FACT: Accreditation used to be based solely on test scores and, at the high school level, a graduation and completion index. The new system takes passing test scores into account in reading, math and science but also includes test scores for students who show growth from the previous year in reading and math. The new accreditation ratings also look at whether various demographic groups of students are meeting the established benchmarks and take into account chronic absenteeism. While high schools are still reviewed based on a graduation and completion index, the school’s dropout rate has also been included as an indicator.
Accreditation is measured by performance on various School Quality Indicators by all students at a school and its various demographic groups. For all students at a school, the indicators are Standards of Learning (SOL) test results in English, math and science as well as chronic absenteeism. High schools have two additional indicators: graduation completion index and dropout rate. For demographic groups (Asian, Black, Hispanic, white, economically disadvantaged and students with disabilities), the indicators are only English and math SOL test results.
Performance levels
Ratings of one, two or three are assigned to each school quality indicator based on the state standards.
- Level One – At or above state standard or improving from Level Two.
- Level Two – Near standard or improving from Level Three.
- Level Three – Below standard
Ratings for reporting groups ("all students" or for all the demographic reporting groups combined) is called a Final Performance Level. Each demographic group also receives a Performance Level rating, essentially a rating for that specific group. The performance of demographic groups is evaluated to determine achievement gaps between those groups and all students at a school.
It is important to know that the performance level rating for a reporting group can only remain at a level two or three for four consecutive years. By the fifth year, if that performance level rating does not reach a level one, the state must change it to a level three, which could affect a school’s final performance level and, eventually, a school’s accreditation status.
In addition, any school with a final performance level indicator of two must have their school improvement plan approved by the local School Board every two years. Any school with a final performance level indicator of two for the "all students" group must undergo an academic review.
Accreditation At-a-Glance
This is a graph of how the various elements (school quality indicators, reporting groups and performance levels) of accreditation work together.
School Quality Indicator | Groups | Level | Final Performance Level |
---|---|---|---|
Reading | All Students | Final Performance Level | |
Asian | Performance Level | Final Performance Level | |
Black | Performance Level | ||
Hispanic | Performance Level | ||
White | Performance Level | ||
Economically disadvantaged | Performance Level | ||
Students with disabilities | Performance Level | ||
Mathematics | All Students | Final Performance Level | |
Asian | Performance Level | Final Performance Level | |
Black | Performance Level | ||
Hispanic | Performance Level | ||
White | Performance Level | ||
Economically disadvantaged | Performance Level | ||
Students with disabilities | Performance Level | ||
Science | All Students | Final Performance Level | |
Chronic Absenteeism | All Students | Final Performance Level | |
Graduation and Completion Index | All Students (high schools only) | Final Performance Level | |
Dropout Rate | All Students (high schools only) | Final Performance Level | |
College, Career and Civic Readiness Index (starting in 2021-2022 school year) |
All Students (high schools only) | Final Performance Level |