Level 3 or 4 scores are counted as meeting standard in that subject area. Level 1 and 2 scores are counted as not meeting standard in that subject area. Science testing with WCAS started in , and will be included in the trend in September after we have collected 3 years of data. Students who are learning to speak English can receive services to help them learn English. This test measures how well students are doing in 4 areas: speaking, listening, reading, and writing.
A student must be proficient in all four areas in order to leave services. A student is making progress if they are on track to leave services within 6 years. Students whose primary language is other than English are eligible to receive English Language Development Services.
Those students who receive services take an annual test, the English Language Proficiency Assessment for the 21st Century ELPA21 to measure their performance in 4 areas: speaking, listening, reading, and writing. A student must be proficient in all four areas in order to exit the program. If a student is not yet proficient but making sufficient progress to exit the program within 6 years, they are considered making progress.
Graduation rate is based on a cohort of students. The cohort is made up of all students who start 9th grade together. Students who transfer into or out of a school are added or removed from the cohort. If students stop attending school, they are counted as 'drop outs'. If students have met graduation requirements, they are counted as 'graduates'. If students don't graduate but are still attending, they are considered 'continuing'.
Students are tracked through their 7th year in high school. The five year graduation rate includes students that graduated in 4 years and those that graduated in 5 years.
A student that graduates high school is more likely to earn a higher income, less likely to be incarcerated, and have greater economic mobility across generations. Regular attendance is defined as having, on average, less than two absences per month.
It doesn't matter if the absences are excused or unexcused. An absence is defined as missing more than half the school day. This measure includes students that were enrolled for at least 90 days at any given school. As a result, certain measures were impacted by the disruptions to school and district-level data collection.
Ninth graders are considered on track if they passed all credits they attempted in 9th grade. This does not include withdrawals. This includes first time 9th graders only. There are programs that allow students to earn credit for their high school diploma and college at the same time.
The programs are called Dual Credit programs. The Dual Credit rate is the percent of students completing at least one of these classes. Students can enroll in more than one type of dual credit course. Teachers observe students across six areas of development and learning; Social-Emotional, Physical, Language, Cognitive, Literacy and Math.
While the only requirement for kindergarten is to be five years of age by August 31, children who demonstrate readiness in all six areas have a greater likelihood of success in kindergarten and beyond. It became mandatory in state-funded full-day kindergarten in , and was scaled up incrementally each succeeding year, prioritizing schools with the highest percentages of students on free and reduced lunch.
Absence of data may indicate that full-day kindergarten was not yet being implemented. Teachers observe students across six areas of development and learning: Social-Emotional, Physical, Language, Cognitive, Literacy and Math.
While the only requirement for kindergarten is to be five years of age by August 31, children who demonstrate readiness is all six areas have a greater likelihood of success in kindergarten and beyond. Each bar of the graph above displays the range of skills and abilities of incoming kindergartners, across the areas of development and learning assessed through WaKIDS.
The graph shows what percentage of students entered kindergarten with the skills and abilities we would typically associate with a child who is between 0 and 2 years of age, 2 years old, 3 years-old, etc.
The black bar on each graph represents the percent ready and shows the wide range of skills children bring to kindergarten. Washington uses student growth percentiles SGPs to measure growth in students' Math and English Language Arts skills from one grade to the next. Student growth percentiles compare students in the same grade level with similar scores in previous years and measures their performance relative to those students. For a school, the middle or median SGP in a specific subject and grade level is the school's score for the measure.
Discipline rate is a measure used to monitor the use of out-of-school exclusionary discipline actions in schools. Discipline Rate is calculated by counting the number of distinct students who have received an out-of-school exclusionary action divided by the number of distinct students enrolled.
A student may receive more than one exclusionary discipline action in a school year. This measure, however, only counts a student once even if they have more than one disciplinary action. The number of distinct students enrolled includes students enrolled at any point during the school year regardless of the length of enrollment. Exclusion Days Rate is a measure used to monitor the length of time students are excluded for out-of-school exclusionary discipline actions in schools.
Exclusion Days Rate is calculated by counting the number of distinct students who have received an out-of-school exclusionary action for a given exclusion length timespan and dividing that count by the number of distinct students who were excluded. Exclusion lengths are calculated by summing up the total number of days a student is excluded during the school year. This measure represents the cumulative exclusion days per student for those with one or more exclusions during the school year.
This figure shows information about the number of classroom teachers and students in an organization. Number of classroom teachers is a headcount of classroom teachers in the organization.
This is a distinct count, meaning each teacher is counted only once. Average class size is the arithmetic mean of the number of students in each course section in the organization. Teacher-to-Student Ratio represents the total distinct number of classroom teachers in the organization divided by the total distinct count of students enrolled in the organization on October 1st of the given school year.
Each of these data points can help indicate if there are enough teachers for students in the organization. This figure shows information about the number of classroom teachers and students in an organization over time. The number of classroom teachers is a headcount of classroom teachers in the organization.
The average years of teaching experience represents the arithmetic mean, which is the total years of teaching experience of each classroom teacher divided by the total number of classroom teachers. In order to see the distribution of years of teaching experience, please select the "Distribution" tab above or the Number of Classroom Teachers by Years of Teaching Experience 5 years range visualization.
This is a distribution graph. It shows the head count and percent of the total teachers who fall into each bin of teaching experience. Each bin represents a five 5. This graph is helpful in showing the most common number of years of teaching experience, as well as the lowest and highest number of years of teaching experience in a school or district.
To see the average of years of teaching experience, please select the ''Summary'' tab above. This graph shows the average years of teaching experience held by classroom teachers, over time. It is based on the arithmetic mean, which is the sum of each classroom teacher's total years of teaching experience, divided by the total number of classroom teachers.
Trend data helps show how measures have changed from year to year. This graph shows the percent of teachers who hold a full certificate s , limited certificate s , National Board Certificates, or other not full or limited certificate s. Teachers who hold multiple types of certificates are counted once for each certificate type held.
National Board Certification is a voluntary, advanced teaching credential. It adds to but does not replace, Washington state's teacher license. It helps develop, retain, and recognize accomplished teachers. It also creates ongoing improvement in schools across the country. National Board-Certified Teachers are highly accomplished educators who meet high and rigorous standards. This graph shows the percent of teachers who hold each type of limited certificate.
Teachers who hold more than one certificate count once for each certificate held. Classroom teachers who held both full certificate and limited certificate were also counted once for each certificate type. This graph shows the percent of teachers who hold each type of certificate over time. Classroom teachers who held both full certificate and limited certificate or held both a full certificate and a National Board certificate were also counted once for each certificate type.
This graph shows the percent of teachers who hold a master's degree or higher. Examples of higher degrees include PhD's and EdD's. Educational level can be an indicator of a teacher's academic achievement and depth of content knowledge.
This graph shows the percent of teachers who hold a master's degree or higher, over time. This graph shows the percent of teachers by qualification. Inexperienced status means that a teacher had fewer than or equal to five 5. Out-of-field status means that a teacher taught one or more courses outside of their endorsement area. Limited certificate status means that a teacher taught under a limited certificate. A high percentage in one of these qualifications may mean there is a need for more teacher support, mentoring, retention, induction, professional learning, or recruitment.
This graph shows the number and percent of courses taught by teachers in each qualification status. This graph can be used for planning and adjusting course assignments for teachers. It also can be useful for planning teacher support, professional learning, and development. This graph shows the number and percent of courses taught by teachers in each qualification status, broken out by content area. This graph shows the percent of courses taught by teachers in each qualification status, broken out by grade level.
These graphs show data about teacher qualifications over time. The first graph shows the percent of teachers by qualification type in an organization, over time. Classroom teachers were counted once for each certificate type. The second graph shows the percent of course sections in an organization, broken out by teacher qualification type, over time. At the State and District levels, this graph shows the count and percent of classroom teachers by teacher qualification and school poverty quartile.
Because quartiles are calculated at the state-level, district data may not have equal numbers of schools falling within each quartile. Teacher count and the percentage by qualification measure the headcount and percentage of teachers, by school poverty quartile. Out-of-Field status means that a teacher taught one or more course sections outside of their endorsement area. Limited certificate status means that a teacher taught one or more courses under a limited certificate.
Teachers may be counted more than once if they are within multiple qualification categories and at the state or district level for each school in which they taught. To better identify and address opportunity gaps between student access rates to educators, federal law requires OPSI to show teacher qualifications by high-income and low-income school quartile status.
A higher percent in one of these qualifications, compared to another poverty quartile, may mean there is a need for more teacher support, mentoring, retention, induction, professional learning, or recruitment. At the State and District levels, this graph shows the count and percent of classroom teachers by teacher qualification and school poverty quartile over time.
This graph shows the percent of principals and other school leaders who are inexperienced. Inexperienced is defined as having fewer than or equal to five 5. Principals are defined as principals and vice-principals. Other school leaders are defined as superintendents, directors, and supervisors. This graph shows the percent of principals and other school leaders who had fewer than or equal to five 5. This graph shows the average number of years of administrative experience held by principals and other school leaders.
It is calculated using full-time equivalency FTE as a principal or other school leader. FTE equates hours of service in a position to years of full-time employment.
Because S Personnel Reporting is only available forward, experience in these roles before the school year are not represented. District student progress. Is this district offering opportunity for all its students, or leaving some kids behind? Successful districts are working to close the achievement gap. Advanced courses. Rigorous courses can help students prepare for and get into college, including coursework in STEM subjects.
Find out more. Many successful high school students end up in remedial math courses in college. Is your student prepared for college-level math?
Ask this district how they ensure students are well-prepared. Schools that create a positive culture help all students thrive. See how. Parents often value small class sizes, but the truth is more complicated. Source : Civil Rights Data Collection, Students per counselor The average number of students per counselor in this district. Average teacher salary The average salary for full-time teachers in this district.
Nurse This indicates the percentage of schools in this district that have a full-time or part-time registered nurse on staff. Psychologist This indicates the percentage of schools in this district that have a full-time or part-time licensed psychologist on staff. Security guard This indicates the percentage of schools in this district that have a full-time or part-time security guard on staff. How a school district allocates funds can reflect its priorities.
Learn more about how these decisions are made. Source : National Center for Education Statistics, Average revenue per student This reflects how much annual revenue per student this district has compared to the state average.
Federal Funds from the federal government, which can include money for Title 1 schools, vocational and tech education, bilingual education, and the Child Nutrition Act, and more. State Funds from the state government, which can include money for staff improvement, special education, gifted and talented, bilingual, and vocational education, school lunch, transportation, and employee benefits, and more.
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