Approved ESSA Plans: Explainer and Key Takeaways From Each State
Every state has submitted a plan for implementation of the Every Student Succeeds Act. And U.S. Secretary of Education Betsy DeVos has so far approved plans for 44 states and the District of Columbia. The law gives states significant new leeway to set student achievement goals and calls for looking beyond test scores in gauging school performance.
What is a state plan?
The Every Student Succeeds Act pushes states to move beyond test scores in gauging school performance and gives them all sorts of new flexibility when it comes to funding, turning around low-performing schools, and more. But states still have to submit an accountability roadmap—including long-term goals for student achievement—to the U.S. Department of Education for approval.
The Every Student Succeeds Act technically went into effect for the 2017-18 school year. But before a state can put its plan into effect, the U.S. Department of Education needs to sign off. This analysis reflects our best understanding of approved state ESSA plans. If you believe something should be added, changed, or removed, please let us know by emailing Alyson Klein, [email protected], or Andrew Ujifusa, [email protected].
Where do states' plans stand?
Check the map below to see where your state's ESSA plan stands.
What are states planning for ESSA?
Scroll down to see key details from your state’s plan, including long-term goals, academic indicators that will be used to rate schools, and more:
|STATE||GOALS||SCHOOL RATINGS||ACADEMIC INDICATORS||SCHOOL QUALITY INDICATOR||MEASURING SUBGROUPS ("N"-SIZE)||TESTING OPT-OUTS|
|Alabama||By 2030, decrease percent nonproficient by 50 percent, and decrease nongraduates by 50 percent, based on the four-year cohort graduation rate.||School ratings will be based on a 100-point index. (Separately, state law requires A-F grades for all schools and systems.)||Academic achievement, academic growth, English-language proficiency, graduation rate (four- and five-year adjusted cohort rate).||Reducing chronic absenteeism of students enrolled to 5 percent or less by 2030; increase college- and career-ready rate to 100 percent, based on attaining one indicator in assessment and one for coursework.||20 students||Schools or districts not meeting the 95 percent participation threshold must develop plan after one year of failing to reach 95 percent. If a school or district fails to meet the threshold for a second consecutive year, there will be a reduction in its summative score of 2 percent.|
|Alaska||Reducing by half the percentage of students not reaching the proficient or advanced achievement levels on the state exams by 2026-27. Proposes a goal of 90 percent for the four-year adjusted cohort graduation rate by 2026-27, and 93 percent for the five-year rate by the same year.||Uses a 100-point index system for a five-tier rating system.||For elementary and middle schools: academic achievement, academic growth, English-language proficiency. For high schools: academic achievement, English-language proficiency, four- and five-year adjust cohort graduation rates.||Chronic absenteeism for all schools. For elementary and middle schools, demonstrating literacy by 3rd grade will also be measured.||10 students||Schools that miss the 95 percent participation rate target for all students, or for student subgroups, for two consecutive years must create and submit an improvement plan to the district for approval.|
|Arizona||The state wants gaps between 90 percent proficiency and baseline proficiency for all students and student groups to be cut at least in half by the 2027-28 school year; also, Arizona wants all students to hit at least 90 percent proficiency on state English/language arts and math exams by 2039-40; and the state also wants a 90 percent graduation rate for the four-year adjusted cohort rate by 2030||As it has in recent years, Arizona plans to use a school rating system based on A-F school grades; an "A" school would be "excellent" and an "F" school would be considered "failing."||Academic achievement, academic progress, graduation rates for high schools (including four-, five-, six-, and seven-year graduation rates), English-language proficiency||For elementary schools: acceleration (such as end-of-course tests, subgroup improvement, and chronic absenteeism); for high schools: college- and career-readiness||20 students||Hitting a 95-percent participation rate on mandatory exams will be a factor in school improvement decisions; in addition, schools that miss that participation rate over multiple years will have to use interventions to address the issue|
|Arkansas||By 2029, 80 percent of students achieving a test-based grade-level proficiency score. Also proposes goals of a 94 percent graduation rate for the four-year adjusted cohort rate, and 97 percent for the five-year rate.||Schools will be assigned an A-F letter grade. Schools will also receive grades based on individual indicators.||Academic achievement, academic growth, English-language proficiency, four- and five-year adjusted cohort graduation rates.||A variety of indicators including student engagement, science achievement and growth, community service learning credits, achieving an ACT score of 19, and computer science course credits||15 students||For schools that fall short of 95 percent participation, 95 percent will be used as the denominator for performance calculations reporting and other purposes. Schools that fall short of 95 percent participation for two straight years will have to submit a plan to address test participation.|
|Colorado||Achievement: Student groups currently scoring below benchmark (scale scores below 750 on current state tests) will be expected to close the gap to 750 by 25 percent within 5 years. The state is shooting for 100% of groups meeting the benchmark within 20 years. Graduation rates: Student groups will be expected to close the gap to a 100% graduation rate by 25 percent within 5 years.||Will use a points system to decide if schools are “Does Not Meet,” “Approaching,” or “Meets and Exceeds” expectations||Mean scale scores on state reading and math tests, median growth percentage, four- and seven-year graduation rates, progress in achieving English-language proficiency||For elementary and middle schools: Science, chronic absenteeism. For high schools: science and drop-out rates.||16 for academic achievement and graduation rates; 20 for growth.||Colorado law prohibits schools from “coercing” parents into taking standardized tests. But if a school has fewer than 95 percent of students taking tests, students who don't take tests will be considered “not proficient.” And the state will provide schools and districts with information for parents explaining the reasons for administering tests and how results are used.|
|Connecticut||100 percent of all students and subgroups will hit various growth targets by 2029-30; 94 percent will graduate high school in four years by 2028-29||Rating based on a 0-100 index score||Achievement in reading and math; growth in reading and math; four-year adjusted cohort for graduation; six-year adjusted cohort for graduation||Chronic absenteeism; preparation for college-and-career coursework and exams; participation rates on tests; postsecondary enrollment; physical fitness; access to arts education; on-track graduation for 9th graders||20 students||A school otherwise getting the highest or second-highest ranking would be knocked down one ranking|
|Delaware||Cut in half the share of all students and subgroups not proficient on English/language arts and math exams by 2030; cut in half the share of high school students not graduating after four years||Index score to create a "text-based" rating||Achievement; growth; social studies in certain grades; growth of students; on-track high school graduation for 9th graders; progress in English-language proficiency; four-, five-, and six-year cohort graduation rates||Chronic absenteeism, proficiency in science in certain grades, proficiency in social studies in certain grades, on track in 9th grade, college-and-career readiness for high schools||15 students||A school would have to submit a plan to increase testing participation, with further state action possible|
|District of Columbia||By 2038-39, 85 percent of all students and subgroups will score a level 4 or 5 on the PARCC exam; 90 percent of high school students will graduate after four years||Five-tier performance rating system||Achievement, growth, graduation rates, English-language proficiency||Chronic absenteeism; a mix of attendance indicators; choice to re-enroll in same school; standardized observations that take into account factors including classroom organization, emotional support, and instructional support; college-readiness measured by ACT, AP, and IB participation and scores||10 students||A system would monitor and assist school, with interventions possible after multiple years|
|Georgia||Schools are expected to make annual improvements of 3 percent on state tests over the next 15 years, using the gap between current figures and 100 percent. It is using a similar metric for graduation rate goals.||Uses a 100-point index to measure schools. (Extra points possible for very high levels of achievement, but maximum score is 100 points for accountability purposes.)||Academic achievement, academic growth, closing achievement gaps, four- and five-year adjusted cohort graduation rates, English-language proficiency||Indicators include, for elementary and middle schools: literacy, student attendance, scores on advanced courses. For high schools: accelerated or dual coursework (like AP or IB); share of students completeing a world language, fine arts, CTE or advanced course; share of students showing college or career readiness through entrance into technical college, or achievement on various advanced courses. Student attendance measured for all grades.||15 students||For any group of students where the participation rate falls below 95 percent, the achievement score for that group will be multiplied by the result of dividing the actual participation rate by 95 percent.|
|Hawaii||By 2024-25, the state wants 76 percent of all students and all student subgroups to show proficiency on the state E/LA exam, and 71 percent of all students and all student subgroups to do the same on the state math exam. It also aims to have 90 percent of all students and all subgroups graduate by 204-25.||Uses a point-based index based on 100 points.||Academic achievement, academic progress, graduation rates, progress to English-language proficiency||Chronic absenteeism||20 students||Each student not participating in the state exams will be marked as not proficient.|
|Idaho||Differentiated goals for proficiency on state exams in E/LA and math for different subgroups, so that the share of non-proficient students for all students and student subgroups is cut by one-third over six years. The long-term goals in 2022 for all students in math is 61.1 percent proficiency, and in E/LA it's 68.7 percent proficient. For graduation rates, the state wants to reduce the percentage of all non-graduating students by half over six years; the goal for all students is 94.9 percent in 2022.||The state plans to use a "dashboard" to show scores and growth on various indicators, but does not assign summative labels to schools.||Academic achievement, academic growth, graduation rates as well as graduation-rate growth, English-language proficiency||For elementary and middle schools: student satisfaction as measured by surveys. For high schools: college- and career-readiness, as measured by advanced coursework, industry certification, or apprenticeship programs. Alternative high schools share the same school quality indicators as traditional high schools.||20 students||Failure to achieve 95 percent participation of all students and 95 percent of students in required subgroups means the school won't be identified as making "measurable progress" on state exams. Schools that miss the participation-rate requirement also have to draw up a plan to address the issue.|
|Illinois||By 2032, 90 percent of all students and subgroups will be proficient in English/language arts and math; by 2032, students in grades 3, 5, and 9 and high school graduates will meet four other percentage-based goals; 90 percent of students will graduate||Four-tier school-rating system, ranging from "exemplary" to "lowest-performing."||Proficiency, growth, English-language proficiency, graduation rates; science proficiency||Chronic absenteeism; climate surveys; whether 9th graders are on track to graduate; an early-childhood education indicator; exploring an arts indicator||20 students||A school could not get the top score for academic proficiency; participation rate would factor into school-improvement decisions|
|Indiana||By 2022-23, Indiana wants to reduce by half the gap between the proficiency rates of all students and student subgroups and 100 percent. It also wants to reduce by half the gap between current graduation rates for all students and student subgroups and 100 percent.||Points-based system corresponding to A-F letter grades||Academic achievement, academic growth (growth-to-proficiency table); graduation rates (four- and five-year adjusted cohort rate);||For elementary and middle schools: attendance rates. For high schools: college- and career-readiness indicator (AP, IB, college credit, industry certification).||10 students||Low participation will affect academic proficiency calculations. A school that misses the participation threshold of 95 percent would have its proficiency rate multiplied by the actual participation rate.|
|Iowa||Iowa expects the proficiency rate on state exams for all students to increase by half a percent each year for five years through 2021-22, and for underserved subgroups by 1 percent annually. In addition, the state aims to reach a 95 percent graduation rate for all students and student subgroups by 2021-22.||There will be index scores based on up to eight weighted indicators in the accountability system.||Academic achievement, academic growth (for elementary and middle schools), participation, four- and five-year adjusted cohort graduation rates, progress to English-language proficiency.||Average scale scores on state exams, a "Conditions for Learning" survey of students for grades 3-12, and postsecondary readiness.||20 students||Meeting the 95 percent participation threshold counts for 10 percent in the state's accountability index. Schools will marked as having met or not met the participate-rate requirement, and will receive a score of either 0 or 10.|
|Kansas||By 2030, 75 percent of all students and student subgroups score at least proficient (a level 3 or 4) on the state E/LA and math exams. By the same year, the state wants a 95 percent graduation rate for all districts, all students, and all student subgroups.||School will be identified as exceeding expectations, meeting expectations, approaching expectations, and below expectations. (Student subgroups and districts will also receive these ratings.)||Academic achievement, closing achievement gaps, four-year adjusted cohort graduation rates, "speed to proficiency" of English-language learners||Share of students scoring at the lowest two levels of the state Academic Performance Index||30 students||A school missing the 95 percent participation threshold would be flagged by the state, and the school would have to take correction action with the support of the state education department.|
|Kentucky||From 2019 to 2030, reduce the share of nonproficient students by 50 percent. The goal applies to all students and all student subgroups. The state has the same goal for the share of students not graduating over the same 12-year time span.||Schools will be identified with one of three labels: Comprehensive Support and Improvement (CSI), Targeted Support and Improvement (TSI), or Other (Not CSI/TSI). Schools will also be rated on other indicators. State unveiling a “star rating system” in 2019.||Proficiency, growth, science tests, English-language proficiency, “transition readiness”, four- and five-year grad rates for high schools||"Transition readiness," "opportunity and access," and achievement gap closure.||10 students||A student who fails to take a required state exam will be assigned the lowest reportable score for accountability purposes.|
|Louisiana||Annual average improvement target of 2.5 percentage point gains in achievement on state reading and math tests between 2018 and 2025 for all students and student subgroups; plan includes goal of reaching a graduation rate of 90 percent by 2025 for all students and student subgroups||A-F school grades, based on an index scores ranging from 0-150, would be given to schools; ratings system would shift in 2021 and again in 2024.||Achievement on state exams, including high school end-of-course exams and an ACT/WorkKeys index; growth index; graduation rate index; English-language proficiency index||For elementary schools: science and social studies for elementary schools. For middle schools: science and social studies, as well as a dropout credit accumulation index. For high schools: science and social studies end-of-course exams, strength of diploma credentials, ACT/WorkKeys||10 students||All nonparticipants in the state exam will receive a score of zero, which will in turn impact school scores on the state's accountability system|
|Maine||The state wants all students and student subgroups to hit various performance targets on state exams by 2030; goal is for 75.2 percent of all students to be proficient in reading/language arts, and 69.2 percent to be proficient in math; wants 90 percent of all students and student subgroups to graduate in 2030 or maintain their current graduation rate, whichever is higher, using the four-year adjusted cohort method||A four-tier rating system, similar to one the state already uses, from "exceeds state expectations" to "requires review for supports."||Achievement; growth; four-, five-, and six-year graduation rates; progress for English-learners||Chronic absenteeism||10 students||Schools with participation rates between 75 and 94 percent would have to submit a plan; schools below 75 percent would have to show steps taken; participation not factored into summative school rating|
|Maryland||Maryland wants to reduce number of non-proficient students by half by 2030||Using summative five star rating system||ELA and math performance. Academic growth and credit for completing a well-rounded curriculum, four and five year graduation rates. English-language proficiency.||Chronic absenteeism, school climate, access to a well-rounded curriculum||10 for academic achievement, 30 for graduation rates||Will put testing rate on school report card. Kids who don't take the test will be counted as not proficent, but state will also publish proficiency rates where it only counts the kids that took the test.|
|Massachusetts||Reduce proficiency gaps between different groups of students in all subjects by one-third over the next six years. Improve 4-year graduation rate and cut “graduation gap” by 29 percent over the next five years.||Six-tier rating system, based on 1-100 index.||Achievement in reading and math; growth in reading and math; four- and five-year graduation rates plus percentage of students still enrolled in high school; English-language proficiency||Chronic absenteeism; success in 9th grade courses; successful completion of a broad and challenging high school curriculum (including things like AP and IB course-taking); sustained engagement; science performance; dropout rate||20 students||A school’s overall summative rating would decline|
|Michigan||60 percent of all students and subgroups proficient in English/language arts, and 48 percent proficient in math by 2024-25; in addition, the state wants a four-year cohort graduation rate of 94 percent for all students and subgroups.||The state will base its school rating system on a 100-point index.||100-point achievement index; 100-point progress index; four-, five-, and six-year cohort graduation rates; 100-point English-learner progress index; various school-quality indicators depending on grade level||State would include four factors in this indicator: chronic absenteeism for all schools; time spent in arts, library, and physical education programs in K-8; advanced coursework in grades 11-12; postsecondary enrollment rates||10 students, except for certain school improvement calculations, for which the n-size would be 30 students||For schools falling below the 95 percent participation requirement, the participation rate would be multiplied by the proficiency rate.|
|Minnesota||Goal of a 90 percent achievement rate on ELA/math by 2025. All student groups must get to at least 85 percent achievement. Goal of 90 percent graduation rate by 2020, with each state 85 percent.||Coming up with different categories (A, B, C, D, E) for different types of schools. Will develop a dashboard.||Reading and math test scores, English language proficiency, growth, four and seven year graduation rates||Attendance||10 for reporting purposes, 20 for accountability purposes||Students who do not take tests will be calculated the same way as students who aren't proficient.|
|Mississippi||The state wants 70 percent of all students and all student subgroups to be proficient by 2024-25, in both English/language arts and math. That state wants an overall graduation rate goal of 90 percent, but this figure varies among the subgroups.||0 to 700 scale (elementary/middle) and 0 to 1000 (high school) with point cutoffs corresponding to A-F letter grades.||Academic achievement; academic growth (via increases in proficiency levels); graduation rates (4-year cohort rate only). English langauge proficiency.||Growth in performance of lowest 25 percent of students; college and career-ready indicator (Smarter Balanced or ACT performance); 12th grade Acceleration indicator (participation and performance on AP, IB, dual enrollment, industry certification exams)||10 students||<95 percent proficiency: Lower letter grade by 1 letter|
|Missouri||The state wants to cut the drop-out rate and percentage of kids not achieving proficiency in half over the next 10 years||Using the categories in the law of "targeted" and "comprehensive" improvement||English language arts, math, growth, four-year graduation rates. English language proficiency.||Attendance||30 students||A state that misses the required participation rate will lose points for academic achievement in the state's accountability system.|
|Montana||The state wants to reduce the number of kids who are not proficient or not graduating by four percentage points each year through 2022-23. It has a similar goal for graduation rates: Montana wants a 90 percent graduation rate by 2022-23.||Uses the categories in the law of "targeted" and "comprehensive support," as well as "universal" for those without problems||Academic achievement, academic growth, ELP, graduation rate (4-year adjusted cohort)||Elementary and middle schools – attendance, science test results, "program quality" (improving school climate, reducing behavior issues, and increasing engagement. For high schools: attendance, "program quality" as above, college-and -career readiness (ACT scores, CTE concentration, dual enrollment, AP/IB, military readiness)||10 students||Students that don't take tests will be assigned the lowest average score for each missing measure.|
|Nevada||By 2022, in K-5 schools, have 63 percent of all students proficient in English/language arts and 56 percent proficient in math; in middle schools, 61 percent proficient in E/LA and 46 percent in math; in high school, targets vary based on different exams. The state also wants 84 percent of high school students to graduate by 2022.||Five-star rating tool, based on 1-100 index.||Proficiency; growth; graduation rates for high schools; English-language proficiency||Chronic absenteeism for all schools; science proficiency; readiness for high school, and subsequently for college- and career-readiness; end-of-course exams; ACT; credit sufficiency||10 students||A school failing to meet the 95 percent threshold would initially be labeled with a "warning," then subject to increasing penalties after multiple years|
|New Hampshire||The state wants 74 percent of students to be proficient in reading by 2025 and 54 percent to be proficient in math. And New Hampsphire wants a 93.96 percent graduation rate by 2025.||Planning a dashboard. Has categories for school ratings similar to the ones in the law (such as "identified for targeted support and improvement."||Math and reading test scores, student growth, four and five year graduation rates||For middle and elementary schools: growth of the lowest achieving students in the school. For high schools: college-and-career readiness (as measured by dual enrollment, AP, career and technical education, etc.)||11 students||Will note on state report card if a school's participation in tests falls below 95 percent.|
|New Jersey||By 2030, have 80 percent of all students and subgroups meet or exceed expectations on the statewide English/language arts and math exams; have 95 percent of all students and subgroups graduate after four years in high school by 2030||Score based on percentiles and a 100-point scale.||Achievement; growth; four- and five-year graduation rates; English-language progress||Chronic absenteeism||20 students||As ESSA requires, each student at the school causing a participation rate below 95 percent would be scored not proficient|
|New Mexico||By 2022, 64.9 percent of students will be proficient on PARCC English/language arts test, and 61.2 percent proficient on PARCC math test. There are various graduation-rate goals for different student groups by 2022, including 85 percent for all students.||A-F grading system||Achievement; growth; growth of lowest quartile of students; growth in four-, five-, and six-year cohort graduation rates||"Opportunity to learn surveys" to capture climate, student engagement, and more; attendance measures; college-and-career readiness, including remediation and persistence||20 students||A school will have its A-F grade decrease by one letter if 95 percent of students don’t take the state English/language arts or math test|
|New York||The state wants all students to hit 200 on the state’s overall performance index, which would result in nearly all students achieving proficiency on indicators. New York is also shooting for a 95 percent graduation rate. The plan doesn’t include an actual target date for this goal. Instead New York will reset its long-term goals every five years until the 200 goal is reached. The state is setting its interim targets based on subgroups, but every subgroup has the same end goal.||School rating system: Dashboard, plus will sort schools into four categories: Comprehensive Support and Improvement Schools, Targeted Support and Improvement Schools, Schools in Good Standing, and Recognition Schools||Performance in English/language arts, math, science, social studies (at the high school level); student growth; four- five- and six-year graduation rates.||Chronic absenteeism for all schools; in addition, high schools have a college- and career-readiness indicator||40 for measuring test-participation rates; 30 for measuring performance||Schools and districts where test participation continuously falls below 95 percent need to come up with a plan to address the issue. Schools that fall in the bottom 10 percent of test participation in the state will need to come up with a plan to address the issue and get it approved by the state. Additional steps will be taken if the plan doesn’t improve test participation.|
|North Dakota||The state plans to set goals on the state reading and math tests for all students and several student subgroups by the 2023-24 school year; overall, the state's goal is to reduce "the number of nonproficient students for all students and for each subgroup of students by 33 percent" within six years. The state also wants a 90 percent graduation rate by 2023-24 for all students and subgroups.||North Dakota plans to use a "dashboard" accountability system "that will allow multiple factors to be used when summarizing a school’s measure of quality." In addition to the "targeted" and "comprehensive" categories for schools required by ESSA, there would also be a "general support" category.||Academic achievement, growth, progress in English-language proficiency; for high school, four-, five-, and six-year cohort graduation rates would also be included.||Student engagement as measured through surveys for elementary and middle schools, student engagement and college-and-career readiness for high schools||10 students||A school or district where test participation fell below 95 percent would be labeled as having insufficient participation, and would be required to implement a plan to improve its test participation|
|Ohio||The state wants 80 percent of students scoring proficient on exams by 2025-26, using 2015-16 as baseline data. In addition, improved performance on state exams such that the state Performance Index hits 100 out of 120 points. For graduation rates, 93 percent of all students must graduate for a district or school to earn an A grade, and for subgroup graduation rates to improve by half the gap between their current graduation rates and 100 percent by 2025-26.||Schools will be given grades using an A-F system.||Academic achievement, achievement gap closure, academic growth, English-language proficiency||Chronic absenteeism and student discipline data for all grades. For high schools, there will also be a "Prepared for Success" component, based on factors such as dual-enrollment and AP and IB tests.||15 students||If a subgroup at a school fails to meet the 95 percent participation threshold, the school's grade will be reduce by one letter.|
|Oregon||The state wants 80 percent of all students and student subgroups to score at a level demonstrating that they are on track for postsecondary readiness by 2024-25, based on state tests; also wants all students and student subgroups to graduate at a 90 percent clip by the same year.||There will be three broad categories for assessing school performance, but no single and final rating for all schools aside from the mandated ESSA categories of schools needing "comprehensive" and "targeted" support. For each indicator, there will be five levels of performance, ranging from "meets goal" to "in the lowest 10 percent of schools."||Achievement in English/language arts and math; growth in E/LA and math; four-year graduation rate; English-language performance||All schools will use chronic absenteeism as an indicator of school quality; high schools will also be judged on two other indicators involving 9th grade academic progress and high school completion||20 students||Schools where one or more student groups fail to hit 95 percent participation have to develop a plan to improve participation rates; Oregon law allows parents to opt their children out of these tests for any reason|
|Pennsylvania||By 2029-30, Pennsylvania wants to reduce by half the statewide percentage of non-proficient students. The state also wants to reduce by half the percentage of nongraduating students||Does not appear to assign ratings or grades. Identification for ESSA's comprehensive and targeted support based on cutoff scores for low achievement and growth, but aren't specified||Academic proficiency, academic growth using value-added measures; graduation rate (four- and five-year cohorts); English-language proficiency||Chronic absenteeism and career readiness||20 students||Participation rate will be published on report cards. Schools with less than 95 percent participation will be required to submit improvement plan. Schools and districts may also need to undergo an assessment audit|
|Rhode Island||By 2025, 75 percent of students attaining proficiency in English-language arts and mathematics, as well as a 95 percent graduation rate. The state also sets annual interim targets.||Point-based system corresponding to a ratings system of one to five stars.||Academic proficiency, academic growth using student-growth percentiles; graduation rate; English-language arts; an "exceeds expectations" indicator that's based on the percentage of top performing students on tests||Student and teacher chronic absenteeism; student suspensions; high school proficiency; postsecondary success indicator; science proficiency||20 students||Schools with less than 95 percent participation will have this noted on report cards. Districts must submit a plan for corrective action. If the "all students" subgroups misses this target, it will not be eligible for a five-star rating. A low participation rate will also affect a school's academic proficiency calculation.|
|South Carolina||By 2035, the state wants 70 percent of students to score at Level 3 (out of five levels) on state English/language arts and math exams. In addition, the state wants 90 percent of students to score at Level 2 on those tests. Also by 2035, the state wants 90 percent of students to graduate, using the four-year adjusted cohort rate.||Schools will be judged on a 100-point scale.||Academic achievement, academic progress, graduation rates, progress to English-language proficiency.||College- and career-readiness (using ACT and SAT benchmarks, AP and IB scores, completion of a "work-based" learning credential, earning an industry certificate, etc.)||20 students||Schools that miss the 95 percent participation threshold can't get the highest overall rating, or highest rating for academic achievement. They also have to adopt a plan to increase test participation.|
|South Dakota||By 2030-31, 100 percent of students proficient in reading and math. Interim targets after five years (must meet proficiency levels of a 50th percentile school) and 10 years (must meet proficiency levels of a 75th percentile school). The state also wants a 100 percent graduation by 2030-31.||100-point school performance scale||Academic proficiency, academic growth using student-growth percentiles; graduation rates; English-language proficiency; College- and career-ready measure such as Smarter Balanced, SAT, dual enrollment, AP, and a national career readiness certificate||Chronic absenteeism; high school completion rate (based on diplomas and GEDs; looser than cohort grad rate).||10 students||A school with less than 95 percent participation will affect its academic proficiency calculation|
|Tennessee||Perform in top half of 4th and 8th grade NAEP scores among states by 2019; have 75 percent of 3rd graders proficient in reading by 2025; average ACT composite score of 21 by 2020; 95 percent graduation rate by 2024-25||A-F grading system||Achievement; growth; graduation rates combined with college-, career-, or military-readiness measures; English-language proficiency||Chronic absenteeism and out-of-school suspensions; graduation-rate indicator incorporates whether students have met ACT benchmarks or earned military or workforce certification; a "ready graduate" indicator; science proficiency||30 students||A school would get an F grade on the relevant indicator for all student groups not reaching 95 percent participation|
|Texas||The state's 15-year goal is to cut in half the gap between the baseline values for 2017 and 100 percent proficiency. The state's long-term graduation goal is a 94 percent graduation rate.||A-F grades||Academic proficiency; academic growth (value table); graduation rates; English-language proficiency||Elementary and middle schools: Reading, mathematics, science, social studies, and writing assessments for all students assessed on a campus. High school: college, career, or military readiness, including AP, IB, enlisting in the military, dual enrollment, industry certification, and advanced coursework||25 students||Less than 95 percent participation affects a school's academic proficiency calculation.|
|Vermont||Have all schools score, on average, at the midpoint of the Smarter Balanced test’s proficiency range by 2025. Vermont also wants a 90 percent four-year cohort graduation rate for all students and subgroups by 2025.||There will be four ratings for five domains: 1) off-target 2) near target 3) on-target, and 4) bull's eye. The five domains are: academic proficiency; personalization; safe, healthy schools; high quality staffing; investment priorities.||Achievement; growth; four- and six-year graduation rates; progress in English-language proficiency, English language proficiency in schools with sufficient numbers of ELLs||College-and-career readiness, physical education, science, postsecondary outcomes||25 students||School’s initial summative score would be multiplied by the percentage of students who took the exam|
|Virginia||By 2024-25, the state wants 75 percent of all students and student subgroups to score proficient on the English/language arts exam, and 75 percent to score proficient on the math exam. There are also annual interim targets. Virginia also wants an 84 percent four-year cohort graduation rate by 2024-25.||Virginia does not assign ratings or grades other than for ESSA-required targeted and comprehensive support in its plan, but the state's separate school accreditation system does.||Academic proficiency, academic growth (measured by a value table, as well as by double-counting a student who achieved proficiency after falling short the previous year); English-language proficiency; graduation rates.||Chronic absenteeism, and a school's state Standards of Accreditation rating.||30 students||A school must develop a plan if school fails to reach 95 percent participation rate. After three years, must undertake unspecified "additional actions and interventions"|
|Washington||By 2026-27, the long-term goals are 90 percent proficiency in English/language arts and math, and a 90 percent graduation rate.||Schools graded on a 1 to 10 scale; the school will also rank schools into deciles on each weighted indicator||Academic proficiency; academic growth using student-growth percentiles; English-language proficiency; graduation rate (four-year adjusted cohort rate, but schools can earn additional points added for progress on longer rates).||Chronic absenteeism; 9th-grade on-track measure, such as students earning all attempted credits; dual enrollment class or coursework like AP, IB, etc.||20 students||Participation rate will impact proficiency rate calculation. A school with less than 95 percent participation must be addressed in school improvement plan And such a school will not receive awards based on accountability performance. After three years below the threshold, a school's accountability rating will drop a step.|
|West Virginia||The state wants to reduce the gap between current proficiency levels and 100 percent proficiency by half the end of the 2029-2030. West Virginia's goals for graduation rates are 95 percent for all students, and for each subgroup, by the 2029-30 school year.||There are four categories for each indicator, from "distinguished" to "unsatisfactory." There will also be check marks for making sufficient growth and x's for failing to make adequate progress.||Academic achievement, academic growth (benchmark assessments), English-language-proficiency, graduation rates using both four- and five-year cohort rates.||Attendance, behavior; on track to graduation based on credits; postsecondary achievement (AP, IB, advanced coursework, CTE classes)||10 students||Nonparticipants up to 95 percent of the students that should have been tested are retained in both the numerator and denominator of the calculation. In the numerator, however, they are assigned zero academic performance points and do not contribute positively to a schools’ performance determination.|
|Wisconsin||By 2023-24, cut the achievement gap in half for all subgroups; cut the graduation gap in half for all subgroups.||Scores based on 0 to 100 point scale. School categories include comprehensive support, targeted support, and "schools of recognition."||Academic proficiency, academic growth usingstudent-growth percentiles; English-language proficiency; graduation rate, using both four- year and seven-year cohort rates||Chronic absenteeism||20 students||Achievement calculations will be based upon the higher of 95 percent of students expected to participate or the number of students tested in excess of 95 percent.|
|Wyoming||Within 15 years, Wyoming wants all students to perform better than those at or above the 65th percentile of school performance on state exams for the 2015-16 school year. Subgroups must perform as well as those at or above the 80th percentile that year. The state also has a goal of an 88 percent graduation rate, using the four-year adjusted cohort rate, within 15 years.||The state will use three categories: above average, average, or below average, for each indicator. Scores will then be averaged and rounded for total score.||Academic achievement, academic growth using student-growth percentiles; graduation rate; English-language proficiency; four-year adjusted cohort graduation rate||An equity indicator based on growth of lowest performing quartile relative to other groups. High schools will also use post-secondary readiness, via completion of college-prep curriculum, college ready scores on an entrance exam or credits on AP or IB, earning an industry certification or a passing score on a career and technical education exam, or a sufficient military-readiness score||10 students||Non-participants in excess of 5 percent at a school are counted as “not proficient” on the state assessment. This will be included in the achievement indicator.|
Vol. 36, Issue 28, Page 19