/added. 

CHANGE IN NUMBER OF SCHOOLS

CHANGE IN PERCENTAGE 

OF SCHOOLS

DESCRIBE THE SCHOOLS THAT THE STATE 

INCLUDED IN THE ANALYSIS (such as elementary 

schools, high schools, Title I schools, etc.)

# OF SCHOOLS 

ACCOUNTABLE 

IN OLD 

SYSTEM

# OF SCHOOLS 

ACCOUNTABLE 

UNDER 

FLEXIBILITY

TOTAL 

SCHOOLS 

IN THIS 

CATEGORY

INCREASE 

%

DECREASE

%

a. ______________________________________ _____ _____ _____ _____% _____%

b. ______________________________________ _____ _____ _____ _____% _____%

c. ______________________________________ _____ _____ _____ _____% _____%

d. ______________________________________ _____ _____ _____ _____% _____%

 Indicate the number of schools that will be held accountable for subgroups in 2013-14. (ED PROGRAM OFFICE) 

SCHOOL

# OF SCHOOLS 

ACCOUNTABLE 2013-14

PERCENTAGE OF THE 

STATE’S SCHOOLS AT 

THAT GRADE LEVEL 

THAT WILL BE HELD 

ACCOUNTABLE FOR 

SUBGROUPS IN 2013-

14

a. Elementary and Middle schools......................... _____ _____%

b. High schools ....................................................... _____ _____%

c. Combination schools (K-12) ............................... _____ _____%

WEBSITE:
Extant Documents and Data Form – Section 3 – Accountability and Low Performing Schools 

6/27/2013 8 

C. High-Performing and/or High-Progress Schools (All states, with and without ESEA flexibility) 

3E-6. During this school year (2013-14), how many schools are classified as highest-performing or high-progress at each grade 

level based on student outcomes in preceding years? If the state does not identify high-progress schools, write NA in that 

column. In states without ESEA flexibility, use whatever the state defines as high-performing (e.g., schools earning “A” 

grades on A-F scale or “exemplary” schools). (STATE WEBSITE) 

□ Data below has been verified. 

□ Data below has been revised/added. 

RECORD NUMBER OF SCHOOLS, or NA if category does not exist in the state

ELEMENTARY 

SCHOOLS

MIDDLE 

SCHOOLS

HIGH 

SCHOOLS

COMBINATION 

SCHOOLS

(INCLUDING GRADES 

FROM ELEMENTARY 

AND MIDDLE OR 

MIDDLE AND HIGH)

TOTAL 

SCHOOLS

TITLE I SCHOOLS

a. Highest-performing schools.... _________ _______ _______ _________ _______

b. High-progress schools............. _________ _______ _______ _________ _______

NON-TITLE I SCHOOLS

a. Highest-performing schools.... _________ _______ _______ _________ _______

b. High-progress schools............. _________ _______ _______ _________ _______

WEBSITE:
Extant Documents and Data Form – Section 3 – Accountability and Low Performing Schools 

6/27/2013 9 

The next set of questions asks how states identify their highest-performing or high-progress schools. ESEA flexibility states 

may refer to these schools as Reward schools. States without ESEA flexibility might identify high-performing schools, and 

select from Title I or all schools. You should focus on schools identified as highest-performing or high-progress for this school 

year (2013-14). 

3E-7. For elementary and middle schools, which subject-area assessments did the state use to identify schools classified as 

highest-performing or high-progress schools during this school year (2013-14)? (STATE WEBSITE) 

□ Data below has been verified.

□ Data below has been revised/added.

HIGHEST-PERFORMING HIGH-PROGRESS

SELECT ONE RESPONSE 

IN EACH ROW

SELECT ONE RESPONSE 

IN EACH ROW

ELEMENTARY/MIDDLE SCHOOLS YES NO YES NO

a. English language arts (ELA; including Writing)............... 1 0 1 0

b. Math............................................................................... 1 0 1 0

c. Science ........................................................................... 1 0 1 0

d. Social Studies/History..................................................... 1 0 1 0

e. Other subjects (specify)................................................... 1 0 1 0

___________________________________________
Extant Documents and Data Form – Section 3 – Accountability and Low Performing Schools 

6/27/2013 10

3E-8. Which measures, based on student assessments, did the state use to identify elementary and middle schools classified as 

highest-performing or high-progress schools during this school year (2013-14)? (STATE WEBSITE) 

□ Data below has been verified. 

□ Data below has been revised/added. 

USED TO IDENTIFY 

HIGHEST-PERFORMING 

SCHOOLS

USED TO IDENTIFY 

HIGH-PROGRESS 

SCHOOLS

SELECT ONE RESPONSE 

IN EACH ROW

SELECT ONE RESPONSE 

IN EACH ROW

ELEMENTARY/MIDDLE SCHOOLS YES NO YES NO

a. Percentage proficient .................................................... 1 0 1 0

b. Year-to-year proficiency improvement ......................... 1 0 1 0

c. Student growth or value added ..................................... 1 0 1 0

d. Reduction in achievement gaps for subgroups ............. 1 0 1 0

e. Size of achievement gaps for subgroups ....................... 1 0 1 0

f. Other (specify)................................................................. 1 0 1 0

___________________________________________
Extant Documents and Data Form – Section 3 – Accountability and Low Performing Schools 

6/27/2013 11

3E-9. For high schools, which assessments did the state use to identify schools classified as highest-performing or 

high-progress schools during this school year (2013-14)? (STATE WEBSITE) 

□ Data below has been verified. 

□ Data below has been revised/added. 

HIGHEST-PERFORMING HIGH-PROGRESS

SELECT ONE RESPONSE 

IN EACH ROW

SELECT ONE RESPONSE 

IN EACH ROW

HIGH SCHOOLS YES NO YES NO

a. High school exit exam .................................................... 1 0 1 0

b. End of course exams in ELA............................................ 1 0 1 0

c. End of course exams in Math ........................................ 1 0 1 0

d. End of course exams in Science...................................... 1 0 1 0

e. End of course exams in Social Studies/History............... 1 0 1 0

f. American College Test, or ACT ....................................... 1 0 1 0

g. Advanced Placement exams........................................... 1 0 1 0

h. Other subjects area (specify) .......................................... 1 0 1 0

___________________________________________
Extant Documents and Data Form – Section 3 – Accountability and Low Performing Schools 

6/27/2013 12

3E-10. What measures, based on student assessments, did the state use to identify high schools classified as highest-performing 

or high-progress high schools during this school year (2013-14)? (STATE WEBSITE) 

□ Data below has been verified. 

□ Data below has been revised/added. 

USED TO IDENTIFY 

HIGHEST-PERFORMING 

SCHOOLS

USED TO IDENTIFY 

HIGH-PROGRESS 

SCHOOLS

SELECT ONE RESPONSE IN 

EACH ROW

SELECT ONE RESPONSE IN 

EACH ROW

HIGH SCHOOLS YES NO YES NO

a. Percentage proficient..................................................... 1 0 1 0

b. Year-to-year proficiency improvement.......................... 1 0 1 0

c. Student growth or value added ..................................... 1 0 1 0

d. Reduction in achievement gaps for subgroups.............. 1 0 1 0

e. Size of achievement gaps for subgroups........................ 1 0 1 0

f. Other (specify) ................................................................ 1 0 1 0

____________________________________________

WEBSITE for 3E-7, 3E-8, 3E-9, and E3-10:
Extant Documents and Data Form – Section 3 – Accountability and Low Performing Schools 

6/27/2013 13

3E-11. Which measures, other than those based on student achievement tests, did the state use to identify schools classified as 

highest-performing or high-progress schools during this school year (2013-14)? (STATE WEBSITE) 

□ Data below has been verified. 

□ Data below has been revised/added. 

HIGHEST-PERFORMING HIGH-PROGRESS

SELECT ONE RESPONSE 

IN EACH ROW

SELECT ONE RESPONSE 

IN EACH ROW

ELEMENTARY/MIDDLE SCHOOLS YES NO YES NO

a. Student attendance rate ............................................... 1 0 1 0

b. Percentage of teachers rated as effective ..................... 1 0 1 0

c. School climate ................................................................. 1 0 1 0

d. Other (specify)................................................................. 1 0 1 0

___________________________________________

HIGHEST-PERFORMING HIGH-PROGRESS

HIGH SCHOOLS YES NO YES NO

a. Student attendance rate ................................................ 1 0 1 0

b. Graduation or dropout rate ........................................... 1 0 1 0

c. “On track” to graduate index ......................................... 1 0 1 0

d. Percentage of teachers rated as effective...................... 1 0 1 0

e. School climate ................................................................ 1 0 1 0

f. Other (specify)................................................................ 1 0 1 0

___________________________________________

WEBSITE:
Extant Documents and Data Form – Section 3 – Accountability and Low Performing Schools 

6/27/2013 14

D. Low Performing Schools (All states, with and without ESEA flexibility) 

The next questions are about the number of schools in low-performing categories. ESEA flexibility states identify Priority and 

Focus schools (question 3E-12). States without ESEA flexibility identify schools in Need of Improvement, schools in Corrective 

Action, and Schools in Restructuring (question 3E-13). We then ask how ESEA flexibility states identify Priority and Focus schools 

(beginning with question 3E-14). States without ESEA flexibility identify their low-performing schools according to federal 

requirements, so we do not ask about how they identify these schools. 

3E-12. For ESEA flexibility states: During this school year (2013-14), how many schools are classified as Priority or Focus schools? 

(ED PROGRAM OFFICE) 

Note: The last column should be the total of all previous columns and equal to the total number of schools classified in 

the low performing category. Schools designated as Priority or Focus typically remain in that category for three years, so 

the count should include all schools designated since the flexibility application was approved. 

□ Data below has been verified. 

□ Data below has been revised/added. 

ESEA FLEXIBILITY STATES 

ELEMENTARY & 

MIDDLE SCHOOLS HIGH SCHOOLS TOTAL SCHOOLS

TITLE I SCHOOLS

a. Priority schools..................... _________ _______ _______

b. Focus schools........................ _________ _______ _______

NON-TITLE I SCHOOLS

a. Priority schools..................... _________ _______ _______

b. Focus schools........................ _________ _______ _______
Extant Documents and Data Form – Section 3 – Accountability and Low Performing Schools 

6/27/2013 15

3E-13. For states without ESEA flexibility, during this school year (2013-14), how many schools are classified as in Need of 

Improvement, in Corrective Action, and in Restructuring? (STATE WEBSITE OR ED PROGRAM OFFICE) 

□ Data below has been verified. 

□ Data below has been revised/added. 

STATES WITHOUT ESEA FLEXIBILITY 

ELEMENTARY & 

MIDDLE SCHOOLS HIGH SCHOOLS TOTAL SCHOOLS

TITLE I SCHOOLS

a. Schools in Need of 

Improvement ........................ _________ _______ _______

b. Schools in Corrective 

Action .................................... _________ _______ _______

c. Schools in Restructuring........ _________ _______ _______

NON-TITLE I SCHOOLS

a. Schools in Need of 

Improvement ........................ _________ _______ _______

b. Schools in Corrective 

Action .................................... _________ _______ _______

c. Schools in Restructuring........ _________ _______ _______
Extant Documents and Data Form – Section 3 – Accountability and Low Performing Schools 

6/27/2013 16

ESEA FLEXIBILITY STATES -- IDENTIFYING PRIORITY SCHOOLS

3E-14. For elementary and middle schools, which subject area assessments did the state use to identify schools that are 

classified as Priority schools during this school year (2013-14)? (STATE WEBSITE OR ED PROGRAM OFFICE) 

□ Data below has been verified. 

□ Data below has been revised/added. 

SELECT ONE RESPONSE 

IN EACH ROW

PRIORITY ELEMENTARY AND MIDDLE SCHOOLS YES NO

a. English language arts (ELA; including Writing)................................................. 1 0

b. Math ................................................................................................................ 1 0

c. Science ............................................................................................................. 1 0

d. Social Studies/History ...................................................................................... 1 0

e. Other subjects (specify) ................................................................................... 1 0

_____________________________________________________________

3E-15. Which measures based on student assessments did the state use to identify elementary and middle schools that are 

classified as Priority schools during this school year (2013-14)? (STATE WEBSITE OR ED PROGRAM OFFICE) 

□ Data below has been verified. 

□ Data below has been revised/added. 

SELECT ONE RESPONSE IN EACH ROW

PRIORITY ELEMENTARY AND MIDDLE SCHOOLS

USED TO IDENTIFY 

PRIORITY ELEMENTARY 

AND MIDDLE SCHOOLS NOT USED

a. Percentage proficient................................................................ 1 0

b. Year-to-year proficiency improvement..................................... 1 0

c. Student growth or value added ................................................ 1 0

d. Reduction in achievement gaps for subgroups......................... 1 0

e. Size of achievement gaps for subgroups................................... 1 0

f. Other (specify)........................................................................... 1 0

__________________________________________________

WEBSITE:
Extant Documents and Data Form – Section 3 – Accountability and Low Performing Schools 

6/27/2013 17

3E-16. For high schools, which assessments did the state use to identify schools that are classified as Priority schools during this 

school year (2013-14)? (STATE WEBSITE OR ED PROGRAM OFFICE) 

□ Data below has been verified. 

□ Data below has been revised/added. 

SELECT ONE RESPONSE 

IN EACH ROW

PRIORITY HIGH SCHOOLS YES NO

a. High school exit exam .................................................................................. 1 0

b. End of course exams in ELA ......................................................................... 1 0

c. End of course exams in Math....................................................................... 1 0

d. End of course exams in Science ................................................................... 1 0

e. End of course exams in Social Studies/History ............................................ 1 0

f. American College Test, or ACT..................................................................... 1 0

g. Advanced Placement exams........................................................................ 1 0

h. Other subject area (specify)......................................................................... 1 0

____________________________________________________________

3E-17. What measures based on student assessments did the state use to identify schools that are classified as Priority high 

schools during this school year (2013-14)? (STATE WEBSITE OR ED PROGRAM OFFICE) 

□ Data below has been verified. 

□ Data below has been revised/added. 

SELECT ONE RESPONSE IN EACH ROW

PRIORITY HIGH SCHOOLS

USED TO IDENTIFY 

PRIORITY HIGH SCHOOLS NOT USED

a. Percentage proficient............................................................ 1 0

b. Year-to-year proficiency improvement................................. 1 0

c. Student growth or value added ............................................ 1 0

d. Reduction in achievement gaps for subgroups..................... 1 0

e. Size of achievement gaps for subgroups............................... 1 0

f Other (specify)....................................................................... 1 0

_______________________________________________

WEBSITE:
Extant Documents and Data Form – Section 3 – Accountability and Low Performing Schools 

6/27/2013 18

3E-18. Which measures other than those based on student achievement tests did the state use to identify schools that are 

classified as Priority schools during this school year (2013-14)? (STATE WEBSITE OR ED PROGRAM OFFICE) 

□ Data below has been verified. 

□ Data below has been revised/added. 

ELEMENTARY/MIDDLE HIGH

SELECT ONE RESPONSE 

IN EACH ROW

SELECT ONE RESPONSE 

IN EACH ROW

PRIORITY SCHOOLS YES NO NA YES NO

a. Student attendance rate ................................................ 1 0 1 0

b. Graduation or dropout rate ........................................... 1 0 na 1 0

c. “On track” to graduate index ......................................... 1 0 1 0

d. Percentage of teachers rated as effective...................... 1 0 1 0

e. School climate ................................................................ 1 0 1 0

f. Other (Specify) ................................................................ 1 0 1 0

___________________________________________

WEBSITE:
Extant Documents and Data Form – Section 3 – Accountability and Low Performing Schools 

6/27/2013 19

ESEA FLEXIBILITY STATES -- IDENTIFYING FOCUS SCHOOLS

3E-19. For elementary and middle schools, which subject area assessments did the state use to identify schools that are 

classified as Focus schools during this school year (2013-14)? (STATE WEBSITE OR ED PROGRAM OFFICE) 

□ Data below has been verified. 

□ Data below has been revised/added. 

SELECT ONE RESPONSE IN 

EACH ROW

FOCUS ELEMENTARY AND MIDDLE SCHOOLS YES NO

a. English language arts (ELA; including Writing) .................................................... 1 0

b. Math .................................................................................................................... 1 0

c. Science................................................................................................................. 1 0

d. Social Studies/History .......................................................................................... 1 0

e. Other subjects (specify)....................................................................................... 1 0

_______________________________________________________________

3E-20. Which measures, based on student assessments, did the state use to identify schools that are classified as elementary 

and middle Focus schools during this school year (2013-14)? (STATE WEBSITE OR ED PROGRAM OFFICE) 

□ Data below has been verified. 

□ Data below has been revised/added. 

SELECT ONE RESPONSE IN EACH ROW

FOCUS ELEMENTARY AND MIDDLE SCHOOLS

USED TO IDENTIFY 

ELEMENTARY AND 

MIDDLE FOCUS 

SCHOOLS NOT USED

a. Percentage proficient.............................................................. 1 0

b. Year-to-year proficiency improvement................................... 1 0

c. Student growth or value added .............................................. 1 0

d. Reduction in achievement gaps for subgroups....................... 1 0

e. Size of achievement gaps for subgroups................................. 1 0

f. Other (specify)......................................................................... 1 0

_________________________________________________

WEBSITE:
Extant Documents and Data Form – Section 3 – Accountability and Low Performing Schools 

6/27/2013 20

3E-21. For high schools, which assessments did the state use to identify schools that are classified as Focus schools during this 

school year (2013-14)? (STATE WEBSITE OR ED PROGRAM OFFICE) 

□ Data below has been verified. 

□ Data below has been revised/added. 

SELECT ONE RESPONSE IN 

EACH ROW

FOCUS HIGH SCHOOLS YES NO

a. High school exit exam .................................................................................. 1 0

b. End of course exams in ELA ......................................................................... 1 0

c. End of course exams in Math....................................................................... 1 0

d. End of course exams in Science ................................................................... 1 0

e. End of course exams in Social Studies/History ............................................ 1 0

f. American College Test, or ACT..................................................................... 1 0

g. Advanced Placement exams........................................................................ 1 0

h. Other (specify) ............................................................................................. 1 0

____________________________________________________________

3E-22. What measures, based on student assessments, did the state use to identify schools that are classified as Focus schools 

during this school year (2013-14)? (STATE WEBSITE OR ED PROGRAM OFFICE) 

□ Data below has been verified. 

□ Data below has been revised/added. 

SELECT ONE RESPONSE IN EACH ROW

FOCUS HIGH SCHOOLS

USED TO IDENTIFY 

FOCUS HIGH 

SCHOOLS NOT USED

a. Percentage proficient........................................................................ 1 0

b. Year-to-year proficiency improvement............................................. 1 0

c. Student growth or value added ........................................................ 1 0

d. Reduction in achievement gaps for subgroups................................. 1 0

e. Size of achievement gaps for subgroups........................................... 1 0

f Other (specify)................................................................................... 1 0

______________________________________________________

WEBSITE:
Extant Documents and Data Form – Section 3 – Accountability and Low Performing Schools 

6/27/2013 21

3E-23. Which measures, other than those based on student achievement tests, did the state use to identify schools that are 

classified as Focus schools during this school year (2013-14)? (STATE WEBSITE OR ED PROGRAM OFFICE) 

□ Data below has been verified. 

□ Data below has been revised/added. 

ELEMENTARY/MIDDLE HIGH

SELECT ONE RESPONSE 

IN EACH ROW

SELECT ONE RESPONSE 

IN EACH ROW

FOCUS SCHOOLS YES NO NA YES NO

a. Student attendance rate ................................................ 1 0 1 0

b. Graduation or dropout rate ........................................... 1 0 na 1 0

c. “On track” to graduate index ......................................... 1 0 1 0

d. Percentage of teachers rated as effective...................... 1 0 1 0

e. School climate ................................................................ 1 0 1 0

f. Other (Specify) ................................................................ 1 0 1 0

___________________________________________

WEBSITE: