The graduation rate of a high school is certainly a key indicator of success. However, in a district and school accountability system that makes annual determinations, it is often difficult to make large gains in a graduation rate calculation in a one year because much of the rate has been determined in grades 9-11. Annual dropout rate The number of high school dropouts on an annual basis is a significant component of the graduation rate calculation. The inclusion of the annual dropout rate in a high school accountability determination allows for a more actionable indicator for high schools to focus on an annual basis. Achieving Massachusetts will use the percentage of Progress made by English students achieving proficiency in English along students towards Language with those making progress towards attaining attaining English Proficiency English language proficiency as its measure for language proficiency English language learners (ELL). ELLs enter as measured by schooling at very different points in their growth on the ACCESS English language development and these for English language differences are evident across districts. As a learners. result, it is most appropriate to measure the progress of ELLs towards English language proficiency rather than the attainment of English proficiency. Massachusetts will use a measure of student growth on the state’s English language proficiency assessment, ACCESS for ELLs. School Quality Massachusetts proposes to use a measure of or Student chronic absenteeism as a measure of School Success Quality or Student Success because the district and school accountability system should incentivize a minimal loss of classroom instruction time. Chronic absenteeism would be defined as the percentage of students missing at least 10% of their days in Chronic absenteeism membership in a school (18 days or more in a (all grades) typical 180 day school calendar). This measure would be applied to all grades and would be done with minimal exceptions granted for lost instruction time. While some absences are understandable and perhaps might be excused, ultimately the student has lost instruction time regardless of the reason. There has been significant research on the impact of absenteeism. Two examples can be
Annual dropout rate The graduation rate of a high school is certainly a key indicator of success. However, in a district and school accountability system that makes annual determinations, it is often difficult to make large gains in a graduation rate calculation in a one year because much of the rate has been determined in grades 9-11. The number of high school dropouts on an annual basis is a significant component of the graduation rate calculation. The inclusion of the annual dropout rate in a high school accountability determination allows for a more actionable indicator for high schools to focus on an annual basis. Achieving English Language Proficiency Progress made by students towards attaining English language proficiency as measured by growth on the ACCESS for English language learners. Massachusetts will use the percentage of students achieving proficiency in English along with those making progress towards attaining English language proficiency as its measure for English language learners (ELL). ELLs enter schooling at very different points in their English language development and these differences are evident across districts. As a result, it is most appropriate to measure the progress of ELLs towards English language proficiency rather than the attainment of English proficiency. Massachusetts will use a measure of student growth on the state’s English language proficiency assessment, ACCESS for ELLs. School Quality or Student Success Chronic absenteeism (all grades) Massachusetts proposes to use a measure of chronic absenteeism as a measure of School Quality or Student Success because the district and school accountability system should incentivize a minimal loss of classroom instruction time. Chronic absenteeism would be defined as the percentage of students missing at least 10% of their days in membership in a school (18 days or more in a typical 180 day school calendar). This measure would be applied to all grades and would be done with minimal exceptions granted for lost instruction time. While some absences are understandable and perhaps might be excused, ultimately the student has lost instruction time regardless of the reason. There has been significant research on the impact of absenteeism. Two examples can be