Accountability System

Long-Term Goals

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ESSA § 1111(c)(4)(A)

Establishes ambitious State-designed long-term goals, which shall include measurements of interim progress toward meeting such goals:

• Long-term and interim goals
• For all students and each subgroup
• Academic achievement on summative assessment
• Graduation rate
  • Four-year
  • “Extended-year” at state’s discretion
• Progress toward English language proficiency

Required Indicators

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ESSA § 1111(c)(4)(B)

Except for the indicator described in clause (iv) below, annually measure, for all students and separately for each subgroup of students, the following indicators:

1. Academic achievement
   • Grades KG-8
     • Based on required annual assessment and long-term goals
   • Grades 9-12
     • Based on required annual assessment and long-term goals
2. Student Growth
   • Grades KG-8
     • Based on student growth or another measure that allows for meaningful differentiation
   • Grades 9-12
     • Optional. Based on required annual assessment
3. Graduation rate
   • Grades KG-8
     • N/A
   • Grades 9-12
     • Four-year rate, extended-year rate at State’s discretion, and based on long-term goals
4. Progress in achieving English language proficiency
   • Grades KG-8
     • Progress for ELs in grades 3-8
   • Grades 9-12
     • Progress for ELs in testing grade(s)
5. School quality or student success
   • Grades KG-8
     • One or more measures
   • Grades 9-12
     • One or more measures

Differentiation

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ESSA § 1111(c)(4)(C)

Establish a system of meaningfully differentiating, on an annual basis, all public schools in the state, which shall:

• Include all students and each subgroup
• “Substantial weight” to indicators (i) through (iv)
• School quality [indicator (v)] should not have an outsized impact
• “Include differentiation of any such school in which any subgroup of students is consistently underperforming”

Identification of Schools

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ESSA § 1111(c)(4)(D)

Based on the system of meaningful differentiation, establish a state-determined methodology to identify:

• At least the lowest-performing five percent of Title I schools
  • Include all students and each subgroup
  • Schools failing to graduate 1/3 of students (less than 67 percent)
  • Additional categories at state’s discretion

Annual Measurement of Achievement

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ESSA § 1111(c)(4)(E)

Annually measure the achievement of not less than 95 percent of all students, and 95 percent of all students in each subgroup of students.

• Include at least 95 percent of students in the denominator.
• Explain how this feature will be incorporated into the accountability system.

Partial Attendance

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ESSA § 1111(c)(4)(F)

In the case of a student who has not attended the same school within a local educational agency for at least half of a school year, the performance of such student:

• May not be included in system of differentiation
• Shall be included in results on Report Cards
• Implications for graduation cohorts

Long Term Goals

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• Annual measurable objectives (AMOs)
  • Six years
• Same subgroups
  • May now include results for a former EL student for up to four years
• Alaska calculates four and five year rates
• Current graduation rate target is 90 percent for all students and subgroups
  • All but one student for schools with fewer than ten students
• Title III district accountability for ELs

Required Indicators

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1. Academic achievement
   • Grades KG-8
     • Based on annual summative assessment (ASPI 35%)
   • Grades 9-12
     • Based on annual summative assessment (ASPI 20%)
2. Student Growth
   • Based on annual summative assessment (ASPI 40%)
3. Graduation Rate
   • Based on four- or five-year rate (ASPI 20%)
4. Progress in achieving English language proficiency
   • Title III district accountability, not in ASPI
5. School quality or student success
   • No current measures

Differentiation

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• ASPI
  • Weighted indicators
  • Separate calculations for grades KG-8 and grades 9-12
  • Does not consider consistent underperformance

Identifications of Schools

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• Priority schools
  • Designated for three years
  • At least five percent of Title I schools in the state
• Focus schools
  • Designated for two years
  • At least ten percent of Title I schools in the state
• Reward schools
  • Highest performing
  • High progress

Annual Measurement of Achievement

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• Participation rate requirement
  • 95% of students enrolled on first day of testing
  • All but two if fewer than 40 students are enrolled
• Participation is not an indicator in ASPI
  • Untested students are counted as Not Proficient if the participation rate requirement is not met

Partial Attendance

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• Alaska uses the full academic year (FAY) student
  • Continuously enrolled between October 1 and the first day of testing
• Implications for:
  • AMOs
  • School progress ASPI component
• Shift from FAY to half of year is particularly noteworthy

To learn more about Alaska’s current Accountability systems, visit our Accountability page.