2004 State Accountability System Overview Texas Education Agency Performance Reporting Division...

2004 State Accountability System Overview

Texas Education AgencyPerformance Reporting Division

(512) 463-9704 and [email protected] May 10, 2004

mailto:[email protected]

May 10, 2004 2004 State Accountability System 2

Overall Design

• The overall design of the state accountability system is an improvement model

• Campuses and districts must meet either an absolute standard or an improvement standard for each accountability measure at the Academically Acceptable level


Rating Labels

Campuses and districts are assigned the same rating labels:

• Exemplary

• Recognized

• Academically Acceptable

• Academically Unacceptable


State Accountability Indicators• Texas Assessment of Knowledge and Skills

(TAKS) Reading/English Language Arts (ELA)• TAKS Writing• TAKS Mathematics• TAKS Social Studies• TAKS Science• State-Developed Alternative Assessment (SDAA)• Completion Rate (grades 9-12)• Annual Dropout Rate (grades 7-8)


Additional Requirements for Exemplary & Recognized Districts:

• cannot have any campuses rated Academically Unacceptable

• must meet underreported students standards (cannot have more than 500 or greater than 5% underreported students)


Alternative Education Campuses

• In 2004 only, campuses registered for alternative education accountability (AEA) procedures will receive a rating of Alternative Education

• Performance of AEA campuses is included in the district rating in 2004


Charters

• Charters will be rated under district rating criteria based on aggregated campus performance

• Charter campuses will be rated under campus rating criteria

Texas Assessment ofKnowledge and Skills

(TAKS)


TAKS Indicator

The TAKS performance indicators are calculated as % Met Standard using the student passing standard adopted by the State Board of Education (SBOE) for each specific year - for 2004:

• 1 SEM for grades 3-10

• 2 SEM for grade 11


TAKS Accountability Subsets

• District mobility: District ratings are based on test results for students enrolled in the district on the PEIMS fall “as of” date

• Campus mobility: Campus ratings are based on test results for students enrolled on the campus on the PEIMS fall “as of” date


TAKS Accountability Subsets (cont)

For grade 3 Reading:

• results for students who change campuses between the 1st and 2nd administrations of the test are not included in the accountability subset for either campus (also applies at the district level)

• both passing and failing results are removed from the accountability subset


TAKS Subjects and Grades

• Reading, grades 3-9; ELA, grades 10-11 (combined/evaluated as a single subject)

• Writing, grades 4 and 7

• Mathematics, grades 3-11

• Social Studies, grades 8, 10-11

• Science, grades 5, 10-11


TAKS Student Groups

TAKS performance is evaluated forAll Students and for the following student groups meeting minimum size requirements:

• African American

• Hispanic

• White

• Economically Disadvantaged


TAKS Minimum Size forStudent Groups

• 30/10%/50• Student groups are evaluated if the

campus or district has test results for at least 30 students in the group (summed across grades) for the subject and that represents at least 10% of all tests takers in that subject, or test results for at least 50 students in the group even if that represents less than 10% of all test takers in that subject


TAKS Small Numbers

• TAKS performance is always evaluated for All Students

• Campuses and districts with less than 30 total students tested on TAKS receive special analysis to determine if the initial rating assigned is an aberration or an indication of consistent performance


No Students in Grades Tested

Districts are required to pair campuses with no students enrolled in grades tested on TAKS (grades 3-11):• pair with another campus with a feeder relationship• pair with the district when the campus has a

feeder relationship with many campuses or when the campus serves students from across

the district in a special program


TAKS Standard: Exemplary

• The TAKS standard for all subjects for an Exemplary campus and district rating is set at 90% beginning in 2004


TAKS Standard: Recognized

• The TAKS standard for all subjects for a Recognized campus and district rating is set at:

• 70% in 2004 through 2006

• 75% in 2007

• 80% in 2008 (where it is expected to remain)


TAKS Standards:Academically Acceptable

2004 through 2006:

• Reading/ELA, Writing, Social Studies: 50%

• Mathematics: 35%

• Science: 25%

In 2007, the standards will begin to increase incrementally until they reach 70%


TAKS Required Improvement (RI)

• Campuses and districts not meeting the absolute standard for any TAKS subject (All Students or any student group) can meet the accountability criteria for that measure by demonstrating RI


TAKS RI (cont)

RI applies to campuses and districts not meeting the absolute performance standard for:


• Recognized

Campuses and districts must have at least 65% Met Standard in 2004 to be eligible for the RI option at the Recognized level


TAKS RI Standard

• For 2004 only, the RI standard is amount of gain in % Met Standard required to reach the accountability standard in 2 years


TAKS RI Calculation

• Amount of gain in % Met Standard at the current year passing standard - prior year results are recalculated at the current year student passing standard, 1 SEM to 1 SEM


TAKS RI Minimum Size

• TAKS RI will be calculated for any subject and student group the meets minimum size requirements in 2004 and has test results for at least 10 students in 2003

State-DevelopedAlternative Assessment

(SDAA)


SDAA Indicator

• Average SDAA performance

• Calculated as the number of tests meeting admission, review, and dismissal (ARD) committee expectations (summed across grades and subjects) divided by the number of SDAA tests for which ARD expectations were established (summed across grades and subjects)


SDAA Subjects and Grades

• Reading, grades 3-8

• Writing, grades 4 and 7

• Mathematics, grades 3-8


SDAA Accountability Subsetsand Student Groups

• District and campus mobility is applied

• SDAA performance is evaluated forAll Students only


SDAA Minimum Size

• SDAA All Students performance will be evaluated for campuses and districts with results from 30 or more tests (summed across grades and subjects)

• The minimum size requirement of 30 tests can represent as few as 10 students.


2004 SDAA Standards

• Exemplary: 90%

• Recognized: 70%

• Academically Acceptable: 50%


SDAA Required Improvement (RI)

• Campuses and districts not meeting the absolute standard for SDAA can meet the accountability criteria for the SDAA measure by demonstrating RI


SDAA RI (cont)

RI applies to campuses and districts not meeting the absolute performance standard for:


• Recognized

Campuses and districts must have at least 65% Met ARD Expectations to be eligible for the RI option at the Recognized level


SDAA RI Standard

• For 2004 only, the RI standard is amount of gain from 2003 in % Met ARD Expectations required to reach the accountability standard in 2 years


SDAA RI Minimum Size

• SDAA RI will be calculated for any campus and district with at least 30 SDAA test results in 2004 and at least 10 SDAA test results in 2003


SDAA in 2005

• In 2005, SDAA II will be administered statewide for the first time. The SDAA accountability measure will be updated.

NCES Dropout Definition


Adopting theNCES Dropout Definition

• State statute requires Texas to adopt the NCES dropout definition for 2005-06 leavers

• Students leaving school to enter an alternative program to work toward a HS diploma or GED certificate are dropouts under the NCES definition


Using theNCES Dropout Definition

• The NCES definition will be used in the 2005-06 annual dropout rate calculation (2007 ratings)

• The NCES definition will be used in the completion rate calculation for the class of 2009 when 4 years of data are available (2010 ratings)

Completion Rate(Grades 9-12)


Completion Rate Indicator

• For 2004 and 2005, a high school completer is a student who graduates, receives a GED certificate, or returns to school for a fifth year (continuing student)

• The completion rate is high school completers as a percent of total students in the class (graduates + GED recipients + continuing students + dropouts)


Completion Rate Grades

• All campuses and districts that have served grades 9-12 for the last 5 years will be evaluated on completion rate

• Campuses that include any of the grades 9-12 but do not have a completion rate (have not served grades 9-12 for the last 5 years) are assigned the completion rate of the district


Completion Rate Student Groups

If minimum size requirements are met, then completion rates are evaluated for:

• All Students


• Hispanic

• White



Completion RateMinimum Size for All Students

• For 2004 only, completion rates are evaluated at the All Students level if there are at least 10 students in the class and at least 10 dropouts (non-completers)


Completion RateMinimum Size for Student Groups

• For 2004 only, at least 10 dropouts (non-completers) and 30/10%/50

• At least 30 students in the group and the group represents at least 10% of students in the class or at least 50 students in the group even if that represents less than 10% of all students in the class


Completion Rate Standards

2004 through 2006:

• Exemplary: 95%

• Recognized: 85%

• Academically Acceptable: 75%

The Recognized standard is expected to increase to 90% and Academically Acceptable to 85%


Completion RateRequired Improvement (RI)

• Campuses and districts not meeting the Academically Acceptable absolute standard for completion rate (All Students or any student group) can meet the accountability criteria for that measure by demonstrating RI

• Development of a completion rate RI standard for the Recognized level will be considered for 2005


Completion Rate RI Standard:Academically Acceptable

• For 2004 only, the RI standard is amount of gain from the prior year required to meet a 75% completion rate in 2 years


Completion Rate RI Minimum Size

• Completion rate RI will be calculated for All Students and any student group that meets minimum size requirements for completion rate in 2004 and has at least 10 students in the completion rate class in 2003

Annual Dropout Rate(Grades 7-8)


Annual Dropout Rate Indicator

• The annual dropout rate is grade 7 and 8 dropouts as a percent of total students in attendance at any time in grades 7 and 8 in a single school year


Annual Dropout Rate Grades

• All campuses and districts that have students in grade 7 and/or 8 will be evaluated on annual dropout rate


Annual Dropout RateStudent Groups

If minimum size requirements are met, then annual dropout rates are evaluated for:

• All Students


• Hispanic

• White



Annual Dropout RateMinimum Size for All Students

• For 2004 only, annual dropout rates are evaluated at the All Students level if there are at least 10 grade 7-8 dropouts and at least 10 grade 7-8 students


Annual Dropout RateMinimum Size for Student Groups

• For 2004 only, at least 10 grade7-8 dropouts and 30/10%/50 students

• At least 30 grade 7-8 students in the group and the group represents at least 10% of grade 7-8 students or at least 50 grade 7-8 students in the group even if that represents less than 10% of all grade 7-8 students


Annual Dropout Rate Standards

• Exemplary: 0.2% in 2004-2006• Recognized: 0.7% in 2004-2006• Academically Acceptable: 2.0% in 2004

(1.0% in 2005 and 2006)• Annual dropout rate standards for 2007

and beyond will be determined when campus data are available to set the standards on a dropout rate calculated under the NCES definition


Annual Dropout RateRequired Improvement (RI)

• Campuses and districts not meeting the Academically Acceptable absolute standard for annual dropout rate (All Students or any student group) can meet the accountability criteria for that measure by demonstrating RI

• Development of an annual dropout rate RI standard for the Recognized level will be considered for 2005


Annual Dropout Rate RI Standard:Academically Acceptable

• For 2004 only, the RI standard is amount of decline from the prior year required to meet a 2.0% annual dropout rate in 2 years


Annual Dropout Rate RIMinimum Size

• Annual dropout rate RI is calculated for All Students and any student group that meets minimum size requirements for annual dropout rate in 2004 and has at least 10 grade 7-8 students in 2003

Exceptions Provision


Exceptions Provision for Assessment Measures Only

• An automatic exceptions provision is applied to the 26 assessment measures [25 TAKS (5 subjects x 5 student groups) and 1 SDAA (All Students only)]


Exceptions Provision for Academically Unacceptable Only

• The exceptions provision only helps those campuses and districts that would otherwise be rated Academically Unacceptable

• A campus or district can move up one rating level only when the exceptions provision is applied


Exceptions Provision forAcademically Unacceptable Only (cont)

• If a campus of district is rated Academically Unacceptable solely due to not meeting the Academically Acceptable criteria (absolute performance and improvement standard) on 1 to 3 assessment measures, then an exception to those measures will be applied if all other conditions are met


Exceptions ProvisionPerformance Floor

• Performance on the measure(s) to which the exceptions provision applies must be no more than 5 percentage points below the accountability standard for the Academically Acceptable level


Exceptions ProvisionOne-Time Use

• An exception will not be granted for the same measure for 2 consecutive years


Maximum Exceptions Allowed

• The number of exceptions granted depends on the number of assessment measures on which the campus or district is evaluated


Maximum Exceptions Allowed (cont)

Assessment Measures Evaluated

1 – 5

6 – 10

11 – 15

16 or more

Maximum Exceptions

Allowed

0

1

2

3


Exceptions ProvisionAnnual Review

• The exceptions provision will be reevaluated every year to determine if measures should be added or removed, if adjustments need to be made to the number of exceptions allowed, or other provisions need modification

Gold Performance Acknowledgments (GPA)


GPA Campus and District Indicators

• Advanced Course Completions• AP/IB Results• Attendance Rate• Commended Performance (Reading/ELA,

Mathematics, Writing, Science, & Social Studies)• Recommended High School Program• SAT/ACT Results• TAAS/TASP Equivalency


GPA Advanced Course Completions

• Advanced Course Completions are the % of9th-12th graders completing and receiving credit for at least one advanced course

• Standard: 25.0% or more• All Students; African American, Hispanic, White,

and Economically Disadvantaged student groups are evaluated

• Minimum Size: 30/10%/50• Prior-year data (2002-03) is evaluated


GPA AP/IB Results• AP/IB Results are the % of 11th and 12th graders

taking at least one AP or IB exam and % of 11th and 12th grade examinees scoring at or above the criterion on at least one exam (at least 3 for AP, 4 for IB)

• Standard: 15.0% or more taking at least one AP or IB exam and 50.0% or more scoring at or above the criterion

• All Students; African American, Hispanic, and White student groups are evaluated

• Minimum Size: 30/10%/50• Prior-year data (2002-03) is evaluated


GPA Attendance Rate• Attendance rate for students in grades 1-12 is

the total # days present / total # days in membership

• Standards: District, Multi-Level, and Middle/Junior High School 96.0%; High School 95.0%; and Elementary 97.0%

• All Students; African American, Hispanic, White, and Economically Disadvantaged student groups are evaluated

• Minimum Size: 5400 days/10%/9000 days• Prior-year data (2002-03) is evaluated


GPA Commended Performance

• Commended Performance is evaluated separately for Reading/ELA, Mathematics, Writing, Science, and Social Studies and is calculated as % of examinees scoring at or above the Commended Performance standard



• Minimum Size: 30/10%/50• Current-year data (Spring 2004) is evaluated


GPA RecommendedHigh School Program (RHSP)

• The RHSP is % of total graduates meetingor exceeding requirements for the RHSPand Distinguished Achievement Program

• Standard: 50.0% or more• All Students; African American, Hispanic,

White, and Economically Disadvantaged student groups are evaluated

• Minimum Size: 30/10%/50• Prior-year data (Class of 2003) is evaluated


GPA SAT/ACT Results

• SAT/ACT Results is the % of non-special education graduates taking the SAT or ACT and % of examinees scoring at or above the criterion (SAT 1110; ACT Composite 24)

• Standard: at least 70.0% of non-special education graduates and 40.0% or more at or above criterion

• All Students; African American, Hispanic, and White student groups are evaluated

• Minimum Size: 30/10%/50• Prior-year data (Class of 2003) is evaluated


GPA TAAS/TASP Equivalency• TAAS/TASP Equivalency is % first-time tested

graduates meeting or exceeding the TAAS equivalency standards (Reading TLI>=X-81; Mathematics TLI>=X-77; Writing scale score >=1540)



• Minimum Size: 30/10%/50• Prior-year data (Class of 2003) is evaluated• Replaced with TAKS/TASP indicator in 2005


GPA Comparable Improvement

• Comparable Improvement is not available for 2004 accountability ratings; indicators and standards will be developed for the 2005 system

The Future


In 2005…..• Required Improvement standards based on

actual gains made between 2003 and 2004• SDAA undergoes significant changes• Review of exceptions provision• Explore including the performance of

subsequent passing scores for exit-level students who fail the first administration

• Completion Rate and Annual Dropout Rate minimum size drops from at least 10 to at least 5 dropouts/non-completers


In 2005…..(cont)

• Annual Dropout Rate standard for Academically Acceptable decreases to 1.0%

• New alternative education accountability procedures

• New GPA Comparable Improvement indicator(s)• New GPA TAKS/TASP indicator(s)• To be Exemplary or Recognized, districts cannot

have more than 100 underreported students or greater than 5% underreported students (decreases from 500)


After 2005…..

• Explore dropping the 10%/50 component of student group minimum size criteria

• New standards for SDAA II (grades 3-10)• In 2006, definition of high school completer

changes (excludes GED recipients)• In 2006, grade 8 Science assessment begins• Review of exceptions provision• Use Commended Performance in the ratings


After 2005…..(cont.)

• Include a measure of progress in English language proficiency for English language learners

• Possible further alignment of state accountability and AYP


Accountability Informationon the Internet

• Comparison of the 2004 Texas accountability system to the Federal AYP at: http://www.tea.state.tx.us/perfreport/account/2004/develop/index.html

• Texas AYP at: http://www.tea.state.tx.us/ayp/ (Note: USDE approval of Texas AYP Plan is pending.)

• In late May/early June, the 2004 Accountability Manual will be available at: http://www.tea.state.tx.us/perfreport/account/

http://www.tea.state.tx.us/perfreport/account/2004/develop/index.html

http://www.tea.state.tx.us/ayp/

http://www.tea.state.tx.us/perfreport/account/


Comments and Questions

• Texas Education AgencyPerformance Reporting Division1701 North Congress AvenueAustin, Texas 78701-1494(512) 463-9704 (phone)(512) 475-3584 (fax)[email protected] (email)

mailto:[email protected]

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