# Top-to-Bottom Ranking, Priority, Focus and Rewards Schools Identification Business Rules. Overview

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5 4. Closed schools: o If a school is active as of September 30 of the current school year AND has data from the current school year attributed to it, the school receives a ranking, even if they are closed at the time of the ranking. o If a school receives an overall ranking, they are eligible for Priority schools status. o An indicator should be added if the school is currently inactive at the time of list publication. Focus Schools Identification Calculations 1. Calculate achievement gap composite index for all available subjects for school j. a. Sum all available subject achievement gap values for each individual educational entity. - In AYP.dbo.vSchoolPerformanceData, the columns that contain gap index values are those that begin with gapi (for gap index): gapi.zs.m.em, gapi.zs.r.em, gapi.zs.s.em, gapi.zs.t.em, gapi.zs.w.em, gapi.zs.m.h, gapi.zs.r.h, gapi.zs.s.h, gapi.zs.t.h, gapi.zs.w.h b. Divide the sum of all available achievement gap values by total number of achievement gap values available for each individual educational entity. - Schools can have between 2 and 10 gap values - Create a new field that stores the number of achievement gap values used in the calculation 2. Sort schools by achievement gap composite index. 3. Determine count of focus schools to be identified. a. Number of schools must include 10% of Title I schools. (Title I multiplied by 0.10 equals the target number). - In the AYP database, tbl.titleibuildings b. If the resultant is a decimal number, round down to the nearest whole number. c. Base this 10% number on the total population of Title I buildings, not only the number of Title I buildings that receive a ranking. d. Title I = Title I participating OR Title I eligible but not receiving 4. Continue ranking until that number of Title I schools is achieved a. All schools with lower ranking (regardless of Title I status) are included in focus schools b. If a school is a priority school, they cannot be a Focus school. - Must get a number of schools equal to 10% of Title I schools that does not include schools also named as priority schools. 5. Add any schools who have a graduation rate below 60 for three years (variable grd60 in v.schoolperformancedata; if grd60=1 & priority!=1, then Focus) 6. Create indicator variable named Focus, where 1=yes and 0=no. a. Populate the variable with 0 for all non-focus schools, not NULL. 7. If a school receives an overall ranking, the school is eligible for Focus school status. 8. Update the tbl.schoolaccreditation and v.schoolperformancedata with the following fields: a. Focus (indicator variable) Page 5 of 13

6 b. Composite gap index number c. Number of gap indices that went into the composite gap index. d. The average z-scores for the top 30% and bottom 30% subgroup for the current and previous years - These fields are: bzs.3.av.em, bzs.2.av.em, bzs.3.av.h, bzs.2.av.h, tzs.3.av.em, tzs.2.av.em, tzs.3.av.h, tzs.2.av.h (for each subject) e. Actual gap indices for each subject - Fields: gap.zs.em and gap.zs.h (for each subject) 9. All above fields should be populated for all schools, regardless of Focus or non-focus status. Reward Schools Identification Calculations 1. Identify any school which has already been identified as priority, focus or failing AYP (or red in the Accountability Scorecard beginning in 2013). 2. For the remaining schools only (i.e. those not priority, focus or failing AYP/red, do the following steps. 3. Identify top 5% of schools in overall Top-to- Bottom Ranking a. Of the remaining schools, identify the top highest performing by looking at the value in column spi. For the top 5% of schools with the highest values of spi, then Reward = 1. b. Create indicator variable named RewardHighPerforming, where 1=yes and 0=no. 4. Calculate improvement composite index for school j. a. Sum all available subject improvement values for each individual educational entity. i. In v.schoolperformancedata, these variables are named with ci (for change index) or with zsi (for zscore improvement): ci.m, ci.r, zsi.b1.s.em, zsi.b1.t.em, zsi.b1.w.em, zsi.b1.m.h, zsi.b1.r.h, zsi.b1.s.h, zsi.b1.t.h, zsi.b1.w.h b. Divide the sum of all available improvement values by total number of improvement values available for each individual educational entity. i. Create a field that stores the number of improvement values used in the calculation. 5. Multiply.05 by total number of schools ranked in Top-to-Bottomlist to determine count of reward schools to be identified. If they resultant is a decimal number, round down to the nearest whole number. 6. Sort schools by improvement composite index. 7. Remove schools who are: a. Priority b. Focus c. Failing AYP d. Already identified as high performing reward schools Page 6 of 13

7 8. Identify the remaining top 5% improvement composite index schools, where the number of these schools is equal to 5% of the total number of schools ranked in the overall Top-to- Bottomranking. 9. Create indicator variable named RewardHighProgress, where 1=yes and 0=no. 10. Create overall Reward indicator variable, where Reward=1 if either RewardHighPerforming or RewardHighProgress=1, and 0=neither. a. A school cannot be a reward school if they are either a priority or a Focus school. b. A school cannot be a reward school if they failed AYP. i. Use dbo.aypphasehistory to determine AYP status from current school year, then remove all schools failing AYP from eligibility for the Reward list c. If a school would have been a reward school but was removed from the reward list for either reason (a or b), then set their RewardHighPerforming or RewardHighProgress indicators to If a school receives an overall ranking, the school is eligible for Reward school status. 12. Update both tbl.schoolaccreditation and tbl.schoolperformancedata with the following fields: a. Reward indicator b. RewardHighPerforming indicator c. RewardHighProgress indicator d. Composite improvement index e. Number of improvement indices included in the overall improvement index 13. When Beating the Odds is run, update Reward to include Beating the Odds schools Michigan s accountability system graphic: Source: page 53 ESEA Flexibility Waiver (version ) Page 7 of 13

10 c. Calculated a weighted within-school average (mean) z-score over the most recent two years as. d. Calculate the achievement index for school j as, where indicates the statewide mean of across all comparable schools, indicates the statewide standard deviation of across all comparable schools, and is a z-score delineating how many standard deviations above or below the statewide mean of comparable schools school j lies. 4. For each school, calculate a percent change index: a. Where adjacent year testing occurs (e.g., reading & math in elementary/middle school): a. Obtain the numbers (in the table below) for the most recent year and for the previous year. Previously Proficient No Yes Performance Level Change Most recent year Previous year SD D M I SI SD D M I SI Where SD indicates a significant decline in performance level from one year to the next, D indicates a decline in performance level, M indicates maintaining performance level, I indicates an improvement in performance level, and SI indicates a significant improvement in performance level. Previously proficient (yes/no) indicates whether the student was considered proficient on the test the year before. If a student had a previous performance level of 1, and a current performance level of 1, but had a PLC of D or SD, consider that student to have a PLC of M, and assign a value of 1. b. Calculate the total number of FAY students with performance level change scores for the most recent year and the next most recent year as:, and, respectively. Note: If a school has 30 FAY students in a content area, but does not have 30 FAY students with performance level change scores, do not use performance level change for that school; use the slope calculations (described below) c. Calculate weighted improvement scores for each school using the weights given in the table below Previously Proficient Performance Level Change SD D M I SI No Yes Page 10 of 13

11 Such that the two-year weighted performance level change for school j is calculated as the sum of the weighted improvement scores, divided by the weighted number of full academic year students with improvement scores 4 d. The improvement index for school j is calculated as, where indicates the statewide mean of across all comparable schools, indicates the statewide standard deviation of across all comparable schools, and is a z-score delineating how many standard deviations above or below the statewide mean of comparable schools school j lies. e. Where adjacent grade testing does not occur (i.e., for all calculations in high school [including graduation rate] and in science, social studies, and writing): i. Obtain the school-mean z-score for a total of four years, including the present year and previous year ( and, respectively), as well as the years two years and three years ago ( and, respectively). ii. Obtain the number of FAY students tested in the school (j) for the four most recent years (,, and ) iii. Calculate the slope ( ) of the simple regression of school j mean z-scores on year (representing the annual change in school mean z-scores) if there are at least 20 FAY students tested in each of the years used for calculating slopes. iv. Special situations 5 A. The improvement index should not be used to calculate a performance index for any content area where less than 20 FAY students were tested in any one of the years used to calculate slopes B. Where there are only three years of data available for a given content area, calculate as the three year simple regression of school mean z-scores on year. C. When there are only two years of data available, for that content area will be as the simple gain in school mean z-scores over the past two years, or. D. When there is only one year of data available, use the rate itself as the whole index E. Use the improvement index slope for mathematics and reading in any elementary or middle school in which there are not 30 FAY students with performance level change data. If a school does not have a grade 4 or higher, automatically use the improvement slope calculations, as opposed to performance level change, as no change data is available on students until at least fourth grade. f. Calculate the improvement index for each school (j) as where is the statewide mean improvement slope across all comparable schools (elementary/middle or 4 5 This change in the formula weights significant changes in performance level more heavily than smaller ones, weights changes in both directions more heavily for students who were not previously proficient to recognize that movement along the scale is more important for students that have not yet reached proficiency, and recognizes that maintaining a performance level below proficiency is inadequate. These special situations address the unavailability of four consecutive years of data to calculate a slope, such as would occur with the implementation of a new test or in the event that a school has opened or closed in the previous four years. Page 11 of 13

12 high school), is the statewide standard deviation of improvement slopes across all comparable schools (E/MS or HS), and is a z-score indicating how far above or below the state average for comparable schools (E/MS or HS) the improvement slope for school j is. g. Compute average of improvement index for all schools for all available content areas. h. Identify 5 percent of all schools having the highest improvement index.. These schools will be known as Reward schools (among others) if AYP is also met. 5. Calculate an achievement gap index 6 for each school in each available subject using the following steps: a. Identify the top 30% and the bottom 30% of student z-scores in each school. b. Calculate the average z-score of the top 30% of student z-scores, and the average z-score of the bottom 30% of student z-scores. c. Calculate (combining across both the most recent and next most recent years) the average z-scores of the bottom 30% of z-scores in the school and subtracting from that the average of the top 30% of z-scores in the school. This gives a negative number which when compared to all schools in the state assures that schools with the highest achievement gap receive the lowest z-scores as intended. d. Calculate the achievement gap index for school j as the z-score of that gap as compared to the statewide distribution across all comparable schools, such that the following quantities are produced Gapj = (z j u-hat)/(sigma-hat) e. Compute average of achievement gap index for all schools - for all available content areas. f. Identify 10 percent of all schools having the lowest achievement gap index (bottom 10% of achievement gap index). These schools will be known as focus schools. All schools with a sufficient number of students to meet the ranking criteria (30 in the current and most recent year in at least two content areas) receive a gap. The top and bottom subgroups do not need to be a certain size. 6. Calculate the school performance index for each content area as, where Y represents a given content area (e.g., ). The calculation described is to be carried out in all cases except in the following special situations: a. Where achievement gap indices are not available, calculate the overall school performance index for each content area as. b. Where improvement indices are not available or the most recent year s proficiency rate is at or above 90% 7, calculate the overall school performance index for each content area as. 6 This addition to the business rules assures that schools with measurable achievement gaps retain a focus on achievement gaps. Page 12 of 13

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