Annually measures, for all students and separately for each subgroup
of students, the following indicators:
Academic achievement (which, for high schools, may include a measure of student growth, at the State's discretion); for elementary and middle schools, a measure of student growth, if determined appropriate by the State, or another valid and reliable statewide academic indicator; for high schools, the four - year adjusted cohort graduation rate and, at the State's discretion, the extended - year adjusted cohort graduation rate; progress in achieving English language proficiency for English learners; and at least one valid, reliable, comparable, statewide indicator of school quality or student succ
Academic achievement (which, for high schools, may include a measure
of student
growth, at the State's discretion); for elementary and middle schools, a measure
of student
growth, if determined appropriate by the State, or another valid and reliable statewide
academic indicator; for high schools, the four - year adjusted cohort graduation rate and, at the State's discretion, the extended - year adjusted cohort graduation rate; progress in achieving English language proficiency for English learners; and at least one valid, reliable, comparable, statewide indicator of school quality or student succ
academic indicator; for high schools, the four - year adjusted cohort graduation rate and, at the State's discretion, the extended - year adjusted cohort graduation rate; progress in achieving English language proficiency for English learners; and at least one valid, reliable, comparable, statewide indicator
of school quality or student success; and
The bill replaces AYP standards with a requirement for states to
annually measure all students and individual subgroups by: (1)
academic achievement as measured by state assessments; (2) for high schools, graduation rates; (3) for schools that are not high schools, a measure
of student
growth or another valid and reliable statewide indicator; (4) if applicable, progress in achieving English proficiency by English learners; and (5) at least one additional valid and reliable statewide indicator that allows for meaningful differentiation in school performance.