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1999-2000 ABCs of Public Education Report Vol. 1
Special Conditions | Main ABCs Vol. I Page


Special Conditions - Appendix A

Condition # ABCs Adjustment
K-2 feeder 1 A K-2 feeder school serves only students in kindergarten, first grade, or second grade and sends more than half its students to one receiving school that has a third grade. ABCs awards are based on the performance of students in the school that receives the K-2 students. The K-2 feeder can make expected growth, exemplary growth, or receive no recognition. K-2 schools cannot receive recognition as a Most Improved School in academic growth/gain, School of Excellence/Distinction, or be identified as a low-performing school.
Senior high schools 2 Senior high schools (schools with grades 10-12 only) have two options for participation:

1) Grades 9-12 option:

Grades 10-12 data can be combined with Grade 9 data from feeder junior high schools.

- All courses and components are part of the model;

- Algebra I scores of ninth graders who took the course while in grades 7 or 8 are included when computing the performance composite; and incentive awards are prorated to reflect the special arrangement.

  3 2) Grades 10-12 option:

- English I and Economic, Legal, and Political Systems (ELPS) are not included unless more than 10% of students in grade 10 take English I or ELPS respectively, and

- Algebra I scores of tenth graders who took the course while in grades 7, 8, or 9 are included when computing the performance composite.

High schools in first year of operation* 4 High schools in their first year of operation will not be in the ABCs model for one year nor be eligible for incentive awards.
High schools in second year of operation 5 High schools that are in their second year of operation do not have three years of data to use in the computation of end-of-course gain (difference between the current year and a two-year baseline). These schools participate in the ABCs using one previous year's data as the baseline in computing the gain (difference between the current year and previous year's data).
End-of-course test has been moved to a different grade level* 6 If an end-of-course test has been moved to another grade during the current year or previous two years (1997-98, 1998-1999, or 1999-2000), and thus non-comparable groups have been created, the course that has been moved will not be included in the gain. The scores for that course, however, will be included in the performance composite.
High schools with major demographic changes due to district reassignments 7 High schools that indicate that they have had major changes in demographics due to changes in attendance areas will be treated as new high schools for purposes of the ABCs. This means they will not be in the model for one year nor be eligible for incentive awards. The superintendent and principals from these schools determine what is "major." The superintendent must submit a letter to DPI describing these decisions to DPI, stating which high schools will be treated as new schools due to major changes in attendance areas and how these decisions were made.
Special schools None Special schools that are identified with an assigned school code and appropriate school type include:

- Vocational and Career Centers where students can take special vocational courses as well as academic courses,

- Special Education Schools that serve exclusively students with disabilities who are not following the Standard Course of Study and who do not take state tests;

- Hospital Schools that serve students while they are hospitalized for short or long-term illnesses.

Special Education Schools, Vocational and Career Centers, and Hospital Schools will receive prorated incentive awards based on the statuses (expected growth/gain or exemplary growth/gain) attained by the schools they serve. If none of the schools served by the special school receives an incentive award, the special school receives no incentive award. These special schools will not be assigned a status for ABCs reporting purposes, and therefore they are not subject to low-performing status. Other "special" schools do not qualify for the feeder pattern, but must follow the standard ABCs procedures.

Data requirements** 9 Schools have insufficient data when there are:

- fewer than 15 students in the end-of-grade growth composite, including the High School Comprehensive Test

- fewer than 30 students in an end-of-course test in any year of the three years.

Schools with insufficient data receive special analyses to determine if they make the expected growth/gain standard. ABCs components that detract from the school's ability to make expected growth/gain are dropped from the ABCs calculations if the component is based on insufficient data. However, components that enhance the school's ability to make expected growth/gain (i.e., they contribute positively) are included in the calculations, even if they are based on insufficient data. In this way the school receives the benefit of the doubt whenever it has insufficient data.

Even if a component is dropped from the growth calculations due to insufficient data, the scores are included in the performance composite.

If schools (other than Alternative/Special Schools) have insufficient data for every component, and they do not make expected growth/gain with the data available, then they are not included in the ABCs.

*New High Schools (special condition #4) that had a beginning grade of grade 8 or below that are included in the ABCs primarily on the basis of EOG data and schools where an EOC tested course was moved (special condition code #6) were considered schools that did not meet data requirements and were not eligible to receive the recognition of Most Improved School. These schools received a special condition of 9 (data requirements not met).

** In most cases, schools with insufficient data did not receive special recognition as a Most Improved School or School of Excellence. The one exception is an elementary or middle school with insufficient data in an EOC course(s) that satisfied the requirements for School of Excellence both with and without the EOC course included. In those cases, the school received that recognition despite having insufficient data.


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