Under the regulation, schools and districts would receive an overall rating of one to five stars as determined by school performance (very low to very high) on multiple indicators — proficiency,
a separate academic indicator for science and social studies, growth (elementary and middle school), achievement gap closure, transition readiness, graduation rate (high school) and opportunity and access.
Not exact matches
The Report Card on Alberta's Elementary Schools 2018 ranks 819 public,
separate, francophone, independent and charter schools based on seven
academic indicators derived from provincewide test results.
For instance, states might assign
separate ratings to each of the five
indicator types the law requires:
academic achievement, student growth, graduation rates, progress toward English language proficiency, and other
indicators of school quality and student success.
States could also create entirely
separate accountability systems for alternative schools, weighting existing measures differently (e.g. placing less emphasis on proficiency and placing more emphasis on
academic growth) and using different
indicators, such as high school completion rates instead of cohort graduation rates.
The Report Card on Alberta's Elementary Schools 2018 ranks 819 public,
separate, francophone, independent and charter schools based on seven
academic indicators derived from provincewide test results.
States are supposed to give
separate, «substantial weight» to student achievement, graduation rates, English - language proficiency and another
academic indicator, as well as an
indicator of school quality or student success.