| ESSA Indicator | Ohio’s Component | Description |
| i. Academic Achievement | There are 2 academic achievement measures: Performance Index and Indicators Met There are currently 29 indicators. Percentage of Letter Grade Possible Indicators Met 90% to 100% A 80% to 89.9% B 70% to 79.9% C 50% to 69.9% D <50% F 80% passage rate needed to meet indicator | Indicators Met: Students are tested in math, language arts, science and social studies to see how well they are meeting the expectations of their grade levels. The tests match the content and skills that are taught in the classroom every day and measure real-world skills in critical thinking, problem solving and writing. Achievement represents how well students performed on Ohio’s state tests and the number of students who passed the state tests. Counts for 25% of letter grade. Performance Index: This is a composite measure that counts every student based on levels of achievement. Points are earned on the measure based on how well each student performs in all tested subjects in grades 3-8, high school EOC exams in language arts I, II, algebra I, geometry, integrated math I and II. All tests have five performance levels with multipliers: Advanced (1.2), Accelerated (1.1), Proficient (1.0), Basic (0.6) and Limited (0.3). Advanced Plus multiplier is 1.3. Count for 75% of letter grade. |
| ii. Gap Closing | Revised Gap Closing ELA 3-8, ELA I, ELA II Baseline 2016-17 2017-18 All 55.1% 57.6 % 60.1% ED 39.3% 42.3% 45.4% SWD 20.6% 24.6% 28.5% White 61.8% 63.6% 65.4% Math 3-8, Algebra I, Geometry, Math I, II Baseline 2016-17 2017-18 All 58.1% 60.3% 62.5% ED 42.4% 45.3% 48.2% SWD 24.5% 28.3% 32.1% White 65.5% 67% 68.4% Performance Index ELA Baseline 2016-17 2017-18 All 79.7 81.7 83.8 ED 67.5 69.1 70.1 SWD 52.5 54.9 57.3 White 84.8 85.6 86.3 Performance Index Math Baseline 2016-17 2017-18 All 80.3 82.3 84.2 ED 67.9 69.5 71.1 SWD 53.5 55.8 58.2 White 86.2 86.9 87.6 Four-Year Graduation Rate Baseline 2016-17 2017-18 All 83% 84% 85% ED 71.4% 72.8% 74.3% SWD 69.2% 70.7% 72.3% White 87.4% 88% 88.5% Designation Determination for Gap Closing AMO Letter Grade 90% - 100% A 80% - 89.9% B 70% - 79.9% C 60% - 69.9% D <60% F | Gap Closing means we must close the gap that exists in the achievement of our students that may be based on income, race, ethnicity or disability. This component shows how well our schools are meeting the performance expectations of our most vulnerable students in language arts, map, and graduation so that all students can be successful. It measures the performance of specific subgroups such as racial and demographic groups, against the collective performance of all students in Ohio and determines the gaps and progress. In 2017-2018, Ohio will revise the Gap Closing calculation to align with the Performance Index mentioned above, which is being used to fulfill the federal requirement. The new Gap Closing calculation will include language arts, math, and graduation rate. For language arts and math, Performance Index for each subgroup and award weighted points based on the percent of tested students who fall into each of the six performance levels from Limited to Advanced Plus. High schools calculation will be based on closing graduation gaps using the four-year graduation rate. Changing from a straight proficiency calculation to one that weights points will make the calculation more sensitive to improvement and will reflect the work done to help students achieve beyond the minimum. Designation Demotion: A school or district cannot earn a letter grade of A if any of the subgroups have a math or language PI lower than 60 points in the current year or if the subgroups have a graduation rate lower than 70%. Minimum number of students in each subgroup will change from 30 to 15 for accountability purposes: 2017-2018 2018-2019 2019-2020 N=25 N=20 N=15 |
| iii. Progress in Achieving English Language Proficiency | This is incorporated in the Gap Closing Component | Students who are considered limited English proficient, i.e., a Spanish-speaking student entering school with limited English. |
| iv. Academic Progress | Value-Added (EVAAS) Progress Component of the Report Card. -All Students -Students with Disabilities -Gifted Students -Students in lowest 20% of math and ELA achievement | The Progress component is the third component on Ohio’s Report Card. Not all students start out at the same place with learning, but every student should learn and grow throughout the school year. This component looks closely at growth that all students are making based on past performance. There are four Value-Added measures that make up the Progress component. While performance scores measure achievement and level of proficiency, VA measures the impact schools and teachers have on student growth. We are assigned a VA letter grade based on the VA Growth Index Score which is computed by taking the VA Gain divided by the Standard Error measure. The VA Gain is a measure of magnitude of average gain. The Standard Error is a measure of precision of the computation. The VA Index combines both the magnitude and prevision to make certain the growth or lack of growth is real. VA reports included grade level subject information in ELA and math 4-8, EOC in ELA and math, grade 5 and 8 science and grade 6 social studies. The four VA measures are combined to arrive at a Progress component letter grade, with the ALL population weighted at 55% of the total grade, and each of the three subgroups weighted 15% each. If a school or district does not have one of the subgroups, the weight of the missing subgroup is spread proportionally among the remaining groups. |
| v. Graduation Rate | Graduation Component in Ohio uses the four-year and five-year cohort graduation rates Graduation is also included in the Gap Closing component described above. Designation Determination 4-Year @60% 5-Year @40% Grade 93 – 100% 95 – 100% A 89 – 92.9% 90 – 94.9% B 84 – 88.9% 85 – 89.9% C 79 – 83.9% 80 – 84.9% D <79% <80% F | Graduation is the fourth component of Ohio’s Report Card. Graduation rate is computer annually for all students in each subgroup and reflects the % of students who are successfully finishing high school with a diploma in four or five years. Graduation is comprised of two measures; the four-year longitudinal and five-year longitudinal rate. The two measures combine into one graduation component rate. The four-year is weighted at 60% and the five-year is weighted at 40% of the total. Because state law requires the release of school and District report cards in September, the state will continue to lag the reporting of graduation rate by one year. |
| vi. School Quality or Student Success | Student engagement is measured by chronic absenteeism and school discipline for all grades. This measure will be incorporated into the Indicators met in the Achievement Component on the Report Card. Districts and high schools will have the Prepared for Success Component as well. GOAL FOR 2025-2026 is 5% Baseline 16-17 17-18 All 15.8% 14.7% 13.6% ED 23.7% 22.5% 21.3% SWD 24.1% 22.9% 21.7% White 12.9% 12.3% 11.6% | It is important for all students to attend school every day. Missing too much school has long-term negative effects on students such as lower achievement and graduation. Chronic absenteeism will be monitored because of significant research around student attendance and academic performance. It is also one of the strongest predictors to identify students who drop out. Beginning in 2017-2018, it will be one of the Indicators Met in the Achievement component. For the chronic absenteeism indicator, it will be designated as “Met” if it either: 1. Meets the benchmark in the table, or 2. Meetings the improvement standard of at least 3.0 %age points from one year to the next. Expulsion rates with provide a double check to make sure districts are not expelling students to reduce the chronic absenteeism rate. Three types of support will be offered: Intensive Support: Missing more than 20% of school Moderate Support: Missing less 10-19% of school Universal Support: Missing less 9% of school When looking at the data, %ages decline in the elementaries, begin to climb again in middle school (over 20%) and, at the high school level, more than 20% of all students in grades 0-12 are chronically absent. |
| vii. Prepared for Success | The Prepared for Success component, college- and career-readiness measure will be graded and disaggregated. This is a separate component on the report card. Remediation Free on ACT/SAT Baseline 16-17 17-18 All 34.2% 40.1% 46.0% ED 13.9% 18.2% 22.5% SWD 5.3% 10% 14.8% White 39.9% 42.9% 45.9% | Prepared for Success is the fifth component on the Report Card. It looks at ho well prepared students are for all future opportunities. The Prepared for Success uses multiple measures for college and career readiness. Some high schools may focus on advanced placement courses and others may focus on dual enrollment credits. It contains six measures that do not receive a grade but are only reported on the report card. However, the component is graded based on the %age of students from the school’s or district’s 4-year and 5-year combined graduation cohort who demonstrate college and career readiness. The six measures include: 1. College Admission Tests (% of students receiving non-remediation scores on all parts of ACT or SAT). 2. Dual Enrollment Credits (% earning at least three transcripted college credits). 3. Industry Recognized Credentials (% earning at least 12 points with an industry-recognized credential or bundle of credentials within on of 13 career pathways). 4. Honors Diplomas Awarded (% with Honors Diploma). 5. Advanced Placement (% scoring 3 or above on at least one AP test). 6. IBP (which we do not offer). |
| viii. K-3 Literacy Improvement | K-3 Literacy is a separate component on the Report Card | K-3 Literacy is the sixth component on the Report Card and shows one thing: how well your school and district are working with struggling readers in kindergarten through grade 3. Schools and districts that had 5 percent or more of kindergarteners reading below grade level at the beginning of the school year receive K-3 Literacy grades on the Ohio School Report Cards. Schools with fewer than 5 percent of struggling readers in kindergarten do not receive these grades. K-3 Literacy Improvement uses results from two assessments: a reading diagnostic given to all students in kindergarten through grade 3 at the beginning of the school year; and Ohio’s state third grade English language arts test given to third-graders twice during the school year. The grades for this measure and component are based on the percentage of students in each of the following situations: 1. Students who were not on track in reading last year in kindergarten and are now on track in first grade; 2. Students who were not on track in reading in first grade and are now on track in second grade; 3. Students who were not on track in reading in second grade and now are on track in third grade; and 4. Students who were not on track in reading at the beginning of third grade who scored “Proficient” on Ohio’s third grade English language arts test. Additionally, the measure identifies students who either were never on or were removed from a Reading Improvement and Monitoring Plan but do not achieve proficiency by the end of third-grade. Schools must put students identified as not-on-track on the fall reading diagnostics on a Reading Improvement and Monitoring Plan. The K-3 Literacy Improvement calculation deducts one student from the improvement score for each student who has never been on or was removed from an reading plan and who does not meet the proficiency standard. |