Governor Fallin has approved two emergency administrative rule amendments pertaining to accountability. Both amendments will take effect in the 2015-2016 school year.
A student shall be considered a FAY student if the student is enrolled within the first twenty (20) instructional days of the school's instructional year through and including the date of the administration of the exam, and has not experienced an enrollment lapse of ten (10) or more consecutive instructional days.
Students who have been placed in a state juvenile facility or a full time residential facility providing educational services to students by joint agreement with one or more school districts, including facilities that have been assigned a separate site code by State Department of Education, will not be used in the accountability for the site or district of residence for the students.
Oklahoma's assessment system, under Title I of the Elementary and Secondary Education Act of 1965 (ESEA) as amended by the No Child Left Behind Act of 2001 (NCLB), has been approved by the United States Department of Education and amended by the ESEA Waiver.
The ESEA Accountabality Addendum replaces the NCLB Accountability Workbook that was in place before Oklahoma’s request for ESEA Flexibility. It provides supplemental details about Oklahoma's system of differentiated accountability as outlined in principle 2 of ESEA flexibility. An updated addendum to accompany Oklahoma's 2015 ESEA flexibility requested will be posted here shortly.
Prior to and through School Year 2010-11, No Child Left Behind Act of 2001 (NCLB) required all states, including Oklahoma, to establish state academic standards and assessments that meet federal requirements for monitoring the Adequate Yearly Progress of schools. Failure to meet Adequate Yearly Progress resulted in a district or school being placed in District/School in Need of Improvement status.
SY 2011-12: Oklahoma submitted a request to the U.S. Department of Education for waivers of certain ESEA requirements. These waivers allow the State to implement a series of reforms that will lead to college, career, and citizen readiness for all students. The reforms are explained in the waiver request which was developed with input from educators and the public.
Prior to receiving the ESEA Waiver, the Oklahoma's Academic Performance Index (API) was created in law to measure the performance and progress of a school or district based on three components encompassing seven indicators reflective of educational success. A primary emphasis was placed on state test scores. Adequate Yearly Progress (AYP) was based on federally approved state defined performance benchmarks. Schools that failed to meet the AYP benchmarks faced a number of possible sanctions outlined by the federal law.
After receiving the ESEA Waiver, the state identifies schools as Priority, Focus, Targeted Intervention or Reward. Additionally, districts and schools will be assessed on Annual Measurable Objectives. The primary criteria used will be reading and math test score performance, reading and math growth, attendance and graduation rate.
Prior to receiving the ESEA Waiver, the District Annual Report Card contained the API score for the district and each school within the district. The API was a numeric score that measures school and district performance based on a variety of educational indicators. The report card included the district API score for regular education students, math, reading, and science test results for all students within the district from the prior school year, the graduation rate for students who graduated in the standard number of years, and the professional qualifications of teachers who teach the core academic subjects within the district. It allowed schools and districts to gauge their progress toward improving student achievement. Components of the API are used to meet reporting requirements in the No Child Left Behind Act (NCLB) (Public Law 107-110).
Prior to receiving the ESEA Waiver, the Site Annual Report Card contained the API score for a specific school site within a district. The API was a numeric score that measured school performance based on a variety of educational indicators. The report card included: the school API score for regular education students, Math, reading, and science test results for all students within the district from the prior school year, the graduation rate (if a high school) or attendance rate (if an elementary or middle school), and the professional qualifications of teachers who taught the core academic subjects within the school. It allowed the school to gauge their progress toward improving student achievement. Components of the API were used to meet reporting requirements in the No Child Left Behind Act (NCLB) (Public Law 107-110)
After receiving the ESEA Waiver, the state provides School Report Cards based on an A-F system of grading. The grades are based on performance of students in all content areas, growth of students in reading and math, and whole school performance indicators.
Federal law requires that states and districts, receiving Title I funding, participate in the National Assessment of Educational Progress (NAEP) reading and mathematics assessments every two years. Schools and students selected to participate in NAEP samples provide important data that will increase the information available to educators and policymakers about the success of their elementary and secondary education programs. NAEP produces data in a number of different subject areas for the nation, participating states, and some urban school districts. The reports and data derived from the NAEP assessment are used for a variety of purposes by education leaders, policymakers, the press, curriculum specialists, teachers, researchers, and others. Visit the NAEP page for more information.