Annual Mandatory Collection of Elementary and Secondary
Education Data through EDFacts
June 2010
Attachment B-7
EDFacts Data Set
State Fiscal Stabilization Fund
This attachment explains how the data will be added to EDFacts data set to enable easier collection from SEAs for a subset of the 37 metrics (34 indicators and 3 descriptors) that are part of the Phase 2 Application for the State Fiscal Stabilization Fund (SFSF). Some of the data used in the metrics comes from the data already collected through ESS (data groups in Attachment B-3). Some of the data will need to be added to ESS. Some of the data will not be collected by ED beyond the application.
The Phase II Application for SFSF includes 34 indicators which are listed in the table below. (The table does not include the three descriptors.)
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List of Metrics for the State Fiscal Stabilization Fund |
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Achieving Equity in Teacher Distribution (education reform area (a)) |
(a)(1) |
The number and percentage of core academic courses taught, in the highest-poverty and lowest-poverty schools, by teachers who are highly qualified consistent with section 9101(23) of the Elementary and Secondary Education Act of 1965, as amended (ESEA) |
(a)(2) |
Whether the State’s Teacher Equity Plan (as part of the State’s Highly Qualified Teacher Plan) fully reflects the steps the State is currently taking to ensure that students from low-income families and minority students are not taught at higher rates than other students by inexperienced, unqualified, or out-of-field teachers (as required in section 1111 (b)(8)(C) of the ESEA) |
(a)(3) |
Whether the systems used to evaluate performance of teachers include student achievement outcomes or student growth data as an evaluation criterion |
(a)(4) |
If the district’s teachers receive performance ratings or levels through an evaluation system, the number and percentage of teachers rated at each performance rating or level |
(a)(5) |
If the district’s teachers receive performance ratings or levels through an evaluation system, whether the number and percentages of teachers rated at each performance rating or level are publicly reported for each school in the LEA |
(a)(6) |
Whether the systems used to evaluate the performance of principals include student achievement outcomes or student growth data as an evaluation criterion |
(a)(7) |
If the district’s principals receive performance ratings or levels through an evaluation system, the number and percentage of principals rated at each performance rating or level |
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Improving Collection and Use of Data (education reform area (b))
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(b)(1) |
Which of the 12 elements described in section 6401(e)(2)(D) of the America COMPETES Act (20 U.S.C. 9871) are included in the State’s statewide longitudinal data system |
(b)(2) |
Whether the State provides student growth data on their current students and the students they taught in the previous year to, at a minimum, teachers of reading/language arts and mathematics in grades in which the State administers assessments in those subjects in a manner that is timely and informs instructional programs |
(b)(3) |
Whether the State provides teachers of reading/language arts and mathematics in grades in which the State administers assessments in those subjects with reports of individual teacher impact on student achievement on those assessments. |
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Standards and Assessments (education reform area (c))
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(c)(1) |
The approval status, as determined by the Department, of the State’s assessment system under section 1111(b)(3) of the ESEA with respect to reading/language arts, mathematics and science assessments |
(c)(2) |
Whether the State has developed and implemented valid and reliable alternate assessments for students with disabilities that are approved by the Department |
(c)(3) |
Whether the State’s alternate assessments for students with disabilities, if approved by the Department, are based on grade-level, modified, or alternate academic achievement standards |
(c)(4) |
Whether the State has completed, within the last two years, an analysis of the appropriateness and effectiveness of the accommodations it provides students with disabilities to ensure their meaningful participation in State’s assessments |
(c)(5) |
The number and percentage of students with disabilities who are included in State reading/language arts and mathematics assessments |
(c)(6) |
Whether the State has completed, within the last two years, an analysis of the appropriateness and effectiveness of the accommodations it provides limited English proficient students to ensure their meaningful participation in State assessments |
(c)(7) |
Whether the State provides native language versions of State assessments for limited English proficient students that are approved by the Department |
(c)(8) |
The number and percentage of limited English proficient students who are included in State reading/language arts and mathematics assessments |
(c)(9) |
Whether the State’s Annual State Report Card (under section 1111(h)(1) of the ESEA) contains the most recent available State reading and mathematics National Assessment of Educational Progress (NAEP) results required by 34 CFR 200.11 (c) |
(c)(10) |
The number and percentage of students who graduate from high school using a four-year adjusted cohort graduation rate as required by 34 CFR 200.19(b)(1)(i) |
(c)(11) |
Of the students who graduate from high school consistent with 34 CFR 200.19(b)(1)(i), the number and percentage who enroll in an institution of higher education (IHE) (as defined in section 101(a) of the Higher Education Act of 1965, as amended (HEA)) within 16 months of receiving a regular high school diploma |
(c)(12) |
Of the students who graduate from high school consistent with 34 CFR 200.19(b)(1)(i) who enroll in a public IHE (as defined in section 101(a) of the HEA) in the State within 16 months of receiving a regular high school diploma, the number and percentage who complete at least one year’s worth of college credit (applicable to a degree) within two years of enrollment in the IHE |
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Supporting Struggling Schools (education reform area (d))
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(d)(1) |
The average statewide school gain in the “all students” category and the average statewide school gain for each student subgroup (as under section 1111(b)(2)(c)(v) of the ESEA) on the State assessments in reading/language arts, and the number and percentage of Title I schools in improvement, corrective action, or restructuring that have made progress on the State assessment in reading/language arts, in the last year |
(d)(2) |
The average statewide school gain in the “all students” category and the average statewide school gain for each student subgroup (as under section 1111(b)(2)(c)(v) of the ESEA) on the State assessments in mathematics, and the number and percentage of Title I schools in improvement, corrective action, or restructuring that have made progress on the State assessment in reading/language arts, in the last year |
(d)(3) |
The number and identity of the schools that are Title I schools in improvement, corrective action or restructuring that are identified as persistently lowest-achieving schools |
(d)(4) |
Of the persistently lowest-achieving schools that are Title I schools in improvement, corrective action or restructuring, the number and identity of those schools that have been turned around, restarted, closed, or transformed in the last year |
(d)(5) |
The number and identity of the schools that are secondary schools that are eligible for, but do not receive, Title I funds that are identified as persistently lowest-achieving schools |
(d)(6) |
Of the persistently lowest-achieving schools that are secondary schools that are eligible for, but do not receive, Title I funds, the number and identity of those schools that have been turned around, restarted, closed or transformed in the last year |
(d)(7) |
The number of charter schools that are currently permitted to operate under State law |
(d)(8) |
The number of charter schools currently operating |
(d)(9) |
The number and percentage of charter schools that have made progress on State assessments in reading/language arts in the last year |
(d)(10) |
The number and percentage of charter schools that have made progress on State assessments in mathematics in the last year |
(d)(11) |
The number and identity of charter schools that have closed (including schools that were not reauthorized to operate) within each of the last five years |
(d)(12) |
For each charter school that has closed (including a school that was not reauthorized to operate) within each of the last five years, whether the closure of the school was for financial, enrollment, academic, or other reasons |
The table below lists the new data groups that will be collected. These data groups will be collected using an EDFacts collection tool.
Data Group Name |
DG ID |
Used for indicator |
Teacher evaluations1 |
737 |
(a)(4) |
Teacher performance level names New! |
747 |
(a)(4) |
Principal evaluations2 |
738 |
(a)(7) |
Principal performance level names New! |
748 |
(a)(7) |
HS graduates postsecondary enrollment |
739 |
(c)(11) |
HS graduates postsecondary credit earned |
740 |
(c)(12) |
Persistently lowest-achieving schools |
741 |
(d)(3), (d)(4), (d)(5) and (d)(6) |
Charter school closure reason |
742 |
(d)(12) |
In addition to the above data groups, metadata on the number of allowed charter schools would be collected for indicator (d)(7).
As described in the final requirements for the SFSF, if a State is currently able to fully collect and publicly report the required data or other information at least annually, the State must provide the most recent data or information with its plan. If a State is not currently able to fully collect or publically report the data or other information at least annually, the plan must describe the State’s process and timeline for developing and implementing the means to do so, as soon as possible, but no later than September 30, 2011. The State plan must describe the State’s collection and public reporting abilities with respect to each individual indicator or descriptor.
For readability, the tables that describe data groups, categories, and calculations are not divided between pages. This results in some pages having significant blank space.
The sections below provide an explanation of how the data in the EDFacts data set will be used in calculations for the SFSF indicators and what data groups are being proposed to be added to the EDFacts data set to obtain data for the indicators.
The following indicators would either utilize existing EDFacts data groups or require the addition of data groups to the EDFacts data set, as detailed in this section:
Indicator (a)(1) regarding courses taught by teachers who are highly qualified
Indicator (a)(4) regarding performance ratings for teachers
Indicator (a)(7) regarding performance ratings for principals
Indicator (a)(1)
The number and percentage of core academic courses taught, in the highest-poverty and lowest-poverty schools, by teachers who are highly qualified consistent with section 9101(23) of the Elementary and Secondary Education Act of 1965, as amended
This indicator will be obtained from the following data groups listed in Attachment B-3.
Data group name |
DG ID |
File |
Listed under topic |
State poverty designation |
699 |
X/N063 |
Accountability and Reporting Provisions of ESEA |
Teacher quality in core secondary classes table |
383 |
X/N064 |
Accountability and Reporting Provisions of ESEA |
Teacher quality in elementary classes table |
381 |
X/N103 |
Accountability and Reporting Provisions of ESEA |
The percentage indicator will be calculated using the same method that is used for section 1.5 of the school year 2008-09 Consolidated State Performance Report (CSPR) as follows:
First, schools in the highest and lowest poverty quartiles are determined using DG699.
Numerator |
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# of classes in schools in the highest (or lowest) poverty quartile taught by highly qualified teachers. |
DG381 or DG383 Category set A where qualification status is “highly qualified.” |
Denominator |
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# of classes in schools in the highest (or lowest) poverty quartile |
DG381 or DG383 Grand total |
Indicator (a)(4)
If the district’s teachers receive performance ratings or levels through an evaluation system, the number and percentage of teachers rated at each performance rating or level
This indicator requires the addition of two new data groups.
Group Name: Teacher evaluations |
ID: 737 |
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Section |
Staff |
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Definition |
The number of teachers. |
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Permitted Values |
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Reporting Period |
School year |
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Reporting Levels |
School |
LEA |
State |
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Grand Total (Education Unit Total) |
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Comment |
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CATEGORY SET |
DESCRIPTION |
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Category Set A |
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STEWARD: OESE |
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New!
Group Name: Teacher performance level names |
ID: 747 |
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Section |
Staff |
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Definition |
The name of the levels used in district evaluation systems for assigning teacher performance ratings |
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Permitted Values |
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Reporting Period |
School year |
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Reporting Levels |
School |
LEA |
State |
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Grand Total (Education Unit Total) |
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Comment |
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CATEGORY SET |
DESCRIPTION |
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Category Set A |
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STEWARD: OESE |
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The data groups above require the addition of the following category.
Category Name: Faculty/Admin Performance Level |
Steward: OESE |
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Comment |
Not all levels need to be used. Data should only be reported for levels used within the State or local education agency. Metadata on levels will be collected. |
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Definition |
The levels used in district evaluation systems for assigning teacher or principal performance ratings |
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Permitted Values |
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The percentage indicator will be calculated as follows:
Numerator |
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# of teachers at level 1 (level 2, level 3, etc.) |
DG737 Category set A where faculty/admin performance level is “level 1” (“level 2,” “level 3,” etc.) |
Denominator |
|
# of teachers |
DG737 Grand total |
Indicator (a)(7)
If the district’s principals receive performance ratings or levels through an evaluation system, the number and percentage of teachers rated at each performance rating or level
This indicator requires the collection of two new data groups.
Group Name: Principal evaluations |
ID: 738 |
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Section |
Staff |
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Definition |
The number of principals. |
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Permitted Values |
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Reporting Period |
School year |
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Reporting Levels |
School |
LEA |
State |
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Grand Total (Education Unit Total) |
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Comment |
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CATEGORY SET |
DESCRIPTION |
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Category Set A |
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STEWARD: OESE |
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New!
Group Name: Principal performance level names |
ID: 748 |
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Section |
Staff |
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Definition |
The name of the levels used in district evaluation systems for assigning principal performance ratings |
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Permitted Values |
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Reporting Period |
School year |
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Reporting Levels |
School |
LEA |
State |
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Grand Total (Education Unit Total) |
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Comment |
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CATEGORY SET |
DESCRIPTION |
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Category Set A |
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STEWARD: OESE |
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The data groups above require the same new category described under indicator (a)(4).
The percentage indicator would be calculated as follows:
Numerator |
|
# of principals at level 1 (level 2, level 3, etc.) |
DG738 Category set A where faculty/admin performance level is “level 1” (“level 2,” “level 3,” etc.) |
Denominator |
|
# of principals |
DG738 Grand total |
The following indicators in this section will require the addition of data groups to the EDFacts data set:
Indicator (c)(11) regarding enrollment in postsecondary
Indicator (c)(12) regarding completion of one year’s worth of college credit
Indicator (c)(11)
Of the students who graduate from high school consistent with 34 CFR 200.19(b)(1)(i), the number and percentage who enroll in an IHE (as defined in section 101(a) of the Higher Education Act of 1965, as amended (HEA)) within 16 months of receiving a regular high school diploma
This indicator requires the addition of a data group.
Group Name: HS graduates postsecondary enrollment |
ID: 739 |
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Section |
Student |
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Definition |
The number of graduates from two school years prior to the current school year. |
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Permitted Values |
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Reporting Period |
School year |
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Reporting Levels |
School |
LEA |
State |
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Grand Total (Education Unit Total) |
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Comment |
Only students graduating from high school consistent with 34 CFR 200.19(b)(1)(i) in the graduating class two years prior to the reporting period should be included in this count. |
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CATEGORY SET |
DESCRIPTION |
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Category Set A |
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STEWARD: OESE |
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The data group above requires the addition of the following category.
Category Name: Postsecondary Enrollment Action |
Steward: OESE |
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Comment |
Institution of higher education (IHE) is defined in section 101(a) of the Higher Education Act of 1965, as amended (HEA) |
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Definition |
The action taken with respect to postsecondary enrollment by students who graduated from the school, LEA or State in the past two years. |
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Permitted Values |
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The percentage indicator would be calculated as follows:
Numerator |
|
# of students who enrolled in an IHE within 16 months of receiving a regular high school diploma |
DG739 Category set A where postsecondary enrollment action is “enrolled in an IHE within 16 months of receiving a regular high school diploma.” |
Denominator |
|
# of students who graduated |
DG739 Grand total |
Indicator (c)(12)
Of the students who graduate from high school consistent with 34 CFR 200.19(b)(1)(i) who enroll in a public IHE (as defined in section 101(a) of the HEA) in the State within 16 months of receiving a regular high school diploma, the number and percentage who complete at least one year’s worth of college credit (applicable to a degree) within two years of enrolment in the IHE
This indicator requires the addition of a new data group.
Group Name: HS graduates postsecondary credit earned |
ID: 740 |
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Section |
Students |
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Definition |
The number of graduates from 4 school years ago who enrolled in an IHE within 16 months of receiving their high school diploma |
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Permitted Values |
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Reporting Period |
School year |
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Reporting Levels |
School |
LEA |
State |
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Grand Total (Education Unit Total) |
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Comment |
Only students graduating from high school consistent with 34 CFR 200.19(b)(1)(i) in the graduating class four years prior to the reporting period, and enrolling in an institution of higher education (IHE) as defined in section 101(a) of the Higher Education Act of 1965, as amended (HEA), should be included in this count. |
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CATEGORY SET |
DESCRIPTION |
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Category Set A |
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STEWARD: OESE |
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The data group above requires the addition of the following category.
Category Name: Postsecondary Credit |
Steward: OESE |
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Comment |
Institution of higher education (IHE) is defined in section 101(a) of the Higher Education Act of 1965, as amended (HEA) |
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Definition |
Postsecondary credits earned within 2 years of enrolling in an IHE. |
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Permitted Values |
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The percentage indicator would be calculated as follows:
Numerator |
|
# of students who complete at least one year’s worth of college credit (applicable to a degree) within two years of enrollment |
DG740 Category set A where postsecondary credit action is “completed at least one year’s worth of credit (applicable to a degree) within two years of enrollment in the IHE “ |
Denominator |
|
# of students who graduated from high school 4 years ago who enrolled in an IHE within 16 months of receiving their high school diploma |
DG740 Grand total |
The following indicators will either utilize existing EDFacts data groups or require the addition of data groups to the EDFacts data set, as detailed in this section:
Indicator (d)(1) regarding progress in reading/language arts
Indicator (d)(2) regarding progress in mathematics
Indicator (d)(3) regarding persistently lowest-achieving schools
Indicator (d)(4) regarding interventions of persistently lowest-achieving schools
Indicator (d)(5) regarding persistently lowest-achieving schools eligible for but not receiving Title I funds
Indicator (d)(6) regarding interventions of persistently lowest-achieving schools eligible for but not receiving Title I funds
Indicator (d)(7) regarding allowed charter schools
Indicator (d)(8) regarding operating charter schools
Indicator (d)(9) regarding progress of charter schools in reading/language arts
Indicator (d)(10) regarding progress of charter schools in mathematics
Indicator (d)(11) regarding charter schools that closed
Indicator (d)(12) regarding reasons for charter schools closing
Indicator (d)(1)
The average statewide school gain in the “all students” category and the average statewide school gain for each student subgroup (as under section 1111(b)(2)(c)(v) of the ESEA) on the State assessments in reading/language arts, and the number and percentage of Title I schools in improvement, corrective action, or restructuring that have made progress on State assessments in reading/language arts, in the last year
This indicator will be obtained from the following data groups listed in Attachment B-3.
Data group name |
DG ID |
File |
Listed under topic |
Student performance in reading/ language arts table |
584 |
X/N078 |
Accountability and Reporting Provisions of ESEA |
Improvement status - school |
34 |
X/N130 |
Accountability and Reporting Provisions of ESEA |
Title I school status |
22 |
X/N129 |
Title I Program (Non-Accountability Provisions) |
The average school gain will be calculated as the average of the percentage proficient or above for each grade from the current school year minus the percentage proficient or above for each grade from the previous school year.
The percentage of Title I schools in improvement, corrective action, or restructuring that have made progress on the State assessment in reading/language arts will be calculated as follows:
Numerator |
|
# of Title I schools in improvement, corrective action or restructuring that have made progress on the State assessment in reading/language arts |
The number of schools where:
AND
AND
|
Denominator |
|
# of Title I schools in improvement, corrective actions or restructuring |
The number of schools where:
AND
|
Indicator (d)(2)
The average statewide school gain in the “all students” category and the average statewide school gain for each student subgroup (as under section 1111(b)(2)(c)(v) of the ESEA) on State assessments in mathematics, and the number and percentage of Title I schools in improvement, corrective action, or restructuring that have made progress on State assessments in mathematics, in the last year
This indicator will be obtained from the following data groups listed in Attachment B-3.
Data group name |
DG ID |
File |
Listed under topic |
Student performance in mathematics table |
583 |
X/N075 |
Accountability and Reporting Provisions of ESEA |
Improvement status - school |
34 |
X/N130 |
Accountability and Reporting Provisions of ESEA |
Title I school status |
22 |
X/N129 |
Title I Program (Non-Accountability Provisions) |
The calculation of this indicator is the same as indicator (d)(1) except using DG583 instead of DG584.
Indicator (d)(3)
The number and identity of the schools that are Title I schools in improvement, corrective action or restructuring that are identified as persistently lowest-achieving schools
This indicator requires the addition of a data group.
Group Name: Persistently lowest-achieving school |
ID: 741 |
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Section |
Education Unit |
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Definition |
An indication of whether or not the school has been identified by the State as persistently lowest-achieving |
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Permitted Values |
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Reporting Period |
School year |
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Reporting Levels |
School |
LEA |
State |
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Comment |
To be identified as a persistently lowest-achieving school, a school must be in one of two categories:
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STEWARD: OESE |
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The new data group will be used in conjunction with the following data groups listed in Attachment B-3.
Data group name |
DG ID |
File |
Listed under topic |
Improvement status - school |
34 |
X/N130 |
Accountability and Reporting Provisions of ESEA |
Title I school status |
22 |
X/N129 |
Title I Program (Non-Accountability Provisions) |
The indicator is the number of schools where:
DG22 is “Title I Targeted Assistance School,” “Title I Schoolwide Eligible-Title I Targeted Assistance Program,” or “Title I Schoolwide School”
AND
DG 741 is “identified”
AND
DG24 is “improvement year 1,” improvement year 2,” corrective action,” restructuring (planning),” or “restructuring
Indicator (d)(4)
Of the persistently lowest-achieving schools that are Title I schools in improvement, corrective action or restructuring, the number and identity of those schools that have been turned around, restarted, closed, or transformed in the last year
This indicator will utilize the following data groups listed in Attachment B-3.
Data group name |
DG ID |
File |
Listed under topic |
Improvement status - school |
34 |
X/N130 |
Accountability and Reporting Provisions of ESEA |
Title I school status |
22 |
X/N129 |
Title I Program (Non-Accountability Provisions) |
In addition, the metric will use the new data group “persistently lowest-achieving school” (DG741) described under indicator (d)(3) and the new data group “SIG intervention“ (DG728) discussed in Attachment B-6.
The indicator is the number of schools where:
DG22 is “Title I Targeted Assistance School,” “Title I Schoolwide Eligible-Title I Targeted Assistance Program,” or “Title I Schoolwide School”
AND
DG 741 is “identified”
AND
DG24 is “improvement year 1,” improvement year 2,” corrective action,” restructuring (planning),” or “restructuring”
AND
DG728 is “turnaround,” restarted,” “closure,” or “transformation”
Indicator (d)(5)
The number and identity of the schools that are secondary schools that are eligible for, but do not receive, Title I funds that are identified as persistently lowest-achieving schools
This indicator will utilize the following data groups.
Data group name |
DG ID |
File |
Listed in Attachment |
Title I school status |
22 |
X/N129 |
B-3 under Title I Program (Non-Accountability Provisions) |
Grades offered |
18 |
X029 or N039 |
B-1 under Directory Records |
In addition, the indicator will use the new data group “Persistently lowest achieving school” (DG741) described under indicator (d)(3).
The indicator is the number of schools where:
DG18 only includes grade levels 7 through 12
AND
DG 741 is “identified”
AND
DG22 is “Title I Targeted Assistance School – No Program,” or “Title I Schoolwide Eligible-No Program”
Indicator (d)(6)
Of the persistently lowest-achieving schools that are secondary schools that are eligible for, but do not receive, Title I funds, the number and identity of those schools that have been turned around, restarted, closed or transformed in the last year.
This indicator will utilize the following data groups:
Data group name |
DG ID |
File |
Listed in Attachment |
Title I school status |
22 |
X/N129 |
B-3 under Title I Program (Non-Accountability Provisions) |
Grades offered |
18 |
X029 or N039 |
B-1 under Directory Records |
In addition, the indicator will use the new data group “Persistently lowest-achieving school” (DG741) described under indicator (d)(3) and the new data group “SIG intervention“ (DG728) discussed in Attachment B-6
The indicator is the number of schools where:
DG18 only includes grade levels 7 through 12
AND
DG 741 is “identified”
AND
DG22 is “Title I Targeted Assistance School – No Program,” or “Title I Schoolwide Eligible-No Program”
AND
DG728 is “turnaround,” restarted,” “closure,” or “transformation”
Indicator (d)(7)
The number of charter schools that are currently permitted to operate under State law
This indicator requires the collection of one new piece of metadata:
Name – Allowed Charter Schools
Definition - The number of charter schools that are currently permitted to operate under State law
Indicator (d)(8)
The number of charter schools currently operating
This indicator will utilize the following data groups listed in Attachment B-1.
Data group name |
DG ID |
File |
Listed under section |
Charter status |
29 |
X/N029 |
Directory Records |
School operational status |
531 |
X/N029 |
Directory Records |
The indicator is the number of schools where:
DG22 is “yes”
AND
DG531 is “open,” “new,” “reopened,” “changed,” or “added”
Indicator (d)(9)
The number and percentage of charter schools that have made progress on State assessments in reading/language arts in the last year
This indicator will be obtained from the following data groups.
Data group name |
DG ID |
File |
Listed in attachment |
Student performance in reading/language arts table |
584 |
X/N078 |
B-3 under Accountability and Reporting Provisions of ESEA |
Charter status |
29 |
X/N029 |
B-1 under Directory Records |
The percentage indicator will be calculated as follows:
Numerator |
|
# of charter schools that have made progress on State assessments in reading/language arts |
The number of schools where:
AND
|
Denominator |
|
# of charter schools |
The number of schools where:
|
Indicator (d)(10)
The number and percentage of charter schools that have made progress on State assessments in mathematics in the last year
This indicator will be obtained from the following data groups.
Data Group Name |
DG ID |
File |
Listed in Attachment |
Student performance in mathematics table |
583 |
X/N075 |
B-3 under “Accountability and Reporting Provisions of ESEA” |
Charter status |
29 |
X/N029 |
B-1 under “Directory Records” |
The percentage indicator will be calculated as follows:
Numerator |
|
# of charter schools that have made progress on State assessments in mathematics |
The number of each school where:
AND
|
Denominator |
|
# of charter schools |
The number of each school where:
|
Indicator (d)(11)
The number and identity of charter schools that have closed (including schools that were not reauthorized to operate) within each of the last five years
This indicator will be obtained from the following data groups listed in Attachment B-1.
Data group name |
DG ID |
File |
Listed under section |
Charter status |
29 |
X/N029 |
Directory Records |
School operational status |
531 |
X/N029 |
Directory Records |
This indicator will require looking across multiple years of data within EDFacts. Charter schools reported with an operating status of “Closed” at any point during the past 5 school years will be counted for this indicator.
Indicator (d)(12)
For each charter school that has closed (including a school that was not reauthorized to operate) within each of the last five years, whether the closure of the school was for financial, enrollment, academic, or other reasons
This indicator will require the addition of a data group.
Group Name: Charter school closure reason |
ID: 742 |
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Section |
Education Unit |
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Definition |
The reason a charter school was closed (including a school that was not reauthorized to operate). |
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Permitted Values |
|
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Reporting Period |
Last 5 school years |
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Reporting Levels |
School |
LEA |
State |
|
Comment |
These data will be provided through ED’s EMAPS tool, which will present the State with a list of charters reported as closed within the past five years. States would use the online tool to select one of the four closure reasons. |
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1 SEAs would also submit metadata on the meaning of the levels in the evaluation system for teachers.
2 SEAs would also submit metadata on the meaning of the levels in the evaluation system for principals.
| File Type | application/vnd.openxmlformats-officedocument.wordprocessingml.document |
| File Title | Attachment B |
| Author | kimberly.goodwin |
| File Modified | 0000-00-00 |
| File Created | 2021-02-02 |