Adequate Yearly Progress is required by the Elementary and Secondary Education Act as a measure of all schools, school districts, and the state in meeting required federal benchmarks. The AYP Summary shows whether or not a school or district met the benchmarks. For AYP, all grades assessed are looked at as a whole for the school or district when determining if the benchmark has been met. Some indicators meet AYP via appeals, Safe Harbor, or Indexing as defined in Idaho’s Accountability Workbook. While some percentages on the report card may be below a given benchmark, the additional method used to make AYP will not be evident. Safe Harbor applies when a school is making growth targets and improving scores even though it did not make the given benchmark. Click here for a link to Idaho’s accountability workbook. However, the AYP Summary displaying the + (met target) and x (did not meet target) does depict the final result of each cell/indicator. A “~” indicates that there was not a sufficient sample size to give statistically reliable information. This AYP Summary allows comparison between the school, district and state.
The No Child Left Behind Act requires a disaggregation or separation of student achievement data by content area (Math and Reading) which identifies percentage of students meeting or exceeding benchmarks for Proficiency. AYP must also be met for an additional indicator which is the Language Arts content area for elementary/middle schools and the graduation rate for high schools and districts (see Graduation tab). Targets are also set for participation on the statewide assessments and are also disaggregated by content area and population.
Academic Achievement references the last two years of assessment data by grade level, content area (Reading, Math, Language Arts and Science), and population. The Idaho Standards and Achievement Test (ISAT) is Idaho’s statewide assessment used to gather this data. The ISAT measures students' knowledge of the grade-level Idaho Content Standards. Some populations may only show a ~, which indicates an insufficient number of students to publicly report the scores of that particular group. Percentages for each proficiency level (Below Basic, Basic, Proficient, and Advanced) are the percent of students tested in that group that met each benchmark for the individual proficiency levels (click here for descriptors for these proficiency levels).
Highly Qualified (HQ): All districts identify teachers within their schools that are designated to be highly qualified. Under ESEA, there are core academic classes that are required to be taught by a highly qualified teacher. The HQT data in te School Report Card represent full-time equivalents, or FTE. Therefore, partial numbers may appear because some teachers are not full-time employees. It is self-reported information of districts’ efforts to submit proof of highly qualified status in advance of the deadline. Because of this deadline, this data reflects the 2008-2009 school year. Data will not be available for 2009-2010 school year until midway through the school year. For highly qualified requirements or more detailed information, visit the Department's Certification site.
Under Idaho administrative rules, if a district is unable to find a properly certified and appropriately endorsed person for a position, the state can grant emergency or provisional certification. For more information please visit the Department's Certification site.
ESEA outlines core academic classes that are required to be taught by highly qualified teachers. This percentage reflects the classes not taught by a highly qualified teacher, as reported by the school district.
Graduation rate is part of Idaho’s Accountability system. High schools, districts and the state must meet benchmarks. The Idaho State Board of Education has adopted a student graduation rate target of 90% by 2012-2013 for high schools with an annual rate improvement from present through 2013.
Idaho uses the formula for graduation rate from the National Center for Educational Statistics (NCES). Graduation rate (G) is defined by NCES as the proportion of students who begin in ninth grade and complete twelfth grade with a diploma. Idaho includes in the graduation rate the number of students with disabilities who are entitled to services up to the age of 21 where the Individualized Education Program (IEP) warrants the additional time to meet graduation requirements. A General Education Development (GED) certificate does not meet requirements that are comparable for receipt of a regular high school diploma.
For more information on the ESEA Graduation rate for Idaho, please Click here for a link to Idaho’s accountability workbook.
The National Assessment of Educational Progress (NAEP), also known as the "Nation's Report Card," is the only nationally representative and continuing assessment of what America's students know and can do. Its major goals are to measure student achievement and to report change in performance over time. NAEP provides results for the nation and states, but does not disaggregate data for individual school districts, schools, classrooms, or individual students.
The Idaho State Board of Education includes NAEP (at grades 4, 8, and 12) in the state assessment program because it gives us comparative state and national information about student achievement in reading, mathematics, science and writing. Even though the U.S. Department of Education pays for and administers NAEP, there is no federal requirement that an individual student complete all or any part of the assessment. However, Idaho administrative rule requires that students enrolled in Idaho public schools participate in NAEP if selected, just as they would take the Idaho Standards Achievement Tests or any of the other state mandated assessments. For more information about NAEP and the reported data, visit our NAEP website.