1997-1998 ABCs of Public
Education Report Vol. 1
Main ABCs Vol. I Page
Explanations, Adjustments, and Options
The vast majority of
public schools in North Carolina fit the requirements for participation in
the ABCs of Public Education accountability model without any
modification. This section describes the types of schools that require an
adjustment or schools that require an adjustment but have an option as to
how the adjustment is implemented. How the adjustment for each type of
school is made for participation in the ABCs of Public Education is
described. The note number corresponds to the parenthetical number
associated with these schools in the report.
K-2 Feeder Schools.
The annual performance goals for each school are based on student
pre-test scores and post-test scores for reading and mathematics
(grades 3-8), and writing (grades 4 and 7 only). Since schools that
serve only students in kindergarten, first grade, or second grade do
not have student scores on which to base their performance, K-2
school performance is based on the performance of receiving schools
with a third grade to which the K-2 school sends its students. For a
K-2 school to be eligible for incentive awards, more than half of
the students in the school must feed into a single school that
receives an incentive award. The K-2 schools meet expected growth or
exemplary growth if their receiving school meets expected or
exemplary growth; otherwise, they are assigned Adequate Performance
status. K-2 schools cannot be in the Top 25/10, Schools of
Excellence, or Schools of Distinction in 1997-98. These K-2 schools
are denoted with a (1).
Junior High, Union
Schools, and other schools.
These schools have grades in both the K-8 and 9-12 grade ranges. For
the 1997-98 year only, they could choose to be evaluated by either
of the two models described below.
Model: These schools
chose to have K-8 grades combined with high school grades for a comprehensive
evaluation. These schools appear in Part I and Part II of the
report, and are denoted by a (2).
These schools chose to have K-8 grades evaluated separately from
high school grades. For these schools, the results of the K-8
evaluation appear in Part I; and the results of the high school
evaluation appear in Part II of the report. Such schools are
denoted by a (3).
Schools. Alternative and
special schools participate in the ABCs of Public Education like all
other schools if they have sufficient data. Alternative and special
schools, however, serve a wide variety of student populations and
the duration of services may range from a few days to several years.
An alternative or special school may not have sufficient data for
participation in the ABCs of Public Education because a) there are
too few students to provide reliable results (i.e., less than 15
students in the K-8 growth composite, or less than 30 students in
any end-of-course test); or b) students are in membership less than
the required 106 of 180 days for the K-8 model. In these cases,
performance of alternative and special schools with insufficient
data is based on the performance of the schools served by that
school. Testing requirements, such as the 98% (K-8) or 95% (High
Schools) rule and Excessive Exemption rules do not apply to
alternative schools for this accountability year only, irrespective
of data. Alternative schools cannot be in the Top 25/10, Schools of
Excellence, or Schools of Distinction in 1997-98.
special schools without sufficient data receive the higher status
(expected or exemplary) attained by any of the schools they serve.
Incentive awards for such schools are computed as a percentage of
the schools they serve. If none of the schools served by the
alternative/special school receives an incentive award, the
alternative/special school’s status is Adequate Performance and it
receives no incentive award. For 1997-98, the State Board of
Education requires that no alternative/special school be identified
as low-performing. Alternative/special schools with insufficient
data are denoted with a (4) and appear in Appendix C.
A confidence band was applied to the performance composite for
schools that do not meet expected growth/gain and have a performance
composite less than 50%. In 1996-97 such schools were designated
Low-Performing. In 1997-98, such schools are low-performing only if
the performance composite is significantly less than 50%. When the
performance composite is not significantly less than 50% the
performance composite is reported as 50 and the school is given the
status Adequate Performance. These schools are identified with a (5)
in the report.
Schools. Senior high
schools are high schools with only grades 10-12. They have the
following two options for participation in the ABCs of Public
Grades 10-12 Model:
These senior high schools chose to be evaluated using only the data
from students in grades 10-12. Under this option, a) English I and
Economic, Legal, and Political Systems (ELPS) are not
included unless more than 10% of students in the tenth grade
take English I or ELPS respectively; and b) Algebra I scores of
tenth graders who took the course while in grades 7, 8, or 9 are
included when computing the performance composite. These schools
are denoted with a (6).
Grades 9-12 Model:
These senior high schools chose to be evaluated by combining their
data with data from the ninth grades of their feeder junior high
schools. Under this option, a) all courses and components are part
of the model; b) Algebra I scores of ninth graders who took the
course while in grades 7 or 8 are included when computing the
performance composite; and c) incentive awards (if any) are prorated
at the junior highs or senior highs to reflect the special
arrangement of combining the ninth grade with grades 10-12. In the
report these schools are denoted with a (7).
High Schools In
Their Second Year of Operation.
The high school model for the ABCs of Public Education requires
three years of data—two years to determine the baseline plus the
current year’s data. High schools that have only been operating
for two years participate in the ABCs of Public Education with only
one year of baseline data. These schools are denoted with an (8).
High Schools Where
a Mandated End-of-Course Test Has Been Moved to a Different Grade
Level. High schools were
given the opportunity to request an adjustment to the high school
accountability model if a mandated end-of-course test was moved from
one grade level to another in the past two years. This adjustment
was made available because the EOC gain composite requires two years
of data for the baseline plus the current year’s data. If moving
the end-of-course test to a different grade level created
non-comparable groups, then this end-of-course test was not included
in the gain composite or in the performance composite. These schools
in the report are denoted with a (9).
High Schools with
Insufficient Data. A high
school with less than 30 students tested in an end-of-course subject
in any of the three years required for the high school
accountability model has insufficient data for that subject. High
schools (not alternative schools) with insufficient data will
receive expected or exemplary status and incentive awards if merited
on the basis of the data they do have, but they will not receive any
recognition status (i.e., School of Excellence, School of
Distinction, Top 10). If a school has insufficient data for an
end-of-course subject and has not received an incentive award under
the above provision, then the subject is not included in the
calculation of the gain composite or performance composite, and ABCs
status is based on the subjects for which there are sufficient data.
Schools for which a subject was not included in the gain composite
or performance composite calculation because of insufficient data
are denoted in the report with a (10). High schools that have
insufficient data for all six end-of-course subjects (and did not
attain "Expected" or "Exemplary" on the basis of
the data they have) will not be included in the ABCs, but
will appear in Appendix C.
Main ABCs Vol. I Page