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Appendix A

State Survey
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OMB#: XXXX-XXXX

Expiration Date: XX/XX/20XX

Implementation of Title I/II Program 

Initiatives

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 individual. We will not 

provide information that identifies you to anyone outside the study team, except as required by law.
State Education Agency Survey 

9/17/2013 A-3

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, assessments, school accountability and turning around low-performing schools, and teacher and 

principal evaluation. 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 core academic and special education teachers from nationally representative 

samples. The United States (U.S.) Department of Education, Institute of Education Sciences (IES) is sponsoring this study.

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

will likely require more than one respondent.

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

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

your state again at a later date to examine changes over time.

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

edCount.

NOTE: SOME TEXT IN THIS SURVEY WILL BE CUSTOMIZED AS FOLLOWS DEPENDING ON WHETHER THE 

STATE HAS ADOPTED THE COMMON CORE STATE STANDARDS (CCSS) FOR ENGLISH LANGUAGE ARTS (ELA) 

OR MATH. 

IF THE STATE HAS ADOPTED THE CCSS IN ELA OR MATH, THE QUESTIONNAIRE WILL SAY “COMMON CORE 

STATE STANDARDS (CCSS)” OR “CCSS” WHERE NOTED.

IF THE STATE HAS NOT ADOPTED THE CCSS IN ELA OR MATH, THE QUESTIONNAIRE WILL SAY “CURRENT 

STATE CONTENT STANDARDS FOR ELA OR MATH” OR “CURRENT STATE CONTENT STANDARDS” WHERE 

NOTED.
State Education Agency Survey 

9/17/2013 A-4

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 Common Core State Standards (CCSS), some are entirely 

state specific, 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 

ALL STATE SPECIFIC

STATE STANDARDS ARE A 

COMBINATION OF 

COMMON CORE AND 

STATE SPECIFIC 

STANDARDS

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

b. Math ....................... 1 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.
State Education Agency Survey 

9/17/2013 A-5

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

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

the [COMMON CORE STATE STANDARDS/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 

9/17/2013 A-6

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 a standard or regular high school diploma?

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 

9/17/2013 A-7

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

standard or regular high school diploma (if specified in state requirements). 

(Select “No” for the courses listed if particular Math courses are not specified in state requirements for a standard or 

regular high school diploma.)

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 a standard or regular high school diploma 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 

9/17/2013 A-8

1-11. Which of the following strategies does your state currently use to evaluate how well the [COMMON CORE STATE 

STANDARDS (CCSS) FOR ENGLISH LANGUAGE ARTS (ELA) OR MATH/ CURRENT STATE CONTENT STANDARDS FOR 

ENGLISH LANGUAGE ARTS (ELA) OR 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 

9/17/2013 A-9

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

help them implement the [COMMON CORE STATE STANDARDS (CCSS) FOR ENGLISH LANGUAGE ARTS (ELA) OR MATH/ CURRENT 

STATE CONTENT STANDARDS FOR ENGLISH LANGUAGE ARTS (ELA) OR 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 [COMMON CORE STATE STANDARDS (CCSS) FOR ENGLISH 

LANGUAGE ARTS (ELA) OR MATH/ CURRENT STATE CONTENT STANDARDS FOR ENGLISH LANGUAGE ARTS (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 [CCSS/ 

CURRENT STATE CONTENT STANDARDS]................................................................................. 1 0

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

[CCSS/ CURRENT STATE CONTENT STANDARDS] such as blueprints....................................... 1 0

c. Tools or guidance on providing instruction aligned with the [CCSS/ 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 [CCSS/ CURRENT STATE CONTENT STANDARDS].... 1 0

f. Examples or videos of instruction consistent with the [CCSS/ 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 with [CCSS/ CURRENT STATE CONTENT 

STANDARDS] ............................................................................................................................ 1 0

j. Textbooks or other instructional materials aligned with the [CCSS/ CURRENT STATE 

CONTENT STANDARDS]............................................................................................................ 1 0

Materials to facilitate instruction for special populations

k. Documents showing alignment between the [CCSS/ 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 

[CCSS/ CURRENT STATE CONTENT STANDARDS]..................................................................... 1 0

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

meet the [CCSS/ CURRENT STATE CONTENT STANDARDS] ..................................................... 1 0

Other materials

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

the [CCSS/ CURRENT STATE CONTENT STANDARDS]............................................................... 1 0

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

9/17/2013 A-10

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 [COMMON CORE STATE STANDARDS (CCSS) FOR ENGLISH LANGUAGE 

ARTS (ELA) OR MATH/ CURRENT STATE CONTENT STANDARDS FOR ENGLISH LANGUAGE ARTS (ELA) OR MATH]?

SELECT ONE RESPONSE IN 

EACH ROW

YES NO

Professional development topics

a. Information about the [CCSS/ CURRENT STATE CONTENT STANDARDS], such as 

content covered at each grade level and instructional changes or shifts required ... 1 0

b. Instructional strategies consistent with the [CCSS/ CURRENT STATE CONTENT 

STANDARDS], such as model lessons or designing student work .............................. 1 0

c. Adapting instruction to help English learners meet the [CCSS/ CURRENT STATE 

CONTENT STANDARDS].............................................................................................. 1 0

d. Adapting instruction to help students with disabilities meet the [CCSS/ CURRENT 

STATE CONTENT STANDARDS] ................................................................................... 1 0

e. Using student assessment data to improve instruction............................................. 1 0

f. Monitoring alignment of instruction with the [CCSS/ CURRENT STATE CONTENT 

STANDARDS], such as the use of observation protocols............................................ 1 0

1-14. Through which methods did the state fund or provide the professional development on the topics listed above?

SELECT ONE RESPONSE IN 

EACH ROW

YES NO

Method of delivery of professional development

a. Statewide or regional/county conference(s) on these topics.................................... 1 0

b. Presentation(s) via webinar or video recording(s) on these topics............................ 1 0

c. Instructional coaches that worked with teachers or teams of teachers on these 

topics.......................................................................................................................... 1 0

d. Training selected district staff, who provided the information to others in the 

district on these topics (turnkey training approach).................................................. 1 0

e. Some other mode (specify)........................................................................................ 1 0

___________________________________________________________________
State Education Agency Survey 

9/17/2013 A-11

1-15. During this school year (2013-14), in which of the following ways does the state monitor the implementation of the 

[COMMON CORE STATE STANDARDS (CCSS) FOR ENGLISH LANGUAGE ARTS (ELA) OR MATH/ CURRENT STATE CONTENT 

STANDARDS FOR ENGLISH LANGUAGE ARTS (ELA) OR 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 reviews the district and school results of statewide student assessments that 

are aligned with the [CCSS/ CURRENT STATE CONTENT STANDARDS]......................... 1 0

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

consistent with the [CCSS/ CURRENT STATE CONTENT STANDARDS].......................... 1 0

f. State requires principal evaluations to include evidence that the [CCSS/ CURRENT 

STATE CONTENT STANDARDS] have been implemented in their schools.................... 1 0

g. 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 

9/17/2013 A-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 this school year (2013-14), did your state require districts to assess children’s academic readiness at kindergarten 

entry? By kindergarten entry assessment, we mean any test, survey, observation, or formal collection of quantitative 

data about the child’s development and achievement at about the time of kindergarten entry.

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

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

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

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.

Student achievement growth is the change in student achievement for an individual student between 

two or more points in time, and may be measured using student growth percentiles, value added, or 

other measures of change in student achievement over time. 
State Education Agency Survey 

9/17/2013 A-13

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

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

2-5. For students graduating in 2014 (current seniors), does your state require students to either take or pass any statewide 

exams in order to receive a standard or regular high school diploma?

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

No ..................................................................................................................................... 0
State Education Agency Survey 

9/17/2013 A-14

2-6 Indicate the types of exams required in high school, whether they are required for a standard or regular high school 

diploma, and list the subjects included in each type of exam. 

SELECT ONE RESPONSE IN EACH ROW

Types of High School Exams:

STUDENTS 

MUST 

PASS 

EXAM(S)

STUDENTS MUST TAKE 

EXAM(S) BUT THOSE 

NOT PASSING MAY EARN 

A STANDARD/REGULAR 

DIPLOMA IN OTHER 

WAYS

STUDENTS 

MUST TAKE 

EXAM(S) BUT 

NO THRESHOLD 

SCORE 

REQUIRED

THIS EXAM 

IS NOT 

REQUIRED

a. End-of-course subject tests............................. 3 2 1 0

What subject tests are used for graduation 

purposes? (list those subjects)

___________________________________

___________________________________

b. A college entrance exam (SAT or ACT) ............ 3 2 1 0

c. Comprehensive exam, exit exam, or grade 

specific exam .................................................. 3 2 1 0

d. Other (specify)................................................. 3 2 1 0

___________________________________

___________________________________

2-7. Do state requirements for a standard or regular high school diploma (not a GED) include any of the following non-courseunit form of student achievement evidence? 

SELECT ONE RESPONSE IN EACH ROW

Requirements for a Standard or Regular High 

School Diploma

REQUIRED 

FOR ALL 

STUDENTS

AVAILABLE 

OPTION FOR ANY 

STUDENT

AVAILABLE OPTION 

ONLY FOR ELIGIBLE 

STUDENTS WITH 

DISABILITIES OR 

ENGLISH LEARNERS 

NOT AN 

OPTION 

FOR ANY 

STUDENT

a. Alternative state assessment or the use of 

substitute scores from another assessment ... 3 2

1

0

b. Portfolio of coursework or end-of-course 

project(s) ......................................................... 3 2

1

0

c. Individual waivers or appeals of exit exam 

requirements................................................... 3 2

1

0

d. Other (specify)................................................. 3 2 1 0

_____________________________________
State Education Agency Survey 

9/17/2013 A-15

2-8. 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

English Language Arts (ELA)

a. Single-step selected-response (multiple 

choice)..................................................................... K 1 2 3 4 5 6 7 8 HS na

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

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

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

Math

e. Single-step selected-response (multiple 

choice)..................................................................... K 1 2 3 4 5 6 7 8 HS na

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

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

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

Science

i. Single-step selected-response (multiple 

choice)..................................................................... K 1 2 3 4 5 6 7 8 HS na

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

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

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

9/17/2013 A-16

SELECT ALL GRADE LEVELS THAT APPLY IN EACH ROW

GRADE LEVEL – K THROUGH 8TH

HIGH 

SCHOOL NA

Social Studies

m. Single-step selected-response (multiple 

choice).................................................................... K 1 2 3 4 5 6 7 8 HS na

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

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

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

2-9. During this school year (2013-14), how have your state’s summative assessments in ELA and Math been aligned with the 

[COMMON CORE STATE STANDARDS/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 [CCSS/

CURRENT STATE CONTENT STANDARDS] in ELA and Math....................................... 1 0

b. The state has developed crosswalks showing alignment between the [CCSS/

CURRENT STATE CONTENT STANDARDS] and on the state’s summative 

assessments in ELA and Math ................................................................................... 1 0

c. The state’s summative assessments include some items measuring [CCSS/

CURRENT STATE CONTENT STANDARDS] in ELA and Math....................................... 1 0

d. The state is using the pilot or field test 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) for accountability purposes.......................................................................... 1 0

e. The state is using the pilot or field test version of the assessments developed by 

one of the assessment consortia (SBAC or PARCC) but NOT for accountability 

purposes.................................................................................................................... 1 0

f. The state’s summative assessments have not been changed to reflect the [CCSS/

CURRENT STATE CONTENT STANDARDS] in ELA and Math....................................... 1 0

g. Other (specify)........................................................................................................... 1 0

__________________________________________________________________
State Education Agency Survey 

9/17/2013 A-17

2-10. 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

2-11. 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 new funding or assistance with acquiring expanded bandwidth for 

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

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

laptops, or tablets).................................................................................................... 1 0

c. New state funding to districts was specifically earmarked for technology .............. 1 0
State Education Agency Survey 

9/17/2013 A-18

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

disabilities.

2-12. 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/or Math?

(If ELs are given an accommodation for either ELA or Math, or only in certain grades, mark “Yes.” If ELs are given the 

same assessments as other general education students, without any accommodations, check box below.)

□ Not applicable, no accommodations Skip to 2-14

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 online 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 

9/17/2013 A-19

2-13. 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 must assess certain ELs using either an accommodation or an 

alternate assessment ............................................................................................... 1 0

e. School districts determine whether or not to use an accommodation or an 

alternate assessment for ELs.................................................................................... 1 0

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

__________________________________________________________________

2-14. 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 

9/17/2013 A-20

2-15. 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 2-16

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 

9/17/2013 A-21

2-16. 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 2-20

2-17. 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 

9/17/2013 A-22

2-18. 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 monitor the progress of English Learners (ELs) and students with 

disabilities (SWDs).....................................................................................................

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

d. To inform professional development offerings such as identifying specific 

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

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

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

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

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

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

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

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

j. 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

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

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

2-19. 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. Student achievement growth reports on individual schools (for example, student 

growth percentiles, value added) ............................................................................. 1 0

b. Student achievement growth reports on individual teachers (for example, 

student growth percentiles, value added)................................................................ 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 

9/17/2013 A-23

2-20. 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

2-21. 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 

9/17/2013 A-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(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:

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 

9/17/2013 A-25

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 box 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

j. Low academic performance (for example, lowest 25 

percent based on proficiency) ......................................... 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 

9/17/2013 A-26

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

□ Check box if state does not set 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. Examine 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 ONE ONLY

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 

9/17/2013 A-27

3-8. During this school year (2013-14), has your state identified “Reward” schools (i.e. ,“highest-performing” or 

“high-progress” 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 recognize Title I 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

_____________________________________________________________________

3-10. Does your state identify any Non-Title I Reward schools (i.e., highest-performing or high-progress schools)?

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

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

3-11. Does your state have any other programs to identify and recognize high-performing schools other than Reward school? 

(Do not include National Blue Ribbon Schools)

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

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

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

9/17/2013 A-28

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.

3-12. 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

3-13. 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 Title I and Non-Title I Priority schools.

3-14. 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

3-15. Does the state require any interventions or changes to be made in Title I and Non-Title I 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 

9/17/2013 A-29

3-16. During this school year (2013-14), what interventions, if any, does the state require for Title I or 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

Interventions for Priority 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

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

3-17. Among Title I Priority schools, how many are implementing each of the following initiatives during this school year 

(2013-14)?

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

Priority schools.)

SELECT ONE RESPONSE IN EACH ROW

TITLE I PRIORITY SCHOOLS

NUMBER 

OF 

SCHOOLS NONE

DON’T 

KNOW

School Initiatives

a. Implementing a “restart” model as defined in U.S. Department of 

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

b. Implementing a “transformation” model as defined in U.S. 

Department of Education regulations................................................... _____ 0 d

c. Implementing a “turnaround” model as defined in U.S. Department 

of Education regulations ....................................................................... _____ 0 d
State Education Agency Survey 

9/17/2013 A-30

3-18. Are all, some, or no Title I Priority schools in the state implementing the following academic and structural changes 

during this school year (2013-14)? 

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

SELECT ONE RESPONSE IN EACH ROW

TITLE I PRIORITY SCHOOLS

ALL SOME NONE

School Academic and Structural Changes

a. Implementing a comprehensive schoolwide reform model ........... 2 1 0

b. Operating an extended school day, week, or year.......................... 2 1 0

3-19. For Title I 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?

SELECT ONE RESPONSE IN 

EACH ROW

GUIDANCE TO DISTRICTS 

ABOUT TITLE I PRIORITY

SCHOOLS

YES NO

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

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

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

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

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

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

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

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

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

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

_______________________________________________________________
State Education Agency Survey 

9/17/2013 A-31

The next questions pertain to your state’s Title I and Non-Title I Priority schools

3-20. How many Title I and Non-Title I Priority schools in the state have been placed under a new form of management for the 

2013-14 school year?

(Write the number of Priority schools 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 SCHOOLS

TITLE I 

PRIORITY

SCHOOLS 

NON-TITLE I 

PRIORITY 

SCHOOLS 

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

b. Converted to charter school .......................................................... _______ ______

c. Managed by a school management organization, either forprofit or nonprofit ......................................................................... _______ ______

TOTAL SCHOOLS UNDER NEW FORM OF MANAGEMENT _______ ______

3-21. How many Title I and Non-Title I Priority schools in the state have been removed from district control since the beginning 

of the 2012-13 school year?

________ NUMBER OF TITLE I PRIORITY SCHOOLS REMOVED FROM DISTRICT CONTROL

________ NUMBER OF NON-TITLE I PRIORITY SCHOOLS REMOVED FROM DISTRICT CONTROL

3-22. To what extent were changes in personnel used to turn around Title I and Non-Title I 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 SCHOOLS

TITLE I 

PRIORITY 

SCHOOLS

NON-TITLE I 

PRIORITY SCHOOLS

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

b. Half or more of the teaching staff replaced................................... _______ _______
State Education Agency Survey 

9/17/2013 A-32

3-23. Do the state’s current teacher assignment laws or policies for Title I and Non-Title I 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 

9/17/2013 A-33

The next questions pertain to your state’s Title I and Non-Title I Focus schools.

3-24. During this school year (2013-14), what interventions, if any, does the state require for Title I and Non-Title I Focus 

schools? 

□ Check box if no specific interventions are required in Focus schools and skip to 3-26.

(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
State Education Agency Survey 

9/17/2013 A-34

3-25. 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.)

GUIDANCE TO DISTRICTS ABOUT:

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 

9/17/2013 A-35

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

3-26. During this school year (2013-14), and including last summer (2013), what additional professional development or 

technical assistance has the state provided to principals 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

Additional professional development or assistance for 

principals on... YES NO YES NO 

a. School improvement planning, identifying 

interventions, or budgeting effectively........................ 1 0 1 0

b. Acting as instructional leaders..................................... 1 0 1 0

c. Recruiting, retaining, and developing more effective 

teachers ....................................................................... 1 0 1 0

3-27. Thinking now about teachers, during this school year (2013-14) and including last summer (2013), what additional

professional development or technical assistance has the state provided to 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

Additional professional development or assistance for 

teachers on... YES NO YES NO 

a. Analyzing student assessment data to improve 

instruction.................................................................... 1 0 1 0

b. Working effectively in teacher teams to improve 

instruction.................................................................... 1 0 1 0

c. Identifying and implementing strategies to address 

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

d. Identifying and implementing strategies to address 

the needs of students with disabilities........................ 1 0 1 0
State Education Agency Survey 

9/17/2013 A-36

3-28. 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

____________________________________________

3-29. 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 3-31
State Education Agency Survey 

9/17/2013 A-37

3-30. 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 

9/17/2013 A-38

We would like to learn more about how your state monitors the activities and progress of Title I and Non-Title I Priority and Focus 

schools. 

3-31. During this school year (2013-14), which of the following groups are responsible for monitoring the state’s Title I and 

Non-Title I 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
State Education Agency Survey 

9/17/2013 A-39

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

3-32. 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 IN EACH ROW. 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 ______________________

_________________

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 IN EACH ROW. 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 

9/17/2013 A-40

3-34. 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 Title I Priority and Focus schools and their districts?

(Write the number of FTE staff or select “none”. If “none”, skip to introduction before 3-36.) 

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

SCHOOLS

NONE ................................................................................................................................ 0 Skip to Intro before 3-36

3-35. How many Title I 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 Title I Priority 

schools.) 

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

3-36. Apart from Priority and Focus schools, did any school in your state (either Title I or Non-Title I) fall short of Annual 

Measurable Objectives (AMOs) for the previous school year (2012-13)?

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

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

3-37. 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 

9/17/2013 A-41

3-38. For schools that did not meet AMOs for 2012-13 (excluding Priority and Focus schools), what interventions, if any, does 

the state require? 

□ Check box 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.

(If your state has no Non-Title I schools not meeting AMOs, leave that column blank.)

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

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

___________________________________________
State Education Agency Survey 

9/17/2013 A-42

3-39. 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 State Education Agency reviews and provides 

feedback on the school improvement plan ................. 1 0 1 0

b. The school improvement plan must be approved by 

the State Education Agency ......................................... 1 0 1 0

c. 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

d. The State Education Agency conducts 

monitoring visits to all schools in this 

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

e. The State Education Agency conducts 

monitoring visits to a sample of schools in this 

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

The next questions pertain to your state’s Title I schools that did not meet AMOs for 2012-13.

3-40. During this school year (2013-14), and including last summer (2013), what additional professional development or 

technical assistance has the state provided to principals in Title I schools that did not meet AMOs for 2012-13 (excluding 

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

SELECT ONE RESPONSE 

IN EACH ROW

TITLE I

SCHOOLS NOT MEETING AMOs

Additional professional development of assistance for principals on... YES NO

a. School improvement planning, identifying interventions, or budgeting 

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

b. Acting as instructional leaders................................................................................ 1 0

c. Recruiting, retaining, and developing more effective teachers ............................. 1 0
State Education Agency Survey 

9/17/2013 A-43

3-41. Thinking now about teachers, during this school year (2013-14), and including last summer (2013), what additional

professional development or technical assistance has the state provided to teachers in Title I schools that did not meet 

AMOs for 2012-13 (excluding Priority and Focus schools), beyond what is available to any other Title I school?

SELECT ONE RESPONSE 

IN EACH ROW

TITLE I

SCHOOLS NOT MEETING 

AMOs

Additional professional development of assistance for teachers on... YES NO

a. Analyzing student assessment data to improve instruction................................... 1 0

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

c. Identifying and implementing strategies to address the needs of English 

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

d. Identifying and implementing strategies to address the needs of students 

with disabilities....................................................................................................... 1 0

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 

9/17/2013 A-44

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 

9/17/2013 A-45

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 

9/17/2013 A-46

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 implementing new teacher evaluation policies or systems based on new laws or 

regulations adopted since 2009. 

□ Check box if your state has adopted new laws or regulations for teacher evaluation since 2009 (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 new 

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 box if your state has not adopted new laws or regulations for teacher evaluation since 2009. 

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:

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.

Student achievement growth is the change in student achievement for an individual student between 

two or more points in time, and may be measured using student growth percentiles, value added, or 

other measures of change in student achievement over time. 

Standardized assessments are assessments consistently administered and scored for all students in the 

same grades and subjects, districtwide. These might include required state summative assessments, 

assessments purchased from testing companies, or district-developed assessments that are administered 

districtwide.
State Education Agency Survey 

9/17/2013 A-47

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 being implemented statewide, and some but not all components are 

being implemented .......................................................................................................... 4 Skip to 4-3

The system is fully implemented statewide ..................................................................... 5 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 2009, 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 

9/17/2013 A-48

4-4. During this school year (2013-14), do state regulations stipulate a specific number of rating levels or a 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 specific or minimum number of rating categories that is required?

SELECT ONE ONLY

Yes, districts must use a specific or minimum number of rating categories for teacher 

evaluation......................................................................................................................... 1

Specify specific or minimum number of rating categories________

No, there is no specific or 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 be used as one component 

of the performance evaluation of some, all, or no teachers? This can include student achievement growth 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 to be included as an evaluation 

component for some teachers ......................................................................................... 1 Skip to 4-7

The state requires student achievement growth to be included as an evaluation 

component for all teachers across all grades (K-12), all subjects, and special 

education.......................................................................................................................... 2 Skip to 4-7

The state does not require student achievement growth to be included in teacher 

evaluations, but local districts may choose to include it.................................................. 3

The state does not permit student achievement growth to be included in the 

evaluations of any teachers.............................................................................................. 4
State Education Agency Survey 

9/17/2013 A-49

4-6. Please tell us about the reasons that your state either does not require or does not permit student achievement growth

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 

9/17/2013 A-50

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 student achievement growth 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. Student achievement growth 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 student achievement growth 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 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 ON STATE 

SUMMATIVE ASSESSMENTS IS USED IN SCIENCE

TEACHER EVALUATIONS

a. Student achievement growth 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 

9/17/2013 A-51

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 student achievement growth 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 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 ON 

STATE SUMMATIVE ASSESSMENTS IS USED IN 

SOCIAL STUDIES TEACHER EVALUATIONS

a. Student achievement growth 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 student achievement growth 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 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 ON 

STATE SUMMATIVE ASSESSMENTS IS USED IN 

EARLY ELEMENTARY TEACHER EVALUATIONS

a. Student achievement growth 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 

9/17/2013 A-52

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 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 of the teacher’s own students in high school teacher evaluations. Select NA if 

student achievement growth of the teacher’s own students 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 OF THE 

TEACHER’S OWN STUDENTS 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 

9/17/2013 A-53

Many teachers serve grades and subjects that lack state summative assessments that can be used to measure student 

achievement growth 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), for teachers of grades and subjects for which growth on state assessments cannot be 

calculated, does the state require any of the following approaches to measuring student achievement growth in teacher 

evaluation? 

SELECT ONE RESPONSE IN EACH ROW

REQUIRED IN 

TEACHER 

EVALUATION

FULFILLS A 

REQUIRED 

CHOICE FOR 

MEASURING 

GROWTH

PERMITTED BUT 

NOT REQUIRED 

FOR USE IN 

TEACHER 

EVALUATION

PROHIBITED 

FOR USE IN 

TEACHER 

EVALUATION

a. Gradewide, teamwide, or 

schoolwide achievement growth on 

state summative assessments to 

substitute for achievement growth 

of the teacher’s own students ........... 1 2 3 4

b. Achievement growth of the 

teacher’s own students on districtselected or district-developed 

standardized assessments (i.e., 

assessments consistently 

administered and scored for all 

students in the same grades and 

subjects districtwide) ......................... 1 2 3 4

c. Student learning/growth objectives 

or other teacher-selected aims 

based on assessments selected or 

developed by individual teachers ...... 1 2 3 4

d. Another approach (specify)................ 1 2 3 4

______________________________
State Education Agency Survey 

9/17/2013 A-54

4-15. During this school year (2013-14), does the state require any of the following sources of information on teacher 

performance (other than student achievement growth) be used 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 IN 

TEACHER 

EVALUATION

FULFILLS A 

REQUIRED 

CHOICE FOR 

TEACHER 

EVALUATION

PERMITTED BUT 

NOT REQUIRED 

FOR USE IN 

TEACHER 

EVALUATION

PROHIBITED 

FOR USE IN 

TEACHER 

EVALUATION

a. Classroom observations using a 

teacher professional practice rubric, 

conducted by the principal or other 

school administrator ......................... 1 2 3 4

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 4

c. Teacher self-assessment ................... 1 2 3 4

d. Portfolios or other artifacts of 

teacher professional practice............ 1 2 3 4

e. Assessments by a peer or mentor 

teacher that are not based on a 

teacher professional practice rubric . 1 2 3 4

f. Student work samples....................... 1 2 3 4

g. Student surveys or other student 

feedback............................................ 1 2 3 4

h. Parent surveys or other parent 

feedback............................................ 1 2 3 4

i. Something else (specify) ................... 1 2 3 4

______________________________
State Education Agency Survey 

9/17/2013 A-55

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 implementing new principal evaluation policies or systems based on new laws or 

regulations adopted since 2009. 

□ Check box if your state has adopted new laws or regulations for principal evaluation since 2009

(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 

the new 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 box if your state has not adopted new laws or regulations for principal evaluation since 2009. 

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 being implemented statewide, and some but not all components are 

being implemented .......................................................................................................... 4 Skip to 4-18

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 

9/17/2013 A-56

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 2009, 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 stipulate a specific number of rating levels or 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 specific or minimum number of rating categories that is required?

SELECT ONE ONLY

Yes, districts must use a specific or minimum number of rating categories for 

principal evaluation .......................................................................................................... 1

Specify specific or minimum number of rating categories________

No, there is no specific or minimum number of rating categories that districts must 

use for principal evaluation .............................................................................................. 0
State Education Agency Survey 

9/17/2013 A-57

4-20. During this school year (2013-14), does the state require any of the following student outcomes for use in principal 

evaluations for elementary or middle school principals?

□ Check box if your state has no legislation or regulations about using student outcomes to evaluate principal 

performance and skip to 4-22.

SELECT ONE RESPONSE IN EACH ROW

ELEMENTARY AND MIDDLE SCHOOL PRINCIPALS

REQUIRED IN 

PRINCIPAL

EVALUATION

FULFILLS A 

REQUIRED 

CHOICE FOR 

PRINCIPAL 

EVALUATION

PERMITTED BUT 

NOT REQUIRED 

FOR USE IN 

PRINCIPAL 

EVALUATION

PROHIBITED 

FOR USE IN 

PRINCIPAL 

EVALUATION

a. Schoolwide proficiency rates on required 

state summative assessments.................. 1 2 3 4

b. Schoolwide year-to-year changes in 

proficiency rates on required state 

summative assessments........................... 1 2 3 4

c. Achievement growth of students 

schoolwide on required state summative 

assessments (for example, schoolwide 

student growth percentiles or the 

school’s value added) ............................... 1 2 3 4

d. Achievement growth of students 

schoolwide on district summative 

assessments (for example, schoolwide 

student growth percentiles or the 

school’s value added) ............................... 1 2 3 4

e. Student promotion/graduation rate ........ 1 2 3 4

f. Student dropout rate................................ 1 2 3 4

g. Gaps in achievement or low student 

achievement growth for English learners. 1 2 3 4

h. Gaps in achievement or low student 

achievement growth for students with 

disabilities................................................. 1 2 3 4

i. Gaps in achievement or low student 

achievement growth for other 

subgroups................................................. 1 2 3 4

j. Student attendance .................................. 1 2 3 4

k. Student behavior/discipline/ safety ......... 1 2 3 4

l. Other student outcome (specify) ............. 1 2 3 4

______________________________
State Education Agency Survey 

9/17/2013 A-58

4-21. Thinking now about high school principals, during this school year (2013-14), does the state require any of the following 

student outcomes for use in principal evaluations for high school principals?

SELECT ONE RESPONSE IN EACH ROW

HIGH SCHOOL PRINCIPALS

REQUIRED IN 

PRINCIPAL

EVALUATION

FULFILLS A 

REQUIRED 

CHOICE FOR 

PRINCIPAL 

EVALUATION

PERMITTED BUT 

NOT REQUIRED 

FOR USE IN 

PRINCIPAL 

EVALUATION

PROHIBITED 

FOR USE IN 

PRINCIPAL 

EVALUATION

a. Schoolwide proficiency rates on required 

state summative assessments.................. 1 2 3 4

b. Schoolwide year-to-year changes in 

proficiency rates on required state 

summative assessments........................... 1 2 3 4

c. Achievement growth of students 

schoolwide on required state summative 

assessments (for example, schoolwide 

student growth percentiles or the 

school’s value added) ............................... 1 2 3 4

d. Achievement growth of students 

schoolwide on district summative 

assessments (for example, schoolwide 

student growth percentiles or the 

school’s value added) ............................... 1 2 3 4

e. Student promotion/graduation rate ........ 1 2 3 4

f. Student dropout rate................................ 1 2 3 4

g. Gaps in achievement or low student 

achievement growth for English learners. 1 2 3 4

h. Gaps in achievement or low student 

achievement growth for students with 

disabilities................................................. 1 2 3 4

i. Gaps in achievement or low student 

achievement growth for other subgroups 1 2 3 4

j. Student attendance .................................. 1 2 3 4

k. Student behavior/discipline/ safety ......... 1 2 3 4

l. Other student outcome (specify) ............. 1 2 3 4

_______________________________
State Education Agency Survey 

9/17/2013 A-59

4-22. During this school year (2013-14), does the state require any of the following sources of information on principal 

performance (other than student outcome measures) be used in 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 4-23.

SELECT ONE RESPONSE IN EACH ROW

REQUIRED IN 

PRINCIPAL 

EVALUATION

FULFILLS A 

REQUIRED 

CHOICE FOR 

PRINCIPAL 

EVALUATION

PERMITTED BUT 

NOT REQUIRED 

FOR USE IN 

PRINCIPAL 

EVALUATION

PROHIBITED 

FOR USE IN 

PRINCIPAL

EVALUATION

a. Ratings based on a principal 

professional practice rubric................. 1 2 3 4

b. Principal self-assessment .................... 1 2 3 4

c. Input from district administrators 

that is not based on a principal 

professional practice rubric................. 1 2 3 4

d. Staff surveys or other staff feedback .. 1 2 3 4

e. Student surveys or other student 

feedback.............................................. 1 2 3 4

f. Parent surveys or other parent 

feedback.............................................. 1 2 3 4

g. Something else (specify) ..................... 1 2 3 4

______________________________

Uses of Evaluation Ratings

As a reminder, if your state has adopted new laws or regulations for teacher or principal evaluation since 2009, 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.

4-23. 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 

9/17/2013 A-60

4-24. Does the state require, recommend (but not require), permit, or prohibit teacher evaluation results for this year (2013-

14) to be used to inform any of the following decisions?

(Select NA, where available, if tenure is not offered in your state.)

SELECT ONE RESPONSE IN EACH ROW

REQUIRED

RECOMMENDED 

(BUT NOT 

REQUIRED) PERMITTED PROHIBITED NA

Teacher evaluation results are required, 

recommended, permitted, or prohibited to be 

used to inform decisions about teacher 

professional development:

a. Planning professional development for 

individual teachers.................................................. 1 2 3 4

b. Development of performance improvement 

plans for low-performing teachers ......................... 1 2 3 4

c. Setting goals for student achievement growth 

for the next school year .......................................... 1 2 3 4

d. Identifying low-performing teachers for 

coaching, mentoring, or peer assistance ................ 1 2 3 4

Teacher evaluation results are required, 

recommended, permitted, or prohibited to be 

used to inform decisions about teacher career 

advancement:

e. Recognizing high-performing teachers................... 1 2 3 4

f. Determining annual salary increases...................... 1 2 3 4

g. Determining bonuses or performance-based 

compensation other than salary increases............. 1 2 3 4

h. Granting tenure or similar job protection............... 1 2 3 4 na

i. Career advancement opportunities, such as 

teacher leadership roles.......................................... 1 2 3 4

j. Determining eligibility to transfer to other 

schools .................................................................... 1 2 3 4

For low-performing teachers, evaluation results are 

required, recommended, permitted, or prohibited to 

be used to inform decisions about:

l. Loss of tenure or similar job protection.................. 1 2 3 4 na

m. Sequencing potential layoffs if the district 

needs to reduce staff .............................................. 1 2 3 4

n. Dismissal or terminating employment for cause .... 1 2 3 4
State Education Agency Survey 

9/17/2013 A-61

4-25. 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 

9/17/2013 A-62

4-26. Does the state require, recommend (but not require), permit, or prohibit principal evaluation results for this school year 

(2013-14) to be used to inform any of the following decisions?

(Select NA, where available, if tenure is not offered in your state.)

SELECT ONE RESPONSE IN EACH ROW

REQUIRED

RECOMMENDED 

(BUT NOT 

REQUIRED) PERMITTED PROHIBITED NA

Principal evaluation results are required, 

recommended, permitted, or prohibited to be 

used to inform decisions about principal 

professional development:

a. Planning professional development for 

individual principals ............................................... 1 2 3 4

b. Development of performance improvement 

plans for low-performing principals....................... 1 2 3 4

c. Identifying low-performing principals for 

coaching or mentoring ........................................... 1 2 3 4

Principal evaluation results are required, 

recommended, permitted, or prohibited to be 

used to inform decisions about teacher career 

advancement:

d. Recognizing high-performing principals................. 1 2 3 4

e. Determining annual salary increases..................... 1 2 3 4

f. Determining bonuses or performance-based 

compensation other than salary increases............ 1 2 3 4

g. Granting tenure or similar job protection.............. 1 2 3 4 na

h. Career advancement opportunities, such as 

additional leadership roles..................................... 1 2 3 4

i. Deciding on renewal of a principal’s contract........ 1 2 3 4

j. Assigning principals to schools............................... 1 2 3 4

For low-performing principals, evaluation results are 

required, recommended, permitted, or prohibited to 

be used to inform decisions about:

k. Loss of tenure or similar job protection................. 1 2 3 4 na

l. Sequencing potential layoffs if the district 

needs to reduce staff ............................................. 1 2 3 4

m. Transfer to a different school................................. 1 2 3 4

n. Demotion ............................................................... 1 2 3 4

o. Dismissal or terminating employment for cause ... 1 2 3 4
State Education Agency Survey 

9/17/2013 A-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 2009, 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.

4-27. 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 

9/17/2013 A-64

4-28. 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 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 to create performance ratings................. 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 

9/17/2013 A-65

4-29. 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, low-performing, 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, low-performing, 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 

9/17/2013 A-66

Statewide Data on Individual Teachers

4-30. 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 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/license 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

_________________________________________________________________

4-31. 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
State Education Agency Survey 

9/17/2013 A-67

4-32. 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, from the highest to lowest category. 

(If your state has adopted new laws or regulations for teacher evaluation since 2009, please refer to the teacher 

evaluation practices being piloted or implemented in response to these new laws or regulations when responding. If 

no evaluations were completed in 2012-13 using that system, please refer to the evaluation practices in your state 

during the most recent evaluation year.

Please select the column that matches the number of rating categories in your state in place for the most recent 

evaluations completed. Write in the percentage of teachers in each category. If no teachers fell into a category, please 

enter a “0”.

Your best estimate for percentages is fine.)

□ Check box if you are unable to estimate the percentages.

TWO RATING CATEGORIES THREE RATING CATEGORIES FOUR RATING CATEGORIES FIVE RATING CATEGORIES

CATEGORY

% OF ALL 

TEACHERS CATEGORY

% OF ALL 

TEACHERS CATEGORY

% OF ALL 

TEACHERS CATEGORY

% OF ALL 

TEACHERS

First 

(Highest)..... __________

First 

(Highest) ....... __________

First 

(Highest) ..... __________

First 

(Highest)........ ___________

Second 

(Lowest)...... __________ Second ......... __________ Second ........ __________ Second .......... ___________

TOTAL 100 % Third 

(Lowest)........ __________ Third............ __________ Third ............. ___________

TOTAL 100 % Fourth 

(Lowest) ...... __________ Fourth ........... ___________

TOTAL 100 % Fifth 

(Lowest) ........ ___________

TOTAL 100 %

4-33. When answering the rating question above, were the teacher evaluation policies and practices in that year ....

SELECT ONE ONLY

A pilot of the state’s new teacher evaluation policies and practices based on new 

laws or regulations since 2009 ......................................................................................... 1

Statewide teacher evaluation policies and practices that were the same as or very 

similar to those in place during this school year (2013-14).............................................. 2

Older teacher evaluation practices that were in effect in your state during the most 

recent evaluation year and are not the same as or similar to current practices based 

on the state’s new laws or regulations for teacher evaluation since 2009? .................... 3
State Education Agency Survey 

9/17/2013 A-68

Statewide Data on Individual Principals

4-34. 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 for (some) individual principals (for example, 

schoolwide student growth percentiles or value-added) ....................................... 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

_________________________________________________________________

4-35. 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
State Education Agency Survey 

9/17/2013 A-69

4-36. 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, from the highest to lowest category. 

(If your state has adopted new laws or regulations for principal evaluation since 2009, please refer to the principal 

evaluation practices being piloted or implemented in response to these new laws or regulations when responding. If 

no evaluations were completed in 2012-13 using that system, please refer to the evaluation practices in your state 

during the most recent evaluation year.

Please select the column that matches the number of rating categories in your state in place for the most recent 

evaluations completed. Write in the percentage of principals in each category. If no teachers fell into a category, 

please enter a “0”.

Your best estimate for percentages is fine.)

□ Check box if you are unable to estimate the percentages.

TWO RATING CATEGORIES THREE RATING CATEGORIES FOUR RATING CATEGORIES FIVE RATING CATEGORIES

CATEGORY

% OF ALL 

PRINCIPALS CATEGORY

% OF ALL 

PRINCIPALS CATEGORY

% OF ALL 

PRINCIPALS CATEGORY

% OF ALL 

PRINCIPALS

First 

(Highest)..... __________

First 

(Highest) ....... __________

First 

(Highest) ..... __________

First 

(Highest)........ ___________

Second 

(Lowest)...... __________ Second ......... __________ Second ........ __________ Second .......... ___________

TOTAL 100 % Third 

(Lowest)........ __________ Third............ __________ Third ............. ___________

TOTAL 100 % Fourth 

(Lowest) ...... __________ Fourth ........... ___________

TOTAL 100 % Fifth 

(Lowest) ........ ___________

TOTAL 100 %

4-37. When answering the rating question above, were the principal evaluation policies and practices in that year ....

SELECT ONE ONLY

A pilot of the state’s new principal evaluation policies and practices based on new 

laws or regulations since 2009 ......................................................................................... 1

Statewide principal evaluation policies and practices that were the same as or very 

similar to those in place during this school year (2013-14).............................................. 2

Older principal evaluation practices that were in effect in your state during the most 

recent evaluation year and are not the same as or similar to current practices based 

on the state’s new laws or regulations for principal evaluation since 2009?................... 3
State Education Agency Survey 

9/17/2013 A-70

Educator Distribution

4-38. 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 4-41

4-39. What information was used to define teacher quality or effectiveness in this examination of the distribution of teachers?

SELECT ONE RESPONSE 

IN EACH ROW

YES NO

a. Teacher evaluation ratings...................................................................................... 1 0

b. Teacher effectiveness as measured by student achievement growth.................... 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. Teacher’s “highly qualified” status based on definitions of No Child Left Behind. 1 0

h. Other (specify)......................................................................................................... 1 0

_________________________________________________________________
State Education Agency Survey 

9/17/2013 A-71

4-40. What actions has your state taken to address any inequities found in teacher quality or effectiveness?

□ Check box if not applicable – Analysis found no substantial inequities in teacher 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 qualified or effective 

teachers who move to or stay in schools with lower levels of teacher quality 

or effectiveness compared to other schools.......................................................... 1 0

c. State has provided resources (e.g., professional development, coaching) to 

improve the effectiveness of less-qualified or 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

4-41. 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 4-44
State Education Agency Survey 

9/17/2013 A-72

4-42. In this examination of the distribution of principals, what information was used to define principal quality or 

effectiveness?

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. Principal educational attainment............................................................................ 1 0

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

_________________________________________________________________

4-43. What actions has your state taken to address any inequities found in principal quality or effectiveness?

□ Check box if not applicable – Analysis found no substantial inequities in principal quality or effectiveness and skip to 

4-44.

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 qualified or effective 

principals who move to or stay in schools with lower levels of principal quality 

or effectiveness compared to other schools........................................................... 1 0

c. State has provided resources (e.g., professional development, coaching) to 

improve the effectiveness of less-qualified or 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 

9/17/2013 A-73

Educator Preparation 

4-44. Within the past 12 months, has the state assessed the effectiveness of any of its 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

4-45. Within the past 12 months, which of the following types of information did the state use to assess the effectiveness of 

any of its teacher preparation programs? Please indicate if each type of information has been 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 retention in the profession of the 

program’s graduates................................................

1 2 3 0

d. Teacher evaluation ratings of teachers who 

graduated from each program.................................

1 2 3 0

e. Student achievement growth 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 4-44 SKIP TO 4-48.
State Education Agency Survey 

9/17/2013 A-74

4-46. 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 4-45? 

(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

4-47. 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

4-48. Within the past 12 months, has the state assessed the effectiveness of its 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 4-48 SKIP TO END OF 

THIS SECTION OF THE SURVEY.
State Education Agency Survey 

9/17/2013 A-75

4-49. Within the past 12 months, which of the following types of information did the state use to assess the effectiveness of 

any of its principal preparation programs? Please indicate if each type of information has been 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 retention in the profession of the 

program’s graduates................................................

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

_________________________________________

4-50. 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 

9/17/2013 A-76

4-51. 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.
State Survey

9/17/2013 A-77

OMB#: XXXX-XXXX

Expiration Date: XX/XX/20XX

Implementation of Title I/II Program 

Initiatives

Survey of State Education Agencies

Version For States without ESEA Flexibility

SECTION 3:

School Accountability and Turning Around Low-Performing Schools

(Remaining Sections are the Same as the 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 individual. We will not 

provide information that identifies you to anyone outside the study team, except as required by law.
State Survey -- States without ESEA Flexibility -- 3 --School Accountability and Turning Around Low Performing Schools

9/17/2013 A-78

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 2019-20 ....... 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?

(Include Title I Distinguished Schools and other state recognition programs. Do not include National Blue Ribbon Schools 

(as designated by the U.S. Department of Education) unless they have also been designated as high-performing or 

high-progress schools as part of a state program.)

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 student achievement for an individual student between two 

or more points in time, and may be measured using student growth percentiles, value added, or other 

measures of change in student achievement over time. 

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 Survey -- States without ESEA Flexibility -- 3 --School Accountability and Turning Around Low Performing Schools

9/17/2013 A-79

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.)

NUMBER OF SCHOOLS

HIGH-PERFORMING 

SCHOOLS

HIGH-PROGRESS

SCHOOLS

a. Title I schools ................................................. _______ _______

b. Non-Title I schools ......................................... _______ _______
State Survey -- States without ESEA Flexibility -- 3 --School Accountability and Turning Around Low Performing Schools

9/17/2013 A-80

3-4. What criteria were used to identify high-performing schools?

□ Check box 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 Survey -- States without ESEA Flexibility -- 3 --School Accountability and Turning Around Low Performing Schools

9/17/2013 A-81

3-5. What criteria were used to identify high-progress (substantially improving) schools?

□ Check box 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 Survey -- States without ESEA Flexibility -- 3 --School Accountability and Turning Around Low Performing Schools

9/17/2013 A-82

3-6. Does your state recognize Title I 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 Title I and Non-Title I schools in Restructuring and Corrective Action.

3-7. During this school year (2013-14), are any Title I or Non-Title I schools in your state in “Restructuring” or “Corrective 

Action” status under the No Child Left Behind Act (NCLB)?

SCHOOLS IN 

RESTRUCTURING

SCHOOLS IN 

CORRECTIVE ACTION

SELECT ONE RESPONSE

IN EACH ROW

SELECT ONE RESPONSE

IN EACH ROW

YES NO YES NO

a. Title I schools........................................................................ 1 0 1 0

b. Non-title I schools ................................................................ 1 0 1 0

3-8 During this school year (2013-14), how many schools in your state are receiving funds under the federal School 

Improvement Grant (SIG) program?

________ NUMBER OF SCHOOLS RECEIVING SIG FUNDS IN 2013-14

IF YOUR STATE HAS NO SCHOOLS IN RESTRUCTURING OR IN CORRECTIVE 

ACTION, SKIP TO 3-35, OTHERWISE CONTINUE WITH 3-9.
State Survey -- States without ESEA Flexibility -- 3 --School Accountability and Turning Around Low Performing Schools

9/17/2013 A-83

3-9. 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.) 

Title I Schools

________ NUMBER OF 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

Non-Title I Schools

________ NUMBER OF NON-TITLE I SCHOOLS IN RESTRUCTURING 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

3-10. First, thinking about Title I schools in Restructuring and Corrective Action, does the state require any interventions or 

changes to be made this year (2013-14)? 

TITLE I 

SCHOOLS IN 

RESTRUCTURING

TITLE I SCHOOLS 

IN CORRECTIVE 

ACTION 

SELECT ONE RESPONSE PER COLUMN

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

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

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

c. State leaves interventions/changes in these schools completely to local 

discretion......................................................................................................... 3 3
State Survey -- States without ESEA Flexibility -- 3 --School Accountability and Turning Around Low Performing Schools

9/17/2013 A-84

3-11. For Title I Schools in Restructuring and Corrective Action, what interventions, if any, does the state require?

TITLE I SCHOOLS 

IN RESTRUCTURING

TITLE I SCHOOLS 

IN CORRECTIVE ACTION

SELECT ONE RESPONSE 

IN EACH ROW

SELECT ONE RESPONSE

IN EACH ROW

Interventions for Title I Schools in Restructuring or Corrective 

Action: 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 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

_________________________________________________

3-12. Next, thinking about Non-Title I schools in Restructuring and Corrective Action, does the state require any interventions 

or changes to be made this year (2013-14)? 

□ Check box if your state has no Non-Title I schools in Restructuring or Corrective Action and skip to 3-14.

NON-TITLE I 

SCHOOLS IN 

RESTRUCTURING 

NON-TITLE I 

SCHOOLS IN 

CORRECTIVE 

ACTION

SELECT ONE RESPONSE PER COLUMN

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

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

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

c. State leaves interventions/changes in these schools completely to local 

discretion......................................................................................................... 3 3
State Survey -- States without ESEA Flexibility -- 3 --School Accountability and Turning Around Low Performing Schools

9/17/2013 A-85

3-13. For Non-Title I Schools in Restructuring and Corrective Action, what interventions, if any, does the state require?

NON-TITLE I SCHOOLS 

IN RESTRUCTURING

NON-TITLE I SCHOOLS 

IN CORRECTIVE ACTION

SELECT ONE RESPONSE 

IN EACH ROW

SELECT ONE RESPONSE 

IN EACH ROW

Interventions for Non-Title I Schools in Restructuring or 

Corrective Action: 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 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 Survey -- States without ESEA Flexibility -- 3 --School Accountability and Turning Around Low Performing Schools

9/17/2013 A-86

The next questions pertain to your state’s Title I Schools in Restructuring and Corrective Action.

3-14. Among Title I Schools in Restructuring, how many are implementing each of the following initiatives during this school 

year (2013-14)? 

(Write in the number of Title I Schools in Restructuring implementing each initiative, or select “none” or “don’t know”)

SELECT ONE RESPONSE IN EACH ROW

TITLE I SCHOOLS IN RESTRUCTURING

NUMBER 

OF 

SCHOOLS NONE

DON’T 

KNOW

School Initiatives

a. Implementing a “restart” model as defined in U.S. Department of 

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

b. Implementing a “transformation” model as defined in U.S. 

Department of Education regulations..................................................... _____ 0 d

c. Implementing a “turnaround” model as defined in U.S. Department of 

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

3-15. Are all, some, or no Title I Schools in Restructuring in the state implementing the following academic and structural 

changes during this school year (2013-14)?

SELECT ONE RESPONSE IN EACH ROW

TITLE I SCHOOLS IN RESTRUCTURING

ALL SOME NONE

School Academic and Structural Changes

a. Implementing a comprehensive schoolwide reform model ................... 2 1 0

b. Operating an extended school day, week, or year.................................. 2 1 0
State Survey -- States without ESEA Flexibility -- 3 --School Accountability and Turning Around Low Performing Schools

9/17/2013 A-87

3-16. Among Title I Schools in Corrective Action, how many are implementing each of the following initiatives during this 

school year (2013-14)? 

(Write in the number of Title I Schools in Corrective Action implementing each initiative, or select “none” or “don’t 

know”.)

SELECT ONE RESPONSE IN EACH ROW

TITLE I SCHOOLS IN 

CORRECTIVE ACTION

NUMBER 

OF 

SCHOOLS NONE

DON’T 

KNOW

School Initiatives

a. Implementing a “restart” model as defined in U.S. Department of 

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

b. Implementing a “transformation” model as defined in U.S. 

Department of Education regulations..................................................... _____ 0 d

e. Implementing a “turnaround” model as defined in U.S. Department of 

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

3-17. Are all, some, or no Title I Schools in Corrective Action in the state implementing the following academic and structural 

changes during this school year (2013-14)?

SELECT ONE RESPONSE IN EACH ROW

TITLE I SCHOOLS IN 

CORRECTIVE ACTION

ALL SOME NONE

School Academic and Structural Changes

a. Implementing a comprehensive schoolwide reform model ................... 2 1 0

b. Operating an extended school day, week, or year.................................. 2 1 0
State Survey -- States without ESEA Flexibility -- 3 --School Accountability and Turning Around Low Performing Schools

9/17/2013 A-88

The next questions pertain to your state’s Title I schools in Restructuring and Corrective Action.

3-18. For Title I 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?

GUIDANCE TO DISTRICTS ABOUT

TITLE I 

SCHOOLS IN 

RESTRUCTURING

TITLE I 

SCHOOLS IN 

CORRECTIVE ACTION

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

_____________________________________________________

3-19. How many of the Title I Schools in Restructuring and Corrective Action in the state have been placed under a new form of 

management for the 2013-14 school year?

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

NUMBER OF TITLE I SCHOOLS

IN 

RESTRUCTURING

IN CORRECTIVE 

ACTION 

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

b. Converted to charter school ....................................................................... _______ ______

c. Managed by a school management organization, either for-profit or 

nonprofit .................................................................................................... _______

______

TOTAL SCHOOLS UNDER NEW FORM OF MANAGEMENT _______ ______
State Survey -- States without ESEA Flexibility -- 3 --School Accountability and Turning Around Low Performing Schools

9/17/2013 A-89

3-20. How many Title I schools in Restructuring and Corrective Action in the state have been removed from district control 

since the beginning of the 2012-13 school year?

________ NUMBER OF TITLE I SCHOOLS IN RESTRUCTURING REMOVED FROM DISTRICT CONTROL

________ NUMBER OF TITLE I SCHOOLS IN CORRECTIVE ACTION REMOVED FROM DISTRICT CONTROL

The next questions pertain to your state’s Non-Title I schools in Restructuring and Corrective Action.

3-21. How many Non-Title I schools in Restructuring and Corrective Action in the state have been placed under a new form of 

management for the 2013-14 school year?

(Write the number of Schools in each category. If “none” write in 0. 

If the state has no Non-Title I schools in Restructuring or Corrective Action, leave blank.)

NUMBER OF NON-TITLE I 

SCHOOLS IN 

RESTRUCTURING

SCHOOLS IN

CORRECTIVE 

ACTION

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

b. Converted to charter school ....................................................................... _______ ______

c. Managed by a school management organization, either for-profit or 

nonprofit..................................................................................................... _______

______

TOTAL SCHOOLS UNDER NEW FORM OF MANAGEMENT _______ ______

3-22. How many Non-Title I schools in Restructuring and Corrective Action in the state have been removed from district 

control since the beginning of the 2012-13 school year?

________ NUMBER OF NON-TITLE I SCHOOLS IN RESTRUCTURING REMOVED FROM DISTRICT CONTROL

________ NUMBER OF NON-TITLE I SCHOOLS IN CORRECTIVE ACTION REMOVED FROM DISTRICT CONTROL
State Survey -- States without ESEA Flexibility -- 3 --School Accountability and Turning Around Low Performing Schools

9/17/2013 A-90

The next questions pertains to your state’s Title I and Non-Title I Schools in Restructuring and Corrective Action.

3-23. To what extent were changes in personnel used to turn around Title I and Non-Title I 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 SCHOOLS

TITLE I 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 Survey -- States without ESEA Flexibility -- 3 --School Accountability and Turning Around Low Performing Schools

9/17/2013 A-91

3-24. Do the state’s current teacher assignment laws or policies for schools in Title I and Non-Title I 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 Survey -- States without ESEA Flexibility -- 3 --School Accountability and Turning Around Low Performing Schools

9/17/2013 A-92

The next questions pertain to your state’s Title I Schools in Restructuring and Corrective Action.

3-25. During this school year (2013-14), and including last summer (2013), what additional professional development or 

technical assistance has the state provided to principals 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

SCHOOLS IN 

CORRECTIVE 

ACTION

SELECT ONE 

RESPONSE IN 

EACH ROW

SELECT ONE 

RESPONSE IN 

EACH ROW

Additional professional development or assistance for principals on... YES NO YES NO 

a. School improvement planning, identifying interventions, or budgeting 

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

b. Acting as instructional leaders................................................................... 1 0 1 0

c. Recruiting, retaining, and developing more effective teachers................. 1 0 1 0

3-26. Thinking now about teachers, during this school year (2013-14) and including last summer (2013), what additional

professional development or technical assistance has the state provided to 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

SCHOOLS IN 

CORRECTIVE 

ACTION

SELECT ONE 

RESPONSE IN 

EACH ROW

SELECT ONE 

RESPONSE IN 

EACH ROW

Additional professional development or assistance for teachers on... YES NO YES NO 

a. Analyzing student assessment data to improve instruction....................... 1 0 1 0

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

c. Identifying and implementing strategies to address the needs of English 

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

d. Identifying and implementing strategies to address the needs of 

students with disabilities ............................................................................ 1 0 1 0
State Survey -- States without ESEA Flexibility -- 3 --School Accountability and Turning Around Low Performing Schools

9/17/2013 A-93

3-27. 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 

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

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

___________________________________________________

3-28. 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 3-30
State Survey -- States without ESEA Flexibility -- 3 --School Accountability and Turning Around Low Performing Schools

9/17/2013 A-94

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 in Restructuring or 

Corrective Action.............................................................................................................. 1 0

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

_______________________________________________________________________

We would like to learn more about how your state monitors the activities and progress of Title I and Non-Title I schools in 

Restructuring and Corrective Action.

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

Non-Title I 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
State Survey -- States without ESEA Flexibility -- 3 --School Accountability and Turning Around Low Performing Schools

9/17/2013 A-95

The next questions pertain to your state’s Title I Schools in Restructuring and Corrective Action.

3-31. 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 IN EACH ROW. 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 ______________________

_________________

3-32. 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 IN EACH ROW. 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 Survey -- States without ESEA Flexibility -- 3 --School Accountability and Turning Around Low Performing Schools

9/17/2013 A-96

3-33. 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 Title I schools in Restructuring, Title I Schools in Corrective Action, and their 

districts?

(Write the number of FTE staff or select “none”. If “none”, skip to introduction before 3-35.)

__________ NUMBER OF FULL-TIME-EQUIVALENT STAFF OR CONSULTANTS SUPPORTING TITLE I SCHOOLS IN 

RESTRUCTURING OR CORRECTIVE ACTION

NONE ................................................................................................................................ 0 Skip to Intro before 3-35

3-34. How many Title I schools in Restructuring and Corrective Action, in total, are being served by those state staff or statefunded 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)
State Survey -- States without ESEA Flexibility -- 3 --School Accountability and Turning Around Low Performing Schools

9/17/2013 A-97

For the next set of questions, please consider Title I and Non-Title I schools in your state that are identified as in Need of 

Improvement but NOT in Restructuring or Corrective Action.

3-35. For schools identified as in Need of Improvement, what interventions, if any, does the state require?

□ Check box if no specific interventions are required in Title I Schools in Need of Improvement, and skip to intro before 

3-39.

(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 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 Survey -- States without ESEA Flexibility -- 3 --School Accountability and Turning Around Low Performing Schools

9/17/2013 A-98

3-36. 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 State Education Agency reviews and provides feedback on 

the school improvement plan..................................................... 1 0 1 0

b. The school improvement plan must be approved by the State 

Education Agency ....................................................................... 1 0 1 0

c. 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

d. The State Education Agency conducts monitoring visits to all 

schools in this performance category......................................... 1 0 1 0

e. The State Education Agency conducts monitoring visits to a 

sample of schools in this performance category ........................ 1 0 1 0

The next questions pertain to Title I schools in Need of Improvement.

3-37. During this school year (2013-14), and including last summer (2013), what additional professional development or 

technical assistance has the state provided to principals in Title I schools that were identified as in Need of Improvement,

beyond what is available to any other Title I school?

SELECT ONE RESPONSE

IN EACH ROW

TITLE I SCHOOLS 

IN NEED OF IMPROVEMENT

Additional professional development of assistance for principals on... YES NO

a. School improvement planning, identifying interventions, or budgeting 

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

b. Acting as instructional leaders................................................................................ 1 0

c. Recruiting, retaining, and developing more effective teachers.............................. 1 0
State Survey -- States without ESEA Flexibility -- 3 --School Accountability and Turning Around Low Performing Schools

9/17/2013 A-99

3-38. Thinking now about teachers, during this school year (2013-14), and including last summer (2013), what additional

professional development or technical assistance has the state provided to teachers in Title I schools that were identified 

as in Need of Improvement beyond what is available to any other Title I school?

SELECT ONE RESPONSE

IN EACH ROW

TITLE I SCHOOLS 

IN NEED OF IMPROVEMENT

Additional professional development of assistance for teachers on... YES NO

a. Analyzing student assessment data to improve instruction ......................... 1 0

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

c. Identifying and implementing strategies to address the needs of English 

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

d. Identifying and implementing strategies to address the needs of students 

with disabilities ............................................................................................. 1 0

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.

3-39. 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 3-40. IF ALL OF THE 

ABOVE ARE NO, SKIP TO 3-42.
State Survey -- States without ESEA Flexibility -- 3 --School Accountability and Turning Around Low Performing Schools

9/17/2013 A-100

3-40. 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

________________________________________________________________________

3-41. 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 Survey -- States without ESEA Flexibility -- 3 --School Accountability and Turning Around Low Performing Schools

9/17/2013 A-101

3-42. 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
9/17/2013 A-102

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
9/17/2013 A-103

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. 
9/17/2013 A-104

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 School Accountability 

9/17/2013 A-105

OMB#: XXXX-XXXX

Expiration Date: XX/XX/20XX

Implementation of Title I/II Program 

Initiatives

Extant Data Form

For States with ESEA Flexibility

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 individual. We will not 

provide information that identifies you to anyone outside the study team, except required by law.
Extant Documents and Data Form School Accountability 

9/17/2013 A-106

Below is a chart to illustrate the layout of sections C, D, E, and F.
Extant Documents and Data Form School Accountability 

9/17/2013 A-107

Implementation of Title I/II Program Initiatives

Extant Documents and Data Form

For States with ESEA Flexibility

School Accountability 

Instructions for State Education Agency Staff:

This Extant Data form contains questions about school accountability policies and outcomes.

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. 

For each question, please use the check boxes (example below) to indicate whether the data was verified or revised/added:

□ Data below has been 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 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 School Accountability 

9/17/2013 A-108

A. Setting Annual Measurable Objectives for Schools

3E-1. For elementary and middle schools, which subject-area assessments did the state use to set annual measurable 

objectives (AMOs) for the 2012-13 school year?

□ Data below has been verified.

□ Data below has been revised/added.

SELECT ONE RESPONSE 

IN EACH ROW

ELEMENTARY/MIDDLE SCHOOLS YES NO

a. English language arts (ELA); including Reading and 

Writing............................................................................ 1 0

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

c. Science ........................................................................... 1 0

d. Social Studies/History..................................................... 1 0

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

___________________________________________

3E-2. For high schools, which assessments did the state use to set annual measurable objectives (AMOs) for the 

2012-13 school year?

□ Data below has been verified.

□ Data below has been revised/added.

SELECT ONE RESPONSE 

IN EACH ROW

HIGH SCHOOLS YES NO

a. High school comprehensive exam, exit exam, or 

grade specific 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 exam............................................ 1 0

h. Other subjects area (specify) .......................................... 1 0

___________________________________________
Extant Documents and Data Form School Accountability 

9/17/2013 A-109

3E-3. Which measures, other than those based on student achievement tests, did the state use to set annual measurable 

objectives for the 2012-13 school year?

□ Data below has been verified. 

□ Data below has been revised/added. 

SELECT ONE RESPONSE 

IN EACH ROW

ELEMENTARY/MIDDLE SCHOOLS YES NO

a. Student attendance rate ................................................ 1 0

b. Percentage of teachers rated as effective...................... 1 0

c. School climate ................................................................. 1 0

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

___________________________________________

HIGH SCHOOLS YES NO

a. Student attendance rate ................................................ 1 0

b. Graduation or dropout rate ........................................... 1 0

c. “On track” to graduate index ......................................... 1 0

d. Percentage of teachers rated as effective...................... 1 0

e. School climate ................................................................ 1 0

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

___________________________________________

WEBSITE:
Extant Documents and Data Form School Accountability 

9/17/2013 A-110

B. Subgroups Used in Setting Annual Measurable Objectives

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?

□ 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 School Accountability 

9/17/2013 A-111

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? 

Indicate the percentage increase or decrease in the number of schools held accountable for subgroups, based on data in 

state’s flexibility application.

□ 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.

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 School Accountability 

9/17/2013 A-112

C. Highest-Performing Schools

3E-6. During this school year (2013-14), how many schools are classified as highest-performing at each grade level based on 

student outcomes in preceding years? 

□ Data below has been verified. 

□ Data below has been revised/added. 

RECORD NUMBER 

OF SCHOOLS

TITLE I 

SCHOOLS

NON-TITLE I 

SCHOOLS

a. Elementary schools.......................................................... _________ _______

b. Middle schools................................................................. _________ _______

c. High schools..................................................................... _________ _______

d. Combination schools (including grades from 

elementary and middle or middle and high) .................... _________ _______

e. Total schools .................................................................... _________ _______

WEBSITE:
Extant Documents and Data Form School Accountability 

9/17/2013 A-113

The next set of questions asks how states identify their highest-performing schools. ESEA flexibility states may refer to these 

schools as Reward schools. You should focus on schools identified as highest-performing for this school year (2013-14). There 

are separate questions for the three types of measurements that may be used to identify these schools: assessments, 

measures based on assessments, and other measures. These questions try to summarize the measures included in the state’s 

school performance index used to rank and identify highest-performing schools.

3E-7. For elementary and middle schools, which subject-area assessments did the state use to identify schools classified as 

highest-performing schools during this school year (2013-14)? 

□ Data below has been verified. 

□ Data below has been revised/added. 

SELECT ONE RESPONSE 

IN EACH ROW

ELEMENTARY/MIDDLE SCHOOLS YES NO

a. English language arts (ELA); including Reading and 

Writing............................................................................ 1 0

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

c. Science ........................................................................... 1 0

d. Social Studies/History..................................................... 1 0

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

___________________________________________

3E-8. For high schools, which assessments did the state use to identify schools classified as highest-performing schools during 

this school year (2013-14)?

□ Data below has been verified. 

□ Data below has been revised/added. 

SELECT ONE RESPONSE 

IN EACH ROW

HIGH SCHOOLS YES NO

a. High school comprehensive exam, exit exam, or 

grade specific 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 exam............................................ 1 0

h. SAT exam......................................................................... 1 0

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

___________________________________________
Extant Documents and Data Form School Accountability 

9/17/2013 A-114

3E-9. Which measures based on student assessments did the state use to identify schools classified as highest-performing 

schools during this school year (2013-14)?

□ Data below has been verified. 

□ Data below has been revised/added. 

SELECT ONE RESPONSE IN 

EACH ROW

ELEMENTARY/MIDDLE SCHOOLS YES NO

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

___________________________________________

HIGH SCHOOLS YES NO

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

___________________________________________
Extant Documents and Data Form School Accountability 

9/17/2013 A-115

3E-10. Which measures, other than those based on student achievement tests, did the state use to identify schools classified as 

highest-performing schools during this school year (2013-14)? 

□ Data below has been verified. 

□ Data below has been revised/added. 

SELECT ONE RESPONSE 

IN EACH ROW

ELEMENTARY/MIDDLE SCHOOLS YES NO

a. Student attendance rate ................................................ 1 0

b. Percentage of teachers rated as effective...................... 1 0

c. School climate ................................................................. 1 0

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

___________________________________________

HIGH SCHOOLS YES NO

a. Student attendance rate ................................................ 1 0

b. Graduation or dropout rate ........................................... 1 0

c. “On track” to graduate index ......................................... 1 0

d. Percentage of teachers rated as effective...................... 1 0

e. School climate ................................................................ 1 0

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

___________________________________________

WEBSITE:
Extant Documents and Data Form School Accountability 

9/17/2013 A-116

D. High-Progress Schools

3E-11. During this school year (2013-14), how many schools are classified as 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.

□ 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

TITLE I 

SCHOOLS

NON-TITLE I 

SCHOOLS

a. Elementary schools.......................................................... _________ _______

b. Middle schools................................................................. _________ _______

c. High schools..................................................................... _________ _______

d. Combination schools (including grades from 

elementary and middle or middle and high) ................... _________ _______

e. Total schools .................................................................... _________ _______

WEBSITE:
Extant Documents and Data Form School Accountability 

9/17/2013 A-117

The next set of questions asks how states identify their high-progress schools. You should focus on schools identified as 

high-progress for this school year (2013-14). There are separate questions for the three types of measurements that may be 

used to identify these schools: assessments, measures based on assessments, and other measures. These questions try to 

summarize the measures included in the state’s school performance index used to rank and identify high progress schools.

3E-12. For elementary and middle schools, which subject-area assessments did the state use to identify schools classified as 

high-progress schools during this school year (2013-14)? 

□ Data below has been verified. 

□ Data below has been revised/added. 

SELECT ONE RESPONSE 

IN EACH ROW

ELEMENTARY/MIDDLE SCHOOLS YES NO

a. English language arts (ELA); including Reading and 

Writing............................................................................ 1 0

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

c. Science ........................................................................... 1 0

d. Social Studies/History..................................................... 1 0

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

___________________________________________

3E-13. For high schools, which assessments did the state use to identify schools classified as high-progress schools during this 

school year (2013-14)?

□ Data below has been verified. 

□ Data below has been revised/added. 

SELECT ONE RESPONSE 

IN EACH ROW

HIGH SCHOOLS YES NO

a. High school comprehensive exam, exit exam, or 

grade specific 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 exam............................................ 1 0

h. SAT exam......................................................................... 1 0

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

___________________________________________
Extant Documents and Data Form School Accountability 

9/17/2013 A-118

3E-14. Which measures based on student assessments did the state use to identify schools classified as high-progress schools 

during this school year (2013-14)?

□ Data below has been verified. 

□ Data below has been revised/added. 

SELECT ONE RESPONSE IN 

EACH ROW

ELEMENTARY/MIDDLE SCHOOLS YES NO

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

___________________________________________

HIGH SCHOOLS YES NO

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

___________________________________________
Extant Documents and Data Form School Accountability 

9/17/2013 A-119

3E-15. Which measures, other than those based on student achievement tests, did the state use to identify schools classified as 

high-progress schools during this school year (2013-14)? 

□ Data below has been verified. 

□ Data below has been revised/added. 

SELECT ONE RESPONSE 

IN EACH ROW

ELEMENTARY/MIDDLE SCHOOLS YES NO

a. Student attendance rate ................................................ 1 0

b. Percentage of teachers rated as effective...................... 1 0

c. School climate ................................................................. 1 0

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

___________________________________________

HIGH SCHOOLS YES NO

a. Student attendance rate ................................................ 1 0

b. Graduation or dropout rate ........................................... 1 0

c. “On track” to graduate index ......................................... 1 0

d. Percentage of teachers rated as effective...................... 1 0

e. School climate ................................................................ 1 0

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

___________________________________________

WEBSITE:

3E-16. Item is not applicable in this version
Extant Documents and Data Form School Accountability 

9/17/2013 A-120

E. Priority Schools

3E-17. During this school year (2013-14), how many schools are classified as Priority schools?

Note: The last row should be the total of all previous rows and equal to the total number of schools classified in the 

low-performing category. Schools designated as Priority 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. 

RECORD NUMBER OF 

SCHOOLS

TITLE I 

SCHOOLS

NON-TITLE I 

SCHOOLS

a. Elementary and middle schools....................................... _________ _______

b. High schools..................................................................... _________ _______

c. Total schools .................................................................... _________ _______

WEBSITE:
Extant Documents and Data Form School Accountability 

9/17/2013 A-121

The next questions try to summarize the measures included in the state’s school performance index used to rank and identify 

Priority schools.

3E-18. For elementary and middle schools, which subject-area assessments did the state use to identify schools classified as 

Priority schools during this school year (2013-14)? 

□ Data below has been verified. 

□ Data below has been revised/added. 

SELECT ONE RESPONSE 

IN EACH ROW

ELEMENTARY/MIDDLE SCHOOLS YES NO

a. English language arts (ELA); including Reading and 

Writing............................................................................ 1 0

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

c. Science ........................................................................... 1 0

d. Social Studies/History..................................................... 1 0

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

___________________________________________

3E-19. For high schools, which assessments did the state use to identify schools classified as Priority schools during this school 

year (2013-14)? 

□ Data below has been verified. 

□ Data below has been revised/added. 

SELECT ONE RESPONSE 

IN EACH ROW

HIGH SCHOOLS YES NO

a. High school comprehensive exam, exit exam, or 

grade specific 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 exam............................................ 1 0

h. SAT exam......................................................................... 1 0

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

___________________________________________
Extant Documents and Data Form School Accountability 

9/17/2013 A-122

3E-20. Which measures based on student assessments did the state use to identify schools classified as Priority schools during 

this school year (2013-14)? 

□ Data below has been verified. 

□ Data below has been revised/added. 

SELECT ONE RESPONSE 

IN EACH ROW

ELEMENTARY/MIDDLE SCHOOLS YES NO

a. Percentage proficient..................................................... 1 0

b. Year-to-year proficiency improvement.......................... 1 0

c. Student growth or value added ..................................... 1 0

d. Size of achievement gaps for subgroups........................ 1 0

e. Achievement of subgroups ............................................ 1 0

f. Achievement growth of subgroups................................ 1 0

g. Other (specify)................................................................. 1 0

___________________________________________

HIGH SCHOOLS YES NO

a. Percentage proficient..................................................... 1 0

b. Year-to-year proficiency improvement.......................... 1 0

c. Student growth or value added ..................................... 1 0

d. Size of achievement gaps for subgroups........................ 1 0

e. Achievement of subgroups ............................................ 1 0

f. Achievement growth of subgroups................................ 1 0

g. Other (specify)................................................................. 1 0

___________________________________________
Extant Documents and Data Form School Accountability 

9/17/2013 A-123

3E-21. Which measures, other than those based on student achievement tests, did the state use to identify schools classified as 

Priority schools during this school year (2013-14)?

□ Data below has been verified. 

□ Data below has been revised/added. 

SELECT ONE RESPONSE 

IN EACH ROW

ELEMENTARY/MIDDLE SCHOOLS YES NO

a. Student attendance rate ................................................ 1 0

b. Percentage of teachers rated as effective...................... 1 0

c. School climate ................................................................. 1 0

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

___________________________________________

HIGH SCHOOLS YES NO

a. Student attendance rate ................................................ 1 0

b. Graduation or dropout rate ........................................... 1 0

c. “On track” to graduate index ......................................... 1 0

d. Percentage of teachers rated as effective...................... 1 0

e. School climate ................................................................ 1 0

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

___________________________________________

WEBSITE:
Extant Documents and Data Form School Accountability 

9/17/2013 A-124

F. Focus Schools

3E-22. During this school year (2013-14), how many schools are classified as Focus schools?

Note: The last row should be the total of all previous rows and equal to the total number of schools classified in the 

low-performing category. Schools designated as 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. 

RECORD NUMBER OF 

SCHOOLS

TITLE I 

SCHOOLS

NON-TITLE I 

SCHOOLS

a. Elementary and middle schools....................................... _________ _______

b. High schools..................................................................... _________ _______

c. Total schools .................................................................... _________ _______

WEBSITE:
Extant Documents and Data Form School Accountability 

9/17/2013 A-125

The next questions try to summarize the measures included in the state’s school performance index used to rank and identify 

Focus schools.

3E-23. For elementary and middle schools, which subject-area assessments did the state use to identify schools classified as 

Focus schools during this school year (2013-14)? 

□ Data below has been verified. 

□ Data below has been revised/added. 

SELECT ONE RESPONSE 

IN EACH ROW

ELEMENTARY/MIDDLE SCHOOLS YES NO

a. English language arts (ELA); including Reading and 

Writing............................................................................ 1 0

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

c. Science ........................................................................... 1 0

d. Social Studies/History..................................................... 1 0

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

___________________________________________

3E-24. For high schools, which assessments did the state use to identify schools classified as Focus schools during this school 

year (2013-14)? 

□ Data below has been verified. 

□ Data below has been revised/added. 

SELECT ONE RESPONSE 

IN EACH ROW

HIGH SCHOOLS YES NO

a. High school comprehensive exam, exit exam, or 

grade specific 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 exam............................................ 1 0

h. SAT exam......................................................................... 1 0

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

___________________________________________
Extant Documents and Data Form School Accountability 

9/17/2013 A-126

3E-25. Which measures based on student assessments did the state use to identify schools classified as Focus schools during this 

school year (2013-14)? 

□ Data below has been verified. 

□ Data below has been revised/added. 

SELECT ONE RESPONSE 

IN EACH ROW

ELEMENTARY/MIDDLE SCHOOLS YES NO

a. Percentage proficient..................................................... 1 0

b. Year-to-year proficiency improvement.......................... 1 0

c. Student growth or value added ..................................... 1 0

d. Size of achievement gaps for subgroups........................ 1 0

e. Achievement of subgroups ............................................ 1 0

f. Achievement growth of subgroups................................ 1 0

g. Other (specify)................................................................. 1 0

___________________________________________

HIGH SCHOOLS YES NO

a. Percentage proficient..................................................... 1 0

b. Year-to-year proficiency improvement.......................... 1 0

c. Student growth or value added ..................................... 1 0

d. Size of achievement gaps for subgroups........................ 1 0

e. Achievement of subgroups ............................................ 1 0

f. Achievement growth of subgroups................................ 1 0

g. Other (specify)................................................................. 1 0

___________________________________________
Extant Documents and Data Form School Accountability 

9/17/2013 A-127

3E-26. Which measures, other than those based on student achievement tests, did the state use to identify schools classified as 

Focus schools during this school year (2013-14)?

□ Data below has been verified. 

□ Data below has been revised/added. 

SELECT ONE RESPONSE 

IN EACH ROW

ELEMENTARY/MIDDLE SCHOOLS YES NO

a. Student attendance rate ................................................ 1 0

b. Percentage of teachers rated as effective...................... 1 0

c. School climate ................................................................. 1 0

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

___________________________________________

HIGH SCHOOLS YES NO

a. Student attendance rate ................................................ 1 0

b. Graduation or dropout rate ........................................... 1 0

c. “On track” to graduate index ......................................... 1 0

d. Percentage of teachers rated as effective...................... 1 0

e. School climate ................................................................ 1 0

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

___________________________________________

WEBSITE:
Extant Documents and Data Form School Accountability 

9/17/2013 A-128

OMB#: XXXX-XXXX

Expiration Date: XX/XX/20XX

Implementation of Title I/II Program 

Initiatives

Extant Data Form

For States without ESEA Flexibility

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 individual. We will 

not provide information that identifies you to anyone outside the study team, except required by law.
Extant Documents and Data Form School Accountability 

9/17/2013 A-129

Implementation of Title I/II Program Initiatives

Extant Documents and Data Form

For States without ESEA Flexibility

School Accountability 

Instructions for State Education Agency Staff:

This Extant Data form contains questions about school accountability policies and outcomes.

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.

For each question, please use the check boxes (example below) to indicate whether the data was verified or revised/added:

□ Data below has been 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 for all students and subgroups.
Extant Documents and Data Form School Accountability 

9/17/2013 A-130

A. Setting Annual Measurable Objectives for Schools 

3E-1. Item is not applicable in this version

3E-2. Item is not applicable in this version

3E-3. Item is not applicable in this version
Extant Documents and Data Form School Accountability 

9/17/2013 A-131

B. Subgroups Used in Setting Annual Measurable Objectives 

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? 

□ 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:

3E-5. Item is not applicable in this version
Extant Documents and Data Form School Accountability 

9/17/2013 A-132

C. Highest-Performing Schools

3E-6. During this school year (2013-14), how many schools are classified as highest-performing at each grade level based on 

student outcomes in preceding years? In states without ESEA flexibility, use whatever the state defines as highestperforming (e.g., schools earning “A” grades on A-F scale or “exemplary” schools).

□ Data below has been verified. 

□ Data below has been revised/added. 

RECORD NUMBER OF 

SCHOOLS

TITLE I 

SCHOOLS

NON-TITLE I 

SCHOOLS

a. Elementary schools........................................................ _________ _______

b. Middle schools............................................................... _________ _______

c. High schools................................................................... _________ _______

d. Combination schools (including grades from 

elementary and middle or middle and high) ................. _________ _______

e. Total schools .................................................................. _________ _______

WEBSITE:
Extant Documents and Data Form School Accountability 

9/17/2013 A-133

The next set of questions asks how states identify their highest-performing schools. You should focus on schools identified as 

highest-performing 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 schools during this school year (2013-14)?

□ Data below has been verified. 

□ Data below has been revised/added. 

SELECT ONE RESPONSE 

IN EACH ROW

ELEMENTARY/MIDDLE SCHOOLS YES NO

a. English language arts (ELA); including Reading and 

Writing) .......................................................................... 1 0

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

c. Science ........................................................................... 1 0

d. Social Studies/History..................................................... 1 0

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

___________________________________________

3E-8. For high schools, which assessments did the state use to identify schools classified as highest-performing schools during 

this school year (2013-14)?

□ Data below has been verified. 

□ Data below has been revised/added. 

SELECT ONE RESPONSE 

IN EACH ROW

HIGH SCHOOLS YES NO

a. High school comprehensive exam, exit exam, or 

grade specific 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 exam............................................ 1 0

h. SAT exam......................................................................... 1 0

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

___________________________________________
Extant Documents and Data Form School Accountability 

9/17/2013 A-134

3E-9. Which measures based on student assessments did the state use to identify schools classified as highest-performing 

schools during this school year (2013-14)? 

□ Data below has been verified. 

□ Data below has been revised/added. 

SELECT ONE RESPONSE

IN EACH ROW

ELEMENTARY/MIDDLE SCHOOLS YES NO

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

___________________________________________

HIGH SCHOOLS YES NO

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

___________________________________________
Extant Documents and Data Form School Accountability 

9/17/2013 A-135

3E-10. Which measures, other than those based on student achievement tests, did the state use to identify schools classified as 

highest-performing schools during this school year (2013-14)? 

□ Data below has been verified. 

□ Data below has been revised/added. 

SELECT ONE RESPONSE 

IN EACH ROW

ELEMENTARY/MIDDLE SCHOOLS YES NO

a. Student attendance rate ................................................ 1 0

b. Percentage of teachers rated as effective...................... 1 0

c. School climate ................................................................. 1 0

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

___________________________________________

HIGH SCHOOLS YES NO

a. Student attendance rate ................................................ 1 0

b. Graduation or dropout rate ........................................... 1 0

c. “On track” to graduate index ......................................... 1 0

d. Percentage of teachers rated as effective...................... 1 0

e. School climate ................................................................ 1 0

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

___________________________________________

WEBSITE:
Extant Documents and Data Form School Accountability 

9/17/2013 A-136

D. High-Progress Schools

3E-11. During this school year (2013-14), how many schools are classified as 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. 

□ 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

TITLE I 

SCHOOLS

NON-TITLE I 

SCHOOLS

a. Elementary schools.......................................................... _________ _______

b. Middle schools................................................................. _________ _______

c. High schools..................................................................... _________ _______

d. Combination schools (including grades from 

elementary and middle or middle and high) ................... _________ _______

e. Total schools .................................................................... _________ _______

WEBSITE:
Extant Documents and Data Form School Accountability 

9/17/2013 A-137

The next set of questions asks how states identify their high-progress schools. You should focus on schools identified as highprogress for this school year (2013-14). 

3E-12. For elementary and middle schools, which subject-area assessments did the state use to identify schools classified as 

high-progress schools during this school year (2013-14)? 

□ Data below has been verified. 

□ Data below has been revised/added. 

SELECT ONE RESPONSE 

IN EACH ROW

ELEMENTARY/MIDDLE SCHOOLS YES NO

a. English language arts (ELA); including Reading and 

Writing............................................................................ 1 0

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

c. Science ........................................................................... 1 0

d. Social Studies/History..................................................... 1 0

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

___________________________________________

3E-13. For high schools, which assessments did the state use to identify schools classified as high-progress schools during this 

school year (2013-14)?

□ Data below has been verified. 

□ Data below has been revised/added. 

SELECT ONE RESPONSE 

IN EACH ROW

HIGH SCHOOLS YES NO

a. High school comprehensive exam, exit exam, or 

grade specific 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 exam............................................ 1 0

h. SAT exam........................................................................ 1 0

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

___________________________________________
Extant Documents and Data Form School Accountability 

9/17/2013 A-138

3E-14. Which measures based on student assessments did the state use to identify schools classified as high-progress schools 

during this school year (2013-14)? 

□ Data below has been verified. 

□ Data below has been revised/added. 

SELECT ONE RESPONSE IN 

EACH ROW

ELEMENTARY/MIDDLE SCHOOLS YES NO

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

___________________________________________

HIGH SCHOOLS YES NO

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

___________________________________________
Extant Documents and Data Form School Accountability 

9/17/2013 A-139

3E-15. Which measures, other than those based on student achievement tests, did the state use to identify schools classified as 

high-progress schools during this school year (2013-14)? 

□ Data below has been verified. 

□ Data below has been revised/added. 

SELECT ONE RESPONSE 

IN EACH ROW

ELEMENTARY/MIDDLE SCHOOLS YES NO

a. Student attendance rate ................................................ 1 0

b. Percentage of teachers rated as effective...................... 1 0

c. School climate ................................................................. 1 0

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

___________________________________________

HIGH SCHOOLS YES NO

a. Student attendance rate ................................................ 1 0

b. Graduation or dropout rate ........................................... 1 0

c. “On track” to graduate index ......................................... 1 0

d. Percentage of teachers rated as effective...................... 1 0

e. School climate ................................................................ 1 0

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

___________________________________________

WEBSITE:
Extant Documents and Data Form School Accountability 

9/17/2013 A-140

E. Low-Performing Schools

The next questions are about the number of schools in low-performing categories. 

3E-16. During this school year (2013-14), how many schools are classified as in Need of Improvement, in Corrective Action, 

and in Restructuring?

□ Data below has been verified. 

□ Data below has been revised/added. 

IN NEED OF IMPROVEMENT

TITLE I 

SCHOOLS

NON-TITLE I 

SCHOOLS

a. Elementary and middle schools..................................... _________ _______

b. High schools................................................................... _________ _______

c. Total schools .................................................................. _________ _______

IN CORRECTIVE ACTION

TITLE I 

SCHOOLS

NON-TITLE I 

SCHOOLS

a. Elementary and middle schools..................................... _________ _______

b. High schools................................................................... _________ _______

c. Total schools .................................................................. _________ _______

IN RESTRUCTURING

TITLE I 

SCHOOLS

NON-TITLE I 

SCHOOLS

a. Elementary and middle schools..................................... _________ _______

b. High schools................................................................... _________ _______

c. Total schools .................................................................. _________ _______

WEBSITE:
Extant Documents and Data Form School Accountability 

9/17/2013 A-141

3E-17. Item is not applicable in this version

3E-18. Item is not applicable in this version

3E-19. Item is not applicable in this version

3E-20. Item is not applicable in this version

3E-21. Item is not applicable in this version

3E-22. Item is not applicable in this version

3E-23. Item is not applicable in this version

3E-24. Item is not applicable in this version

3E-25. Item is not applicable in this version

3E-26. Item is not applicable in this version