Pennsylvania Accountability System
Underlying Principles:
- Applies to all schools and districts.
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Based on Pennsylvania’s standards and content expectations.
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Sets a goal of 100% of students proficient or above in reading and mathematics by 2014.
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Uses a valid, reliable assessment system.
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Recognizes both growth and absolute levels of performance.
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Includes rewards, assistance, and consequences.
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Is aligned with the federal No Child Left Behind legislation
Assessment Grades and Subjects for Accountability Purposes:
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SY 2002-03: Grades 5, 8 and 11 Reading and Math
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SY 2005-06: Grades 3, 5, 8 and 11 Reading and Math
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SY 2006-07 and on: Grades 3, 4, 5, 6, 7, 8 and 11 in Reading and Math.
Adequate Yearly Progress (AYP):
Performance Indicators
- Achievement in reading and mathematics
- 95% test participation
- Improvement in student attendance, K-8
- Improvement in four-year graduation rate, secondary schools
Paths to Proficiency
- Increasing % proficient or above (i.e., meeting AYP Intermediate Goals for all students and for subgroups).
- Safe Harbor: 10% reduction in % not proficient.
Adequate Yearly Progress (AYP) Goals for Core Subject Results:
|
Year
| 2002-04
| 2005-07
| 2008-10
| 2011
| 2012
| 2013
| 2014
|
|
Percent
Proficient in
Reading |
45 |
54 |
63 |
72 |
81 |
91 |
100 |
|
Percent
Proficient in
Math |
35 |
45 |
56 |
67 |
78 |
89 |
100 |
Minimum Number of Students in a Subgroup:
The minimum number of students for subgroups (N) is 10 for reporting purposes and 40 for accountability. An (N) of 40 allows a maximum number of schools to be included while also assuring the reliability and validity of decisions.
Pennsylvania Performance Index:
- Measures growth across all levels not just from Basic to Proficient.
- Starts each school and subgroup at its own 2002 baseline.
- Aims for 100 percent proficient or above by 2014.
School Improvement:
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1st year (of not meeting targets): Warning
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2nd Year: School Improvement I
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3rd Year: School Improvement II
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4th Year of not meeting Targets: Corrective Action I
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5th Year: Corrective Action II
School Improvement Year I:
- School choice, school assistance teams, and a specific plan for improvement.
School Improvement Year II:
- Same, plus supplemental services such as tutoring.
Corrective Action Year I:
- Same as School Improvement plus significant changes in leadership, curriculum, professional development or other strategies.
Corrective Action Year II:
- Same, plus significant changes in governance such as reconstitution, chartering, or privatization.
Exiting School Improvement or Corrective Action:
A school exits School Improvement or Corrective Action when it meets AYP targets for two consecutive years. Schools do not start fresh under NCLB; their status carries over from the previous federal law (ESEA).
District and State Accountability:
Under NCLB, districts are accountable for the same goals as schools, with comparable rewards, supports, and consequences. States also are accountable for the same goals.
Notification & Appeals:
Timelines and guidelines for appeals will be updated annually and posted on the PDE website.
