AYP Annual Yearly Progress

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AYP Annual Yearly Progress

• Dr. Charles B. Starkey
• Bloomsburg University

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AYP Annual Yearly Progress

• Pennsylvania developed the Pennsylvania
  Accountability Plan in compliance with the
  Federal No Child Left Behind Law, which was
  enacted in 2002, as a way to measure school
  improvement and student achievement. The
  Pennsylvania Accountability System
• Applies to all schools and students. 
• Is based on Pennsylvanias standards and content
  expectations. 
• Sets a goal to have 100 of students proficient
  or above by 2014.
• Uses a valid, reliable assessment system.
• Provides for rewards, assistance and
  consequences.

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AYP Annual Yearly Progress

• Math
• 2002-2004 35 of students proficient or above.
• 2002-2007 45
• 2008-2010 56
• 2011 67
• 2012 78
• 2013 89
• 2014 100

• Reading
• 2002-2004 45 of students proficient or above.
• 2005-2007 54
• 2008-2010 63
• 2011 72
• 2012 81
• 2013 91
• 2014 100

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AYP Annual Yearly Progress

• What happens if a school does not meet its
  AYP?In the first year of not meeting AYP, a
  school or district is placed in warning status.
  Warning means that the school fell short of the
  AYP targets but has another year to achieve
  them.  These schools are not subject to
  consequences.  Rather, they should examine, and
  where necessary modify, their improvement
  strategies so they will meet targets next year. 
  If a school does not meet its AYP for two
  consecutive years, it is designated as needing
  improvement and is placed in one of the following
  categories

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School Improvement I

• If a school does not meet its AYP for two years
  in a row students will be eligible for school
  choice, school officials will develop an
  improvement plan to turn around the school, and
  the school will receive technical assistance to
  help it get back on the right track.

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School Improvement II

• If a school or district does not meet its AYP
  for three years in a row, it must continue to
  offer public school choice and plan
  improvements.  Additionally, the school or
  district will need to offer supplemental
  education services such as tutoring. The district
  will be responsible for paying for these
  additional services.

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Corrective Action I

• A school or district is categorized in
  Corrective Action I when it does not meet its AYP
  for four consecutive years.  At this level,
  schools are eligible for various levels of
  technical assistance and are subject to
  escalating consequences (e.g., changes in
  curriculum, leadership, professional
  development).

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Corrective Action II

• If a school or district does not meet its AYP
  for five years in a row, it is subject to
  governance changes such as reconstitution,
  chartering, and privatization. In the meantime,
  improvement plans, school choice, and
  supplemental education services are still
  required.

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AYP Annual Yearly Progress

• ADEQUATE YEARLY PROGRESS
• in the No Child Left Behind act
• What About Other States Say South Carolina ?

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What About Other States Say South Carolina ?

• States, such as South Carolina, that had
  an accountability system in place had to adapt
  their systems to the federal NCLB guidelines.
      
• Remember that in 1998 South Carolinas
  legislature enacted the South Carolina Education
  Accountability Act of 1998. The Act set standards
  for improving our states K12 educational system
  and has as its goal that by 2010, South
  Carolinas student achievement will be ranked in
  the top half of states nationally.

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What About Other States Say South Carolina ?

• Palmetto Achievement Challenge Test or
  PACT
• PACT measures a students mastery of the
  state academic standards (content he or she
  should know for his/her grade).
•      Students can score either Below Basic,
  Basic, Proficient or Advanced. These score levels
  are similar to the National Assessment of
  Educational Progress or NAEP, a federal
  assessment that gives state-level results.
•      South Carolinas high standards were set
  based on our commitment to moving the state
  forward and not on whether or not we would lose
  federal funding if we didnt meet our goals.
•      Our state standards are higher than the
  standards of many other states and rated third
  highest standards in the nation by The Princeton
  Review. To oversimplify, for a student in South
  Carolina to score Proficient, he/she would need
  to make about a B on PACT or score better than
  66 percent of the nations students would score
  on a nationally normed test such as MAP.

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What About Other States Say South Carolina ?

• Whats happening at the national level?
• Or not all state accountability systems are the
  same
• South Carolinas very ambitious standards set
  proficiency for students in South Carolina higher
  than many other states. California, Delaware and
  Florida set equally ambitious standards.
• For instance, in California 70 percent of the
  schools did not make Adequate Yearly Progress. In
  Delaware, almost all the school districts and
  more than half the public schools did not make
  AYP. In Florida, 87 percent of the schools did
  not make AYP.
• California, Florida and South Carolina have
  decided not to lower their proficiency
  standards, which means that those states have
  many schools that wont make Adequate Yearly
  Progress.

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What About Other States Say Wyoming ?

• However, some other states did set lower
  standards or revised their definitions of
  proficient. In Minnesota, only about 8 percent of
  their schools did not make AYP. In Wyoming, 15
  percent of the schools did not make AYP. In
  Kansas, 13 percent of the schools did not make
  AYP.
•      In Louisiana, for example, what was once
  basic is now proficient. And Colorado added a
  partially proficient category to its ratings.
•      This means that a child scoring proficient
  in Minnesota may not be proficient if he/she
  moved to South Carolina. Even schools with in
  need of improvement ratings in South Carolina
  might not be in need of improvement in Minnesota.
  

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