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S.F. No. 2816 - Academic Achievement Rating System
 
Author: Senator Roger C. Chamberlain
 
Prepared By: Ann Marie Butler, Senate Counsel (651/296-5301)
 
Date: March 12, 2018



 

Section 1. State growth target; other state measures. Requires indicators of achievement be based on statewide, instead of statewide or districtwide, assessments. Strikes the requirement that the Commissioner implement a value-added growth model and requires the Commissioner to report on student growth.

Section 2. Academic Achievement Rating System.

Subdivision 1. Commissioner duties. (a) Requires the Commissioner to develop an academic achievement rating system to provide parents and students with a brief overview of student performance and growth.

(b) Requires the Commissioner to assign a star rating to schools and school districts, ranging from one star for the lowest performing schools and districts to five stars for the highest performing schools and districts.

(c) Requires the Commissioner to assign an academic achievement score to schools and school districts. The score ranges on a scale from zero to 100 and equals the average of the equally weighted factors used to determine a school’s or district’s star rating.

(d) Requires the Department of Education to report the star rating and the academic achievement score of each school and district as part of the school performance reports under section 120B.36.

Subdivision 2. Definitions. (b) Defines “academic growth rate” as the average level of improvement in statewide test results for the current year over the previous year across all student groups in a school.

(c) Defines “low-income student achievement gap score” as 100 minus the average of:  (1) the statewide percentage of non-low-income students who are rated proficient on the statewide reading test minus a school’s percentage of low-income students who are rated proficient on the statewide reading test; and (2) the statewide percentage of non-low-income students who are rated proficient on the statewide math test minus a school’s percentage of low-income students who are rated proficient on the statewide math test.

(d) Defines “students of color achievement gap score” as 100 minus the average of: (1) the statewide percentage of white students who are rated proficient on the statewide reading test minus a school’s percentage of students of color who are rated proficient on the statewide reading test; and (2) the statewide percentage of white students who are rated proficient on the statewide math test minus the school’s percentage of students of color who are rated proficient on the statewide math test.

(e) Defines “four-year graduation rate gap score” as 100 minus the difference between the statewide four-year high school graduation rate for non-low-income students and a school’s four-year high school graduation rate for low-income students.

(f) Defines “low-income students” as students who qualify for free or reduced-price lunch according to section 126C.05, subdivision 16.

(g) Defines “proficient” as a student meets or exceeds federal accountability standards on statewide assessments in reading and math consistent with the state’s Every Student Succeeds Act plan.

(h) Defines “statewide reading test” and “statewide math test” as the statewide reading and math assessments developed and administered under section 120B.30.

(i) Defines “students of color” as students who identify themselves as American Indian, Asian, Pacific Islander, Hispanic, Black, or two or more races consistent with section 120B.35, subdivision 3, paragraph (a), clause (2).

Subdivision 3. Primary school rating components. Establishes the factors for elementary and middle school star ratings as:

  1. the percentage of students rated proficient on the statewide reading test;

  2. the percentage of students rated proficient on the statewide math test;

  3. the academic growth rate for the statewide reading test;

  4. the academic growth rate for the statewide math test;

  5. the low-income student achievement gap score; and

  6. the students of color achievement gap score.

Subdivision 4. Secondary school rating components. Establishes the factors for a high school star rating as:

  1. the percentage of students rated proficient on the statewide reading test;

  2. the percentage of students rated proficient on the statewide math test;

  3. the four-year graduation rate gap score;

  4. the low-income student achievement gap score; and

  5. the students of color achievement gap score.

Subdivision 5. District rating components.  Establishes the factors for a school district star rating as:

  1. the percentage of third grade students rated proficient on the statewide reading test;

  2. the low-income student achievement gap score;

  3. the students of color achievement gap score;

  4. the percentage of high school students rated proficient on the statewide reading test;

  5. the percentage of high school students rated proficient on the statewide math test; and

  6. the district’s four-year high school graduation rate.

Section 3. School performance reports and public reporting.  Amends the Commissioner’s school performance reports and public reporting to include school and district academic achievement ratings. Requires the school performance report to include a prominent display of the school’s or district’s star rating and the academic achievement score assigned by the commissioner. Requires the report to calculate proficiency and growth rates.

Section 4. Student progress and other data.  Classifies the data the Commissioner uses to set goals for federal expectations as nonpublic data until the Commissioner publicly releases the data.

AMB/syl

 
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