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. Public Schools of North Carolina . . State Board of Education . . Department Of Public Instruction .

2001-02 ABC PROGRAM INFORMATION

ABCs ACCOUNTABILITY MODEL

I. Weighted Growth Composite

The total weighted growth composite for a school will be the sum of the weighted growth components. The composite must be equal to or greater than zero to meet the expected and high growth standards.

  1. End-of-Grade (EOG) growth
    For schools with any combination of grades 3 through 8: growth is computed using pretest to posttest differences in grades 3 through 8 in reading and mathematics on a matched set of students. The 91-day membership rule will be used to determine inclusion in the cohort. Students taking the NCCATS will have their scores included in growth calculations if they have EOG scores (not from 2000-2001 NCCATS) from the school year.

  2. End-of-Course (EOC) growth
    Using the EOC prediction formulas, the school's ABCs goal, or expected EOC score, is determined for each course. This expected score is based on the state's average EOC score plus an adjustment based on the proficiency of the school's cohort of students on specific EOC and/or EOG tests.

  3. College University Prep/College Tech Prep Component
    For this component, the percentage of 2001-2002 diploma recipients, who have completed either a college university prep or a college tech prep course of study (or both) are compared to a baseline average of the 2001 and 2000 percents. (All computations are based on unduplicated counts.)

  4. Gain in competency passing rates
    The gain in the percentage of students meeting the North Carolina Competency Standard will be computed as part of the growth composite. The competency passing rate in grade 10 will be compared to the baseline passing rate for the same students on the grade 8 EOG tests in reading and mathematics.

  5. ABCs Dropout Rate
    T he change in ABCs Dropout rates will be included in the composite growth scores for high schools in the current 2001-02 accountability year. The 2001-02 ABCs report will utilize dropout rates over a three-year period (i.e., 1998-99, 1999-00 and 2000-01 school years.) The rate for the most recent year available will be compared to a baseline average of the rates for the two previous years.


II. Performance Composite

The performance composite for any school is the total number of scores at or above Level III (or at or above grade level) in each subject included in the ABCs model, divided by the total number of valid scores. The performance composite is reported as a percentage. Schools that do not meet their growth standards AND that have a performance composite below 50% may be identified as low-performing. A confidence interval is applied to the performance composite of low-performing schools to ensure that it is significantly below 50%. (Calculations of the confidence interval are completed by DPI and are not part of the ABC Tools software.)

  1. For a school with any combination of grades 3 through 8
    The performance composite for the school includes the total number of students who score at or above grade level (i.e. in Level III or IV) in reading, mathematics, writing (grades 4 & 7), and any course with an EOC test that may be offered at the school. (In a K-8 school, that offers Algebra I, for example, the number of students who score at or above Level III on the Algebra I EOC test is included in the computation.)

    In addition to the above, the number of students in grade 8 who meet the computer proficiency standard are included in the school's performance composite. Results of students participating in the North Carolina Alternate Assessment Portfolio are included in the performance composite as well. The results of the North Carolina Computerized Adaptive Testing System (NCCATS) and the North Carolina Alternate Assessment Academic Inventory (NCAAI) will be included in the performance composite for 2001-2002.

  2. For a school that offers only high school courses
    The performance composite is the percent of students at or above Level III in

    · Algebra I (see Note below) · Geometry
    · Algebra II · Physical Science
    · Biology · Physics
    · Chemistry · U.S. History
    · ELPS  
    · English I  
    Note: Algebra I scores of current ninth grade high school students who took the course prior to high school are included in this computation for the high school where they are currently enrolled. For senior high schools, students who took Algebra I prior to tenth grade are included in the computation for the senior high school.


III. Reports of Supplemental Disaggregated State, District and School Performance Data

For 2001-2002 these items are included in the web based report, "Reports of Supplemental Disaggregated State, District and School Performance Data". They are not included in any computations that determine growth, performance composite, award or sanction from the ABCs.

  1. End-of-Grade (EOG) and End-of-Course (EOC)
    The EOG subgroup statistics reports student performance by percent of students at or above grade level (Achievement Level III or IV) in reading and mathematics. These results are repeated for each school system by grade, ethnicity, gender and other groups.

    The EOC subgroup statistics reports student performance by percent of students at or above Achievement Level III in Algebra I, Algebra II, Biology, Chemistry, ELPS, English I, Geometry, Physical Science, Physics, and US History. These results are reported for each school for all students and by ethnicity, gender and other groups.

  2. SAT results and participation rates
    SAT results and participation rates are reported (for information purposes only) for three years.

  3. ABCs Dropout Rates
    The ABCs Dropout section reports the ABCs dropout rate for the state, school system and school. ABCs Dropout rates for alternative schools are reported separately from regular schools.

  4. Progress of Limited English Proficiency Students by School System
    Language proficiency test results are reported reflecting changes in proficiency of the same students over time.


Information provided by Division of School Business /Statistical Research

  1. Student Population data disaggregated by Ethnicity and Gender
    (Average Daily Membership)

  2. Race and Gender by Schools and Grades, 2000-2001 school year

  3. Exceptional Children Headcount from December 1999-2000

  4. Average Teacher Supplement

  5. Student Expenditure of Local Dollars

     

Information provided by Division of Instructional Services/Workforce Development

  1. Workforce Development Education Performance
    • Technical Attainment by School
    • Academic Attainment by School
    • Both Reports by Program Area


Information provided by Division of School Support/Child Nutrition Services

  1. Percent Eligible for Free/Reduced Lunch from 1999 - 2000