Attachment B

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Paperwork Reduction Act Submission Supporting Statement

Annual Mandatory Collection of Elementary and Secondary
Education Data through EDFacts

June 2010

Attachment B-7




EDFacts Data Set
State Fiscal Stabilization Fund




Introduction
This attachment explains how the data will be added to EDFacts data set to enable easier collection from SEAs for a subset of the 37 metrics (34 indicators and 3 descriptors) that are part of the Phase 2 Application for the State Fiscal Stabilization Fund (SFSF).  Some of the data used in the metrics comes from the data already collected through ESS (data groups in Attachment B-3).  Some of the data will need to be added to ESS.   Some of the data will not be collected by ED beyond the application.
Indicators

The Phase II Application for SFSF includes 34 indicators which are listed in the table below.  (The table does not include the three descriptors.)


List of Metrics for the State Fiscal Stabilization Fund

Achieving Equity in Teacher Distribution (education reform area (a))
(a)(1)
The number and percentage of core academic courses taught, in the highest-poverty and lowest-poverty schools, by teachers who are highly qualified consistent with section 9101(23) of the Elementary and Secondary Education Act of 1965, as amended (ESEA)
(a)(2)
Whether the State’s Teacher Equity Plan (as part of the State’s Highly Qualified Teacher Plan) fully reflects the steps the State is currently taking to ensure that students from low-income families and minority students are not taught at higher rates than other students by inexperienced, unqualified, or out-of-field teachers (as required in section 1111 (b)(8)(C) of the ESEA)
(a)(3)
Whether the systems used to evaluate performance of teachers include student achievement outcomes or student growth data as an evaluation criterion
(a)(4)
If the district’s teachers receive performance ratings or levels through an evaluation system, the number and percentage of teachers rated at each performance rating or level
(a)(5)
If the district’s teachers receive performance ratings or levels through an evaluation system, whether the number and percentages of teachers rated at each performance rating or level are publicly reported for each school in the LEA 
(a)(6)
Whether the systems used to evaluate the performance of principals include student achievement outcomes or student growth data as an evaluation criterion
(a)(7)
If the district’s principals receive performance ratings or levels through an evaluation system, the number and percentage of principals rated at each performance rating or level

Improving Collection and Use of Data (education reform area (b))

(b)(1)
Which of the 12 elements described in section 6401(e)(2)(D) of the America COMPETES Act (20 U.S.C. 9871) are included in the State’s statewide longitudinal data system
(b)(2)
Whether the State provides student growth data on their current students and the students they taught in the previous year to, at a minimum, teachers of reading/language arts and mathematics in grades in which the State administers assessments in those subjects in a manner that is timely and informs instructional programs
(b)(3)
Whether the State provides teachers of reading/language arts and mathematics in grades in which the State administers assessments in those subjects with reports of individual teacher impact on student achievement on those assessments.

Standards and Assessments (education reform area (c))

(c)(1)
The approval status, as determined by the Department, of the State’s assessment system under section 1111(b)(3) of the ESEA with respect to reading/language  arts, mathematics and science assessments 
(c)(2)
Whether the State has developed and implemented valid and reliable alternate assessments for students with disabilities that are approved by the Department
(c)(3)
Whether the State’s alternate assessments for students with disabilities, if approved by the Department, are based on grade-level, modified, or alternate academic achievement standards 
(c)(4)
Whether the State has completed, within the last two years, an analysis of the appropriateness and effectiveness of the accommodations it provides students with disabilities to ensure their meaningful participation in State’s assessments
(c)(5)
The number and percentage of students with disabilities who are included in State reading/language arts and mathematics assessments
(c)(6)
Whether the State has completed, within the last two years, an analysis of  the appropriateness and effectiveness of the accommodations it provides limited English proficient students to ensure their meaningful participation in State assessments
(c)(7)
Whether the State provides native language versions of State assessments for limited English proficient students that are approved by the Department
(c)(8)
The number and percentage of limited English proficient students who are included in State reading/language arts and mathematics assessments 
(c)(9)
Whether the State’s Annual State Report Card (under section 1111(h)(1) of the ESEA) contains the most recent available State reading and mathematics National Assessment of Educational Progress (NAEP) results required by 34 CFR 200.11 (c)
(c)(10)
The number and percentage of students who graduate from high school using a four-year adjusted cohort graduation rate as required by 34 CFR 200.19(b)(1)(i)
(c)(11)
Of the students who graduate from high school consistent with 34 CFR 200.19(b)(1)(i), the number and percentage who enroll in an institution of higher education (IHE) (as defined in section 101(a) of the Higher Education Act of 1965, as amended (HEA)) within 16 months of receiving a regular high school diploma
(c)(12)
Of the students who graduate from high school consistent with 34 CFR 200.19(b)(1)(i) who enroll in a public IHE (as defined in section 101(a) of the HEA) in the State within 16 months of receiving a regular high school diploma, the number and percentage who complete at least one year’s worth of college credit (applicable to a degree) within two years of enrollment in the IHE

Supporting Struggling Schools (education reform area (d))

(d)(1)
The average statewide school gain in the “all students” category and the average statewide school gain for each student subgroup (as under section 1111(b)(2)(c)(v) of the ESEA) on the State assessments in reading/language arts, and the number and percentage of Title I schools in improvement, corrective action, or restructuring that have made progress on the State assessment in reading/language arts, in the last year
(d)(2)
The average statewide school gain in the “all students” category and the average statewide school gain for each student subgroup (as under section 1111(b)(2)(c)(v) of the ESEA) on the State assessments in mathematics, and the number and percentage of Title I schools in improvement, corrective action, or restructuring that have made progress on the State assessment in reading/language arts, in the last year
(d)(3)
The number and identity of the schools that are Title I schools in improvement, corrective action or restructuring that are identified as persistently lowest-achieving schools
(d)(4)
Of the persistently lowest-achieving schools that are Title I schools in improvement, corrective action or restructuring, the number and identity of those schools that have been turned around, restarted, closed, or transformed in the last year
(d)(5)
The number and identity of the schools that are secondary schools that are eligible for, but do not receive, Title I funds that are identified as persistently lowest-achieving schools
(d)(6)
Of the persistently lowest-achieving schools that are secondary schools that are eligible for, but do not receive, Title I funds, the number and identity of those schools that have been turned around, restarted, closed or transformed in the last year
(d)(7)
The number of charter schools that are currently permitted to operate under State law
(d)(8)
The number of charter schools currently operating
(d)(9)
The number and percentage of charter schools that have made progress on State assessments in reading/language arts in the last year
(d)(10)
The number and percentage of charter schools that have made progress on State assessments in mathematics in the last year
(d)(11)
The number and identity of charter schools that have closed (including schools that were not reauthorized to operate) within each of the last five years
(d)(12)
For each charter school that has closed (including a school that was not reauthorized to operate) within each of the last five years, whether the closure of the school was for financial, enrollment, academic, or other reasons
New Data Groups
The table below lists the new data groups that will be collected.  These data groups will be collected using an EDFacts collection tool.
Data Group Name
DG ID
Used for indicator
Teacher evaluations1
737
(a)(4)
Teacher performance level names New!
747
(a)(4)
Principal evaluations2
738
(a)(7)
Principal performance level names New!
748
(a)(7)
HS graduates postsecondary enrollment
739
(c)(11) 
HS graduates postsecondary credit earned
740
(c)(12)
Persistently lowest-achieving schools
741
(d)(3), (d)(4), (d)(5) and (d)(6)
Charter school closure reason
742
(d)(12)

In addition to the above data groups, metadata on the number of allowed charter schools would be collected for indicator (d)(7).

As described in the final requirements for the SFSF, if a State is currently able to fully collect and publicly report the required data or other information at least annually, the State must provide the most recent data or information with its plan.  If a State is not currently able to fully collect or publically report the data or other information at least annually, the plan must describe the State’s process and timeline for developing and implementing the means to do so, as soon as possible, but no later than September 30, 2011.  The State plan must describe the State’s collection and public reporting abilities with respect to each individual indicator or descriptor.

For readability, the tables that describe data groups, categories, and calculations are not divided between pages.  This results in some pages having significant blank space.


Data Collection By Indicator
The sections below provide an explanation of how the data in the EDFacts data set will be used in calculations for the SFSF indicators and what data groups are being proposed to be added to the EDFacts data set to obtain data for the indicators.
Achieving Equity in teacher distribution
The following indicators would either utilize existing EDFacts data groups or require the addition of data groups to the EDFacts data set, as detailed in this section:
    • Indicator (a)(1) regarding courses taught by teachers who are highly qualified
    • Indicator (a)(4) regarding performance ratings for teachers
    • Indicator (a)(7) regarding performance ratings for principals


Indicator (a)(1)
The number and percentage of core academic courses taught, in the highest-poverty and lowest-poverty schools, by teachers who are highly qualified consistent with section 9101(23) of the Elementary and Secondary Education Act of 1965, as amended

This indicator will be obtained from the following data groups listed in Attachment B-3.

Data group name
DG ID
File
Listed under topic
State poverty designation
699
X/N063
Accountability and Reporting Provisions of ESEA
Teacher quality in core secondary classes table
383
X/N064
Accountability and Reporting Provisions of ESEA
Teacher quality in elementary classes table
381
X/N103
Accountability and Reporting Provisions of ESEA

The percentage indicator will be calculated using the same method that is used for section 1.5 of the school year 2008-09 Consolidated State Performance Report (CSPR) as follows:

First, schools in the highest and lowest poverty quartiles are determined using DG699.

Numerator
# of classes in schools in the highest (or lowest) poverty quartile taught by highly qualified teachers.
DG381 or DG383
Category set A where qualification status is “highly qualified.”
Denominator
# of classes in schools in the highest (or lowest) poverty quartile
DG381 or DG383
Grand total


Indicator (a)(4)
If the district’s teachers receive performance ratings or levels through an evaluation system, the number and percentage of teachers rated at each performance rating or level

This indicator requires the addition of two new data groups.

Group Name: Teacher evaluations
ID: 737
Section 
Staff
Definition
The number of teachers.
Permitted Values
    • Integer
Reporting Period 
School year
Reporting Levels
School  
LEA  
State  
Grand Total (Education Unit Total)

Comment

CATEGORY SET
DESCRIPTION
Category Set A
    • Faculty/Admin Performance Level
STEWARD: OESE

New!
Group Name: Teacher performance level names
ID: 747
Section 
Staff
Definition
The name of the levels used in district evaluation systems for assigning teacher performance ratings
Permitted Values
    • Short text
Reporting Period 
School year
Reporting Levels
School  
LEA  
State  
Grand Total (Education Unit Total)

Comment

CATEGORY SET
DESCRIPTION
Category Set A
    • Faculty/Admin Performance Level
STEWARD: OESE

The data groups above require the addition of the following category.







Category Name:    Faculty/Admin Performance Level 
Steward: OESE
Comment
Not all levels need to be used.   Data should only be reported for levels used within the State or local education agency.  Metadata on levels will be collected.
Definition
The levels used in district evaluation systems for assigning teacher or principal performance ratings
Permitted Values


    • Not Rated
    • Level 1 (Lowest)
    • Level 2
    • Level 3
    • Level 4
    • Level 5
    • Level 6 (Highest)

The percentage indicator will be calculated as follows:

Numerator
# of teachers at level 1 (level 2, level 3, etc.)
DG737 
Category set A where faculty/admin performance level is “level 1” (“level 2,” “level 3,” etc.)
Denominator
# of teachers
DG737
Grand total


Indicator (a)(7)
If the district’s principals receive performance ratings or levels through an evaluation system, the number and percentage of teachers rated at each performance rating or level

This indicator requires the collection of two new data groups.











Group Name: Principal evaluations
ID: 738
Section 
Staff
Definition
The number of principals.
Permitted Values
    • Integer
Reporting Period 
School year
Reporting Levels
School  
LEA  
State  
Grand Total (Education Unit Total)

Comment

CATEGORY SET
DESCRIPTION
Category Set A
    • Faculty/Admin Performance Level
STEWARD: OESE

New!
Group Name: Principal performance level names
ID: 748
Section 
Staff
Definition
The name of the levels used in district evaluation systems for assigning principal performance ratings
Permitted Values
    • Short text
Reporting Period 
School year
Reporting Levels
School  
LEA  
State  
Grand Total (Education Unit Total)

Comment

CATEGORY SET
DESCRIPTION
Category Set A
    • Faculty/Admin Performance Level
STEWARD: OESE

The data groups above require the same new category described under indicator (a)(4).

The percentage indicator would be calculated as follows:

Numerator
# of principals at level 1 (level 2, level 3, etc.)
DG738 
Category set A where faculty/admin performance level is “level 1” (“level 2,” “level 3,” etc.)
Denominator
# of principals
DG738
Grand total

Standards and assessments
The following indicators in this section will require the addition of data groups to the EDFacts data set:
    • Indicator (c)(11) regarding enrollment in postsecondary
    • Indicator (c)(12) regarding completion of one year’s worth of college credit

Indicator (c)(11) 
Of the students who graduate from high school consistent with 34 CFR 200.19(b)(1)(i), the number and percentage who enroll in an IHE (as defined in section 101(a) of the Higher Education Act of 1965, as amended (HEA)) within 16 months of receiving a regular high school diploma

This indicator requires the addition of a data group.

Group Name: HS graduates postsecondary enrollment
ID: 739
Section 
Student
Definition
The number of graduates from two school years prior to the current school year.
Permitted Values
    • Integer
Reporting Period 
School year
Reporting Levels
School  
LEA  
State  

Grand Total (Education Unit Total)


Comment
Only students graduating from high school consistent with 34 CFR 200.19(b)(1)(i) in the graduating class two years prior to the reporting period should be included in this count.

CATEGORY SET
DESCRIPTION

Category Set A
    • Postsecondary Enrollment Action

STEWARD: OESE

The data group above requires the addition of the following category.

Category Name:    Postsecondary Enrollment Action 
Steward: OESE
Comment
Institution of higher education (IHE) is defined in section 101(a) of the Higher Education Act of 1965, as amended (HEA)
Definition
The action taken with respect to postsecondary enrollment by students who graduated from the school, LEA or State in the past two years.
Permitted Values


    • No information on postsecondary actions
    • Enrolled in an IHE within 16 months of receiving a regular high school diploma
    • Did not enroll in an IHE within 16 months of receiving a regular high school diploma

The percentage indicator would be calculated as follows:

Numerator
# of students who enrolled in an IHE within 16 months of receiving a regular high school diploma
DG739
Category set A where postsecondary enrollment action is “enrolled in an IHE within 16 months of receiving a regular high school diploma.”
Denominator
# of students who graduated 
DG739
Grand total


Indicator (c)(12)
Of the students who graduate from high school consistent with 34 CFR 200.19(b)(1)(i) who enroll in a public IHE (as defined in section 101(a) of the HEA) in the State within 16 months of receiving a regular high school diploma, the number and percentage who complete at least one year’s worth of college credit (applicable to a degree) within two years of enrolment in the IHE

This indicator requires the addition of a new data group.

Group Name: HS graduates postsecondary credit earned
ID: 740
Section 
Students
Definition
The number of graduates from 4 school years ago who enrolled in an IHE within 16 months of receiving their high school diploma
Permitted Values
    • Integer
Reporting Period 
School year
Reporting Levels
School  
LEA  
State  
Grand Total (Education Unit Total)

Comment
Only students graduating from high school consistent with 34 CFR 200.19(b)(1)(i) in the graduating class four years prior to the reporting period, and enrolling in an institution of higher education (IHE) as defined in section 101(a) of the Higher Education Act of 1965, as amended (HEA), should be included in this count.
CATEGORY SET
DESCRIPTION
Category Set A
    • Postsecondary Credit 
STEWARD: OESE

The data group above requires the addition of the following category.

Category Name:    Postsecondary Credit
Steward: OESE
Comment
Institution of higher education (IHE) is defined in section 101(a) of the Higher Education Act of 1965, as amended (HEA)
Definition
Postsecondary credits earned within 2 years of enrolling in an IHE.
Permitted Values


    • No information on credits earned since enrolling
    • Completed at least one year’s worth of credit (applicable to a degree) within two years of enrollment in the IHE 
    • Did not complete at least one year’s worth of credit (applicable to a degree) within two years of enrollment in the IHE 


The percentage indicator would be calculated as follows:

Numerator
# of students who complete at least one year’s worth of college credit (applicable to a degree) within two years of enrollment
DG740
Category set A where postsecondary credit action is “completed at least one year’s worth of credit (applicable to a degree) within two years of enrollment in the IHE “
Denominator
# of students who graduated from high school 4 years ago who enrolled in an IHE within 16 months of receiving their high school diploma 
DG740
Grand total



supporting struggling schools
The following indicators will either utilize existing EDFacts data groups or require the addition of data groups to the EDFacts data set, as detailed in this section:
    • Indicator (d)(1) regarding progress in reading/language arts
    • Indicator (d)(2) regarding progress in mathematics
    • Indicator (d)(3) regarding persistently lowest-achieving schools
    • Indicator (d)(4) regarding interventions of persistently lowest-achieving schools
    • Indicator (d)(5) regarding persistently lowest-achieving schools eligible for but not receiving Title I funds
    • Indicator (d)(6) regarding interventions of persistently lowest-achieving schools eligible for but not receiving Title I funds
    • Indicator (d)(7)  regarding allowed charter schools
    • Indicator (d)(8)  regarding operating charter schools
    • Indicator (d)(9) regarding progress of charter schools in reading/language arts
    • Indicator (d)(10) regarding progress of charter schools in mathematics
    • Indicator (d)(11) regarding charter schools that closed
    • Indicator (d)(12) regarding reasons for charter schools closing


Indicator (d)(1)
The average statewide school gain in the “all students” category and the average statewide school gain for each student subgroup (as under section 1111(b)(2)(c)(v) of the ESEA) on the State assessments in reading/language arts, and the number and percentage of Title I schools in improvement, corrective action, or restructuring that have made progress on State assessments in reading/language arts, in the last year

This indicator will be obtained from the following data groups listed in Attachment B-3.
 
Data group name
DG ID
File
Listed under topic
Student performance in reading/ language arts table
584
X/N078
Accountability and Reporting Provisions of ESEA
Improvement status - school
34
X/N130
Accountability and Reporting Provisions of ESEA
Title I school status
22
X/N129
Title I Program (Non-Accountability Provisions)

The average school gain will be calculated as the average of the percentage proficient or above for each grade from the current school year minus the percentage proficient or above for each grade from the previous school year.

The percentage of Title I schools in improvement, corrective action, or restructuring that have made progress on the State assessment in reading/language arts will be calculated as follows:

Numerator
# of Title I schools in improvement, corrective action or restructuring that have made progress on the State assessment in reading/language arts
The number of schools where:
    • For DG22 the permitted values is yes
AND
    • For DG34 the permitted value is “improvement year 1,” “improvement year 2,” “corrective action,” “restructuring (planning),” or “restructuring”
AND
    • The percentage of students at proficiency or above calculated from DG584 is higher than the previous school year
Denominator
# of Title I schools in improvement, corrective actions or restructuring
The number of schools where:
    • For DG22 the permitted values is yes
AND
    • For DG34 the permitted value is “improvement year 1,” “improvement year 2,” “corrective action,” “restructuring (planning),” or “restructuring”


Indicator (d)(2)
The average statewide school gain in the “all students” category and the average statewide school gain for each student subgroup (as under section 1111(b)(2)(c)(v) of the ESEA) on State assessments in mathematics, and the number and percentage of Title I schools in improvement, corrective action, or restructuring that have made progress on State assessments in mathematics, in the last year

This indicator will be obtained from the following data groups listed in Attachment B-3.

Data group name
DG ID
File
Listed under topic
Student performance in mathematics table
583
X/N075
Accountability and Reporting Provisions of ESEA
Improvement status - school
34
X/N130
Accountability and Reporting Provisions of ESEA
Title I school status
22
X/N129
Title I Program (Non-Accountability Provisions)

The calculation of this indicator is the same as indicator (d)(1) except using DG583 instead of DG584.


Indicator (d)(3)
The number and identity of the schools that are Title I schools in improvement, corrective action or restructuring that are identified as persistently lowest-achieving schools 

This indicator requires the addition of a data group.

Group Name: Persistently lowest-achieving school
ID: 741
Section 
Education Unit
Definition
An indication of whether or not the school has been identified by the State as persistently lowest-achieving
Permitted Values
    • Identified
    • Not identified
Reporting Period 
School year
Reporting Levels
School  
LEA  
State  
Comment
To be identified as a persistently lowest-achieving school, a school must be in one of two categories:
    • Title I school in improvement, corrective action or restructuring (as indicated by DG34)
    • Secondary Schools (as indicated through DG18) that are eligible for but do not receive Title I funds (as indicated by DG22)
STEWARD: OESE

The new data group will be used in conjunction with the following data groups listed in Attachment B-3.

Data group name
DG ID
File
Listed under topic
Improvement status - school
34
X/N130
Accountability and Reporting Provisions of ESEA
Title I school status
22
X/N129
Title I Program (Non-Accountability Provisions)

The indicator is the number of schools where:
    • DG22 is “Title I Targeted Assistance School,” “Title I Schoolwide Eligible-Title I Targeted Assistance Program,” or “Title I Schoolwide School”
AND
    • DG 741 is “identified”
AND
    • DG24 is “improvement year 1,” improvement year 2,” corrective action,” restructuring (planning),” or “restructuring

Indicator (d)(4)
Of the persistently lowest-achieving schools that are Title I schools in improvement, corrective action or restructuring, the number and identity of those schools that have been turned around, restarted, closed, or transformed in the last year

This indicator will utilize the following data groups listed in Attachment B-3.

Data group name
DG ID
File
Listed under topic
Improvement status - school
34
X/N130
Accountability and Reporting Provisions of ESEA
Title I school status
22
X/N129
Title I Program (Non-Accountability Provisions)

In addition, the metric will use the new data group “persistently lowest-achieving school” (DG741) described under indicator (d)(3) and the new data group “SIG intervention“ (DG728) discussed in Attachment B-6.

The indicator is the number of schools where:
    • DG22 is “Title I Targeted Assistance School,” “Title I Schoolwide Eligible-Title I Targeted Assistance Program,” or “Title I Schoolwide School”
AND
    • DG 741 is “identified”
AND
    • DG24 is “improvement year 1,” improvement year 2,” corrective action,” restructuring (planning),” or “restructuring”
AND
    • DG728 is “turnaround,” restarted,” “closure,” or “transformation”


Indicator (d)(5)
The number and identity of the schools that are secondary schools that are eligible for, but do not receive, Title I funds that are identified as persistently lowest-achieving schools

This indicator will utilize the following data groups.

Data group name
DG ID
File
Listed in Attachment
Title I school status
22
X/N129
B-3 under Title I Program (Non-Accountability Provisions)
Grades offered
18
X029 or N039
B-1 under Directory Records

In addition, the indicator will use the new data group “Persistently lowest achieving school” (DG741) described under indicator (d)(3).

The indicator is the number of schools where:
    • DG18 only includes grade levels 7 through 12
AND
    • DG 741 is “identified”
AND
    • DG22 is “Title I Targeted Assistance School – No Program,” or “Title I Schoolwide Eligible-No Program”


Indicator (d)(6)
Of the persistently lowest-achieving schools that are secondary schools that are eligible for, but do not receive, Title I funds, the number and identity of those schools that have been turned around, restarted, closed or transformed in the last year.

This indicator will utilize the following data groups:

Data group name
DG ID
File
Listed in Attachment
Title I school status
22
X/N129
B-3 under Title I Program (Non-Accountability Provisions)
Grades offered
18
X029 or N039
B-1 under Directory Records

In addition, the indicator will use the new data group “Persistently lowest-achieving school” (DG741) described under indicator (d)(3) and the new data group “SIG intervention“ (DG728) discussed in Attachment B-6

The indicator is the number of schools where:
    • DG18 only includes grade levels 7 through 12
AND
    • DG 741 is “identified”
AND
    • DG22 is “Title I Targeted Assistance School – No Program,” or “Title I Schoolwide Eligible-No Program”
AND
    • DG728 is “turnaround,” restarted,” “closure,” or “transformation”


Indicator (d)(7)
The number of charter schools that are currently permitted to operate under State law

This indicator requires the collection of one new piece of metadata:

    • Name – Allowed Charter Schools
    • Definition - The number of charter schools that are currently permitted to operate under State law


Indicator (d)(8)
The number of charter schools currently operating

This indicator will utilize the following data groups listed in Attachment B-1.

Data group name
DG ID
File
Listed under section
Charter status
29
X/N029
Directory Records
School operational status
531
X/N029
Directory Records

The indicator is the number of schools where:
    • DG22 is “yes”
AND
    • DG531 is “open,” “new,” “reopened,” “changed,” or “added”


Indicator (d)(9)
The number and percentage of charter schools that have made progress on State assessments in reading/language arts in the last year

This indicator will be obtained from the following data groups. 
 
Data group name
DG ID
File
Listed in attachment
Student performance in reading/language arts table
584
X/N078
B-3 under Accountability and Reporting Provisions of ESEA
Charter status
29
X/N029
B-1 under Directory Records


The percentage indicator will be calculated as follows:

Numerator
# of charter schools that have made progress on State assessments in reading/language arts
The number of schools where:
    • For DG29 the permitted values is “yes”
AND
    • The percentage of students at proficiency or above calculated from DG584 is higher than the previous school year
Denominator
# of charter schools
The number of schools where:
    • For DG29 the permitted values is “yes”


Indicator (d)(10)
The number and percentage of charter schools that have made progress on State assessments in mathematics in the last year

This indicator will be obtained from the following data groups.

Data Group Name
DG ID
File
Listed in Attachment
Student performance in mathematics table
583
X/N075
B-3 under “Accountability and Reporting Provisions of ESEA”
Charter status
29
X/N029
B-1 under “Directory Records”

The percentage indicator will be calculated as follows:

Numerator
# of charter schools that have made progress on State assessments in mathematics
The number of each school where:
    • For DG29 the permitted values is “yes”
AND
    • For percentage of students at proficiency or above calculated from DG583 is higher than the previous school year
Denominator
# of charter schools
The number of each school where:
    • For DG29 the permitted value is “yes”


Indicator (d)(11)
The number and identity of charter schools that have closed (including schools that were not reauthorized to operate) within each of the last five years

This indicator will be obtained from the following data groups listed in Attachment B-1.

Data group name
DG ID
File
Listed under section
Charter status
29
X/N029
Directory Records
School operational status
531
X/N029
Directory Records

This indicator will require looking across multiple years of data within EDFacts.  Charter schools reported with an operating status of “Closed” at any point during the past 5 school years will be counted for this indicator.


Indicator (d)(12)
For each charter school that has closed (including a school that was not reauthorized to operate) within each of the last five years, whether the closure of the school was for financial, enrollment, academic, or other reasons

This indicator will require the addition of a data group.

Group Name: Charter school closure reason
ID: 742
Section 
Education Unit
Definition
The reason a charter school was closed (including a school that was not reauthorized to operate).
Permitted Values
    • Finance
    • Enrollment
    • Academic
    • Other
Reporting Period 
Last 5 school years
Reporting Levels
School  
LEA  
State  
Comment
These data will be provided through ED’s EMAPS tool, which will present the State with a list of charters reported as closed within the past five years. States would use the online tool to select one of the four closure reasons. 
STEWARD: OII