Definitions  Table of Contents
Accountability
Accountability is a method for
determining if schools, districts and the state have made adequate progress in
improving student achievement. Accountability establishes annual targets for participation
and performance on state assessments, as well as attendance rates and
graduation rates.
Achievement
The Achievement Annual Measurable Objective (AMO) is a measure of
student assessment outcomes that awards points to each of the five assessment performance levels.
A student performing at the Exemplary level earns 1000 points. Performance at the Exceeds levels
earns 750 points. The Meets Standard level earns 500 points. The Approaches Standard level earns
250 points. Academic Warning is issued 0 points. All student scores are added together and the
total score is divided by the total number of students. This point total creates an Assessment
Performance Index (API).
Annual Measurable Objectives
Annual Measurable Objectives (AMOs) represent the expected
outcomes for each of the four measures of student achievement: Achievement, Gap, Growth,
and Reduction of NonProficient. AMOs are also established for Participation and Graduation.
Every building and district has its own specific set of AMOs based upon prior year’s score
history and longterm target levels.
Attendance Rate
The student attendance rate is determined by
dividing the average daily attendance by the total average daily membership.
Dropout Rate
Dropout rates are calculated using dropouts
reported for the year for grades 7 through 12 and dividing by the total
enrollment for the year for the same grades. Dropout rates are a oneyear
indicator of students who left school and are not the inverse of graduation
rates.
Fully Licensed
Teachers in Kansas are considered fully
licensed when they hold a valid Kansas teaching certificate/license with the
appropriate subject and grade level endorsement for the assignment they hold.
Gap
The Gap Annual Measurable Objective (AMO) is a measure of
the Assessment Performance Index (API) score of the lowest performing 30% (LP30) of
students in a building or district. In order to calculate a Gap score a building or
district must have at least 100 student test scores. Once the number of students that
equals 30% of the total students tested is determined: 100/30, 200/60, 300/90 etc.
an API for the lowest performing 30% is calculated. The API score for the lowest
performing 30% is then compared to the overall API score of the school that has
scored at the 70th percentile. The 70th percentile score for Reading is 734, for
Math it is 719. Closing the gap between a building’s lowest performing 30% with
that of the 70th percentile by at least half is the longterm improvement goal
for the next six years.
Graduation Rate
The US Department of Education passed regulations requiring all states to calculate graduation
using a 4year adjusted cohort rate. In addition, states were given the option to use an extendedyear
rate; Kansas chose to calculate a 5year rate. The 4year adjusted cohort graduation rate reflects the
percent of students who were first time 9th graders in 20072008 and who graduated four years later
(by September 30, 2011) with adjustments during the four years for transfers in and out. The 5year
adjusted cohort graduation rate is the percent of students who were first time 9th graders in 20062007
that graduated five years later (by September 30, 2011).
NOTE: In the 4year adjusted cohort graduation rate, any student who does not graduate in the expected
four years—even if they are still in school—is considered a nongraduate and counts against the graduation
rate. This rule is extended to five years in the 5year adjusted cohort graduation rate.
The 4year adjusted cohort graduation rate formula is as follows:
# 2011 graduates (# of cohort members earning a regular HS diploma by Sept. 30, 2011) X 100% = rate
# 1st time 9th graders in fall 2007 plus transfers in minus students who transfer out,
emigrate, or die during 20102011, 20092010, 20082009 and 20072008
The 5year adjusted cohort graduation rate formula is as follows:
# 2011 graduates (# of cohort members earning a regular HS diploma by Sept. 30, 2011) X 100% = rate
# 1st time 9th graders in fall 2006 plus transfers in minus students who transfer out,
emigrate, or die during 20102011, 20092010, 20082009, 20072008 and 20062007
Growth
The easiest way to understand Student Growth Percentiles (SGP) is to think of it like a
pediatrician’s growth chart. In the same way the pediatrician’s growth chart can determine whether your child is
growing at the same rate as most other children his or her age, the SGP expresses your student’s growth on the
state assessments relative to the progress of his or her academic peers.
To determine building level growth, individual student growth scores with each school are grouped together so that
so that a median, or middle, score can be determined. The median score is the middlemost growth score among all
student growth scores. The median student growth score becomes the building level growth score. The building level
growth score is used to determine whether your school has met its Annual Measurable Objective (AMO). To meet the AMO
the school must meet or exceed the median growth score for the state which means a median score of approximately 50 or higher.
Highly Qualified
Teachers are considered highly qualified by
meeting the Federal definition of "Highly Qualified" teacher as stated in Title
IX, section 9101 (23) of the "No Child Left Behind Act of 2001."
Kansas Assessment Performance Level
Descriptors
Exemplary
Exceeds Standard
Meets Standard
Approaches Standard
Academic Warning
* For a detailed explanation
of the Performance Level Descriptors, please click on the following link:
http://www.ksde.org/Default.aspx?tabid=420
Reduction of NonProficient
The Reduction of NonProficient (RNP) Annual Measurable Objective
(AMO) is a measure of the percent of students scoring below proficient or the Meets Standard
level of performance. The longterm goal is to reduce the percent of students scoring below
proficient by 50% over the next six years. Every building must meet the RNP AMO for the ALL
group and any subgroup that has at least 30 students. If the percent nonproficient was 24%
in 2012 the AMO for 2013 would be 2%. In other words, the percent of students scoring below
proficient would be lowered to 22% in 2013 and would eventually be lowered to 12% by 2018.
Similar Schools
For the purpose of determining similar schools
on this report card, the determination of similarity based on grade
configuration is based on whether the school is a:

Elementary school (includes all or some combination of grades K8) or

Secondary school (includes all or some combination of grades 612)
and whether the school has at least two of the same grades as the
target school
Elementary and middle schools are determined to be similar based on the size of
grades in the school when both the target school and the comparison school fall
into the same range of the six ranges listed below:

115 students per grade

1630 students per grade

3145 students per grade

4660 students per grade

6175 students per grade

more than 75 students per grade
For secondary schools, the determination of similarity based on the size of
grades in the school is based on whether the target school and the comparison
school fall into the same range of the five ranges listed below:

130 students per grade

3150 students per grade

5175 students per grade

76200 students per grade

more than 200 students per grade
Schools are considered to be comparable based on the percentage of students
enrolled in the free or reduced price lunch programs when they are within ten
percentage points of the target school. Schools with more than 60% of students
eligible for the programs are considered similar by this factor.
Schools must be similar to the target school based on all of the above criteria
to appear on the target school’s similar schools list.
When comparing schools based on the percentage of students with disabilities in
the school, schools are considered similar to the target school when the
population for this group is within 10 percentage points of the target school’s
population for the same group. Schools with more than 20% of their school
population comprised of students with disabilities are considered similar by
this factor.
When comparing schools based on the percentage of students with limited English
proficiency in the school, schools are considered similar to the target school
when the population for this group is within 10 percentage points of the target
school’s population for the same group. Schools with more than 20% of their
school population comprised of students with limited English proficiency are
considered similar by this factor.
When comparing schools based on the percentage of migrant students in the
school, schools are considered similar to the target school when the population
for this group is within 10 percentage points of the target school’s population
for the same group. Schools with more than 20% of their school population
comprised of migrant students are considered similar by this factor.
When comparing schools based on the percentage of minority students in the
school, schools are considered similar to the target school when the population
for this group is within 10 percentage points of the target school’s population
for the same group. Schools with more than 50% of their school population
comprised of minority students are considered similar by this factor.
Subgroup
For purposes of determining Accountability
, a subgroup is any group of 30 or more students who can be identified
by characteristics related to ethnicity, income level, special needs or English
proficiency.
