ISAT Test Results Percentage of students meeting or exceeding state standards on the ISAT ISAT Scores Percentage of students meeting or exceeding state standards on ISAT <div class="view view1"> <p>This graph shows the percentage of students at this school that meet or exceed state standards on the Illinois Standards Achievement Test (ISAT). The buttons above the graph allow you to select reading, mathematics, or composite (combined) scores. Multiple years of results are shown for the school and district along with the statewide averages for comparison.</p> <p>Click on “View Details” to see additional years of ISAT performance data, grade-level and subject-area results, and performance of student sub-groups.</p> </div> <div class="view view2"> <p>This display allows you to take a closer look at ISAT performance for this school. District and state data is included for comparison.</p> <p>Grade: The drop-down menu allows you to select a Summary (all grades at this school averaged together) or Each Grade at this school. Note that the ISAT is administered in grades 3-8. Click “Go” to see your selection.</p> <p>Subject: The drop-down menu gives access to All Subjects or to one at a time. Click “Go” to see your selection.</p> <p>Once you have made your selections, you can press the "Go!" button to display information. The "Excel" button downloads this information as an Excel file.</p> </div> <div class="view view3"> <p>This advanced display illustrates year-by-year performance on the ISAT under a common set of cut scores, allowing for a more accurate year-by-year comparison and a view of the shift in results due to the change in cut scores.</p> <p>In 2013, ISBE raised performance expectations on ISAT Reading and Mathematics. These higher expectations raised the “cut scores,” or the thresholds between different performance levels (such as “Below Standards” and “Meets Standards”) which resulted in a downward shift in the ranking of students in meeting or exceeding the new, more rigorous Reading and Math standards. </p> <p>The Old and New Cut Score buttons illustrate the shift in this school. Use the Grade, Subject, and Student Group options across the top of the screen to customize your view. (Note that this display only shows Reading and Mathematics as the Science cut scores have not changed.)</p> </div> <p>A school demonstrating high state test results is likely to have multiple systems that support high levels of academic achievement. These may include a high level of teacher quality, advanced courses, and rigorous academic standards. Standardized tests results should be interpreted in the context of other measures of student achievement.</p> <p>In January 2013, Illinois raised scores for passing the ISAT tests in both reading and math. This caused the percentage of students who scored as meeting or exceeding standards to decrease on the 2013 tests. The lower results starting in 2013 did not indicate a decrease in the quality of schools, teachers, or student work. Instead, the change reflects higher standards. To view long term data on state achievement tests, select Performance Levels from the left side menu. Note that ISAT content has changed during the past two years. In 2013, 20% of ISAT test items were aligned to the new Illinois Learning Standards. In 2014, 100% of items were aligned to the new standards.</p> <p>Starting in 2014-2015, Illinois will replace the ISAT with a new test, called PARCC, that is fully aligned to the New Illinois Learning Standards. To learn more about new tests, select PARCC from the left side menu.</p> <p>For more information about ISAT, go to <a href="http://www.isbe.state.il.us/assessment/isat.htm" target="_blank">Illinois Standards Achievement Test (ISAT)</a></p> <p><strong>What Students Need to Know</strong></p> <ul> <li><p><a href="http://www.isbe.net/common_core/htmls/resources.htm#parent" target="_blank">The New Illinois Learning Standards</a></p></li> <li><p><a href="http://www.isbe.net/common_core/pdf/ccs_faq.pdf" target="_blank">Frequently Asked Questions About the Common Core</a></p></li> <li><p><a href="http://iirc.niu.edu/Classic/WhatStuKnow.aspx?source2=CommonCoreStandards" target="_blank">The New Illinois Learning Standards Incorporating the Common Core</a></p></li> <li><p><a href="http://www.ccsso.org/Resources/Publications/The_Common_Core_State_Standards_Insight_into_Their_Development_and_Purpose.html" target="_blank">The Common Core State Standards: Insight Into Their Development and Purpose</a></p></li> <li><p><a href="http://www.corestandards.org/what-parents-should-know/" target="_blank">What Parents Should Know about the Common Core </a></p></li> </ul> <p><strong>About the Tests</strong></p> <ul> <li><p><a href="http://iirc.niu.edu/documents/pdf/2015_Test_Dates_PARCC.pdf" target="_blank">What are the 2015 test dates?</a></p></li> <li><p><a href="http://iirc.niu.edu/Classic/HTML/PopUps/isat_qC.html" target="_blank">What are the ISAT Performance Levels? </a></p></li> <li><p><a href="http://iirc.niu.edu/Classic/HTML/PopUps/isat_qD.html" target="_blank">How are the ISAT Performance Levels determined?</a></p></li> <li><p><a href="http://iirc.niu.edu/Classic/HTML/PopUps/isat_qF.html" target="_blank">Do all students take the ISAT?</a></p></li> <li><p><a href="http://www.isbe.net/assessment/isat.htm" target="_blank">How can I learn more about the ISAT?</a></p></li> </ul> <p><strong>Additional Resources</strong></p> <ul> <li><p><a href="http://commoncoreil.org/wp-content/uploads/2013/08/K-8-CC-ISAT-Parent-letter-color-8-28-13.pdf" target="_blank">Common Core/ISAT Parent Letter</a></p></li> <li><p><a href="http://www.pbs.org/wgbh/pages/frontline/shows/schools/etc/guide.html" target="_blank">Testing Our Schools A Guide for Parents</a></p></li> </ul> <p><strong>Educators/Researchers</strong></p> <ul> <li><p><a href="http://iirc.niu.edu/Classic/WhatStuKnow.aspx?source2=performance" target="_blank">Performance Level Definitions</a></p></li> <li><p><a href="http://iirc.niu.edu/Classic/WhatStuKnow.aspx?source2=inclass" target="_blank">Classroom Assessments</a></p></li> </ul> ISAT Scores Percentage of students meeting or exceeding state standards on the ISAT <div class="view view1"> <p>This graph shows the percentage of students at this school that meet or exceed state standards on the Illinois Standards Achievement Test (ISAT). The buttons above the graph allow you to select reading, mathematics, or composite (combined) scores. Multiple years of results are shown for the school and district along with the statewide averages for comparison.</p> <p>Click on “View Details” to see additional years of ISAT performance data, grade-level and subject-area results, and performance of student sub-groups.</p> </div> <div class="view view2"> <p>This display allows you to take a closer look at ISAT performance for this school. District and state data is included for comparison.</p> <p>Grade: The drop-down menu allows you to select a Summary (all grades at this school averaged together) or Each Grade at this school. Note that the ISAT is administered in grades 3-8. Click “Go” to see your selection.</p> <p>Subject: The drop-down menu gives access to All Subjects or to one at a time. Click “Go” to see your selection.</p> <p>Once you have made your selections, you can press the "Go!" button to display information. The "Excel" button downloads this information as an Excel file.</p> </div> <div class="view view3"> <p>This advanced display illustrates year-by-year performance on the ISAT under a common set of cut scores, allowing for a more accurate year-by-year comparison and a view of the shift in results due to the change in cut scores.</p> <p>In 2013, ISBE raised performance expectations on ISAT Reading and Mathematics. These higher expectations raised the “cut scores,” or the thresholds between different performance levels (such as “Below Standards” and “Meets Standards”) which resulted in a downward shift in the ranking of students in meeting or exceeding the new, more rigorous Reading and Math standards. </p> <p>The Old and New Cut Score buttons illustrate the shift in this school. Use the Grade, Subject, and Student Group options across the top of the screen to customize your view. (Note that this display only shows Reading and Mathematics as the Science cut scores have not changed.)</p> </div> <p>A school demonstrating high state test results is likely to have multiple systems that support high levels of academic achievement. These may include a high level of teacher quality, advanced courses, and rigorous academic standards. Standardized tests results should be interpreted in the context of other measures of student achievement.</p> <p>In January 2013, Illinois raised scores for passing the ISAT tests in both reading and math. This caused the percentage of students who scored as meeting or exceeding standards to decrease on the 2013 tests. The lower results starting in 2013 did not indicate a decrease in the quality of schools, teachers, or student work. Instead, the change reflects higher standards. To view long term data on state achievement tests, select Performance Levels from the left side menu. </p> <p>Starting in 2014-2015, Illinois will replace the ISAT with a new test, called PARCC, that is fully aligned to the New Illinois Learning Standards. To learn more about new tests, select PARCC from the left side menu. Note that ISAT content has changed during the past two years. In 2013, 20% of ISAT test items were aligned to the new Illinois Learning Standards. In 2014, 100% of items were aligned to the new standards.</p> <p>For more information about ISAT, go to <a href="http://www.isbe.state.il.us/assessment/isat.htm" target="_blank">Illinois Standards Achievement Test (ISAT)</a></p> <p><strong>What Students Need to Know</strong></p> <ul> <li><p><a href="http://www.isbe.net/common_core/htmls/resources.htm#parent" target="_blank">The New Illinois Learning Standards</a></p></li> <li><p><a href="http://www.isbe.net/common_core/pdf/ccs_faq.pdf" target="_blank">Frequently Asked Questions About the Common Core</a></p></li> <li><p><a href="http://iirc.niu.edu/Classic/WhatStuKnow.aspx?source2=CommonCoreStandards" target="_blank">The New Illinois Learning Standards Incorporating the Common Core</a></p></li> <li><p><a href="http://www.ccsso.org/Resources/Publications/The_Common_Core_State_Standards_Insight_into_Their_Development_and_Purpose.html" target="_blank">The Common Core State Standards: Insight Into Their Development and Purpose</a></p></li> <li><p><a href="http://www.corestandards.org/what-parents-should-know/" target="_blank">What Parents Should Know about the Common Core </a></p></li> </ul> <p><strong>About the Tests</strong></p> <ul> <li><p><a href="http://iirc.niu.edu/documents/pdf/2015_Test_Dates_PARCC.pdf" target="_blank">What are the 2015 test dates?</a></p></li> <li><p><a href="http://iirc.niu.edu/Classic/HTML/PopUps/isat_qC.html" target="_blank">What are the ISAT Performance Levels? </a></p></li> <li><p><a href="http://iirc.niu.edu/Classic/HTML/PopUps/isat_qD.html" target="_blank">How are the ISAT Performance Levels determined?</a></p></li> <li><p><a href="http://iirc.niu.edu/Classic/HTML/PopUps/isat_qF.html" target="_blank">Do all students take the ISAT?</a></p></li> <li><p><a href="http://www.isbe.net/assessment/isat.htm" target="_blank">How can I learn more about the ISAT?</a></p></li> </ul> <p><strong>Additional Resources</strong></p> <ul> <li><p><a href="http://commoncoreil.org/wp-content/uploads/2013/08/K-8-CC-ISAT-Parent-letter-color-8-28-13.pdf" target="_blank">Common Core/ISAT Parent Letter</a></p></li> <li><p><a href="http://www.pbs.org/wgbh/pages/frontline/shows/schools/etc/guide.html" target="_blank">Testing Our Schools A Guide for Parents</a></p></li> </ul> <p><strong>Educators/Researchers</strong></p> <ul> <li><p><a href="http://iirc.niu.edu/Classic/WhatStuKnow.aspx?source2=performance" target="_blank">Performance Level Definitions</a></p></li> <li><p><a href="http://iirc.niu.edu/Classic/WhatStuKnow.aspx?source2=inclass" target="_blank">Classroom Assessments</a></p></li> </ul> ISAT Scores Percentage of students meeting or exceeding state standards on the ISAT <div class="view view1"> <p>This graph shows the percentage of students, in this district, that meet or exceed state standards on the Illinois Standards Achievement Test (ISAT). The buttons above the graph allow you to select reading, mathematics, or composite (combined) scores. Multiple years of results are shown for the school and district along with the statewide averages for comparison.</p> <p>Click on “View Details” to see additional years of ISAT performance data, grade-level and subject-area results, and performance of student sub-groups.</p> </div> <div class="view view2"> <p>This display allows you to take a closer look at ISAT performance for this district.</p> <p>Grade: The drop-down menu allows you to select a Summary (all grades at this school averaged together) or Each Grade at this district. Note that the ISAT is administered in grades 3-8. Click “Go” to see your selection.</p> <p>Subject: The drop-down menu gives access to All Subjects or to one at a time. Click “Go” to see your selection.</p> <p>Once you have made your selections, you can press the "Go!" button to display information. The "Excel" button downloads this information as an Excel file.</p> </div> <div class="view view3"> <p>This advanced display illustrates year-by-year performance on the ISAT under a common set of cut scores, allowing for a more accurate year-by-year comparison and a view of the shift in results due to the change in cut scores.</p> <p>In 2013, ISBE raised performance expectations on ISAT Reading and Mathematics. These higher expectations raised the “cut scores,” or the thresholds between different performance levels (such as “Below Standards” and “Meets Standards”) which resulted in a downward shift in the ranking of students in meeting or exceeding the new, more rigorous Reading and Math standards. </p> <p>The Old and New Cut Score buttons illustrate the shift in this school. Use the Grade, Subject, and Student Group options across the top of the screen to customize your view. (Note that this display only shows Reading and Mathematics as the Science cut scores have not changed.)</p> </div> <div class="view view1"> <p>A district demonstrating high state test results is likely to have multiple systems that support high levels of academic achievement. These may include a high level of teacher quality, advanced courses, and rigorous academic standards. Standardized tests results should be interpreted in the context of other measures of student achievement.</p> <p>In January 2013, Illinois raised scores for passing the ISAT tests in both reading and math. This caused the percentage of students who scored as meeting or exceeding standards to decrease on the 2013 tests. The lower results starting in 2013 did not indicate a decrease in the quality of schools, teachers, or student work. Instead, the change reflects higher standards. To view long term data on state achievement tests, select Performance Levels from the left side menu.</p> <p>Note that ISAT content has changed during the past two years. In 2013, 20% of ISAT test items were aligned to the new Illinois Learning Standards. In 2014, 100% of items were aligned to the new standards.</p> <p>Starting in 2014-2015, Illinois will replace the ISAT with a new test, called PARCC, that is fully aligned to the New Illinois Learning Standards. To learn more about new tests, select PARCC from the left side menu. </p> <p>For more information about ISAT, go to Illinois Standards Achievement Test (ISAT) <a href="http://www.isbe.net/assessment/isat.htm">http://www.isbe.net/assessment/isat.htm</a></p> </div> <div class="view view2"> <p>A district demonstrating high state test results is likely to have multiple systems that support high levels of academic achievement. These may include a high level of teacher quality, advanced courses, and rigorous academic standards. Standardized tests results should be interpreted in the context of other measures of student achievement.</p> <p>Illinois Standards Achievement Test (ISAT)</p> <p>In January 2012, Illinois raised ISAT reading and math benchmarks. This means that since meeting or exceeding standards on the ISAT is harder this year, the percentage of students who score as meeting or exceeding standards has decreased. This does not reflect a decrease in the quality of schools, teachers, or student work - it reflects higher standards. Starting in 2014-2015, Illinois will replace the ISAT with a new test that is fully aligned to the Common Core State Standards, an effort with participation from more than 40 states to unify and raise standards.</p> </div> <p><strong>What Students Need to Know</strong></p> <ul> <li><p><a href="http://www.isbe.net/common_core/htmls/resources.htm#parent" target="_blank">The New Illinois Learning Standards</a></p></li> <li><p><a href="http://www.isbe.net/common_core/pdf/ccs_faq.pdf" target="_blank">Frequently Asked Questions About the Common Core</a></p></li> <li><p><a href="http://iirc.niu.edu/Classic/WhatStuKnow.aspx?source2=CommonCoreStandards" target="_blank">The New Illinois Learning Standards Incorporating the Common Core</a></p></li> <li><p><a href="http://www.ccsso.org/Resources/Publications/The_Common_Core_State_Standards_Insight_into_Their_Development_and_Purpose.html" target="_blank">The Common Core State Standards: Insight Into Their Development and Purpose</a></p></li> <li><p><a href="http://www.corestandards.org/what-parents-should-know/" target="_blank">What Parents Should Know about the Common Core </a></p></li> </ul> <p><strong>About the Tests</strong></p> <ul> <li><p><a href="http://iirc.niu.edu/documents/pdf/2015_Test_Dates_PARCC.pdf" target="_blank">What are the 2015 test dates?</a></p></li> <li><p><a href="http://iirc.niu.edu/Classic/HTML/PopUps/isat_qC.html" target="_blank">What are the ISAT Performance Levels? </a></p></li> <li><p><a href="http://iirc.niu.edu/Classic/HTML/PopUps/isat_qD.html" target="_blank">How are the ISAT Performance Levels determined?</a></p></li> <li><p><a href="http://iirc.niu.edu/Classic/HTML/PopUps/isat_qF.html" target="_blank">Do all students take the ISAT?</a></p></li> <li><p><a href="http://www.isbe.net/assessment/isat.htm" target="_blank">How can I learn more about the ISAT?</a></p></li> </ul> <p><strong>Additional Resources</strong></p> <ul> <li><p><a href="http://commoncoreil.org/wp-content/uploads/2013/08/K-8-CC-ISAT-Parent-letter-color-8-28-13.pdf" target="_blank">Common Core/ISAT Parent Letter</a></p></li> <li><p><a href="http://www.pbs.org/wgbh/pages/frontline/shows/schools/etc/guide.html" target="_blank">Testing Our Schools A Guide for Parents</a></p></li> </ul> <p><strong>Educators/Researchers</strong></p> <ul> <li><p><a href="http://iirc.niu.edu/Classic/WhatStuKnow.aspx?source2=performance" target="_blank">Performance Level Definitions</a></p></li> <li><p><a href="http://iirc.niu.edu/Classic/WhatStuKnow.aspx?source2=inclass" target="_blank">Classroom Assessments</a></p></li> </ul> ISAT Scores Percentage of students meeting or exceeding state standards on the ISAT <div class="view view1"> <p>This graph shows the percentage of students, in the state, that meet or exceed state standards on the Illinois Standards Achievement Test (ISAT). The buttons above the graph allow you to select reading, mathematics, or composite (combined) scores. Multiple years of results are shown for the school and district along with the statewide averages for comparison.</p> <p>Click on “View Details” to see additional years of ISAT performance data, grade-level and subject-area results, and performance of student sub-groups.</p> </div> <div class="view view2"> <p>This display allows you to take a closer look at ISAT performance in Illinois.</p> <p>Grade: The drop-down menu allows you to select a Summary (all grades in Illinois schools averaged together) or Each Grade. Note that the ISAT is administered in grades 3-8. Click “Go” to see your selection.</p> <p>Subject: The drop-down menu gives access to All Subjects or to one at a time. Click “Go” to see your selection.</p> <p>Once you have made your selections, you can press the "Go!" button to display information. The "Excel" button downloads this information as an Excel file.</p> </div> <div class="view view3"> <p>This advanced display illustrates year-by-year performance on the ISAT under a common set of cut scores, allowing for a more accurate year-by-year comparison and a view of the shift in results due to the change in cut scores.</p> <p>In 2013, ISBE raised performance expectations on ISAT Reading and Mathematics. These higher expectations raised the “cut scores,” or the thresholds between different performance levels (such as “Below Standards” and “Meets Standards”) which resulted in a downward shift in the ranking of students in meeting or exceeding the new, more rigorous Reading and Math standards. </p> <p>The Old and New Cut Score buttons illustrate the shift in this school. Use the Grade, Subject, and Student Group options across the top of the screen to customize your view. (Note that this display only shows Reading and Mathematics as the Science cut scores have not changed.)</p> </div> <div class="view view1"> <p>A state that has consistently strong achievement results is likely to have multiple systems that support high levels of academic achievement. These may include a high level of teacher quality, advanced courses, and rigorous academic standards. Standardized tests results should be interpreted in the context of other measures of student achievement.</p> <p>In January 2013, Illinois raised scores for passing the ISAT tests in both reading and math. This caused the percentage of students who scored as meeting or exceeding standards to decrease on the 2013 tests. The lower results starting in 2013 did not indicate a decrease in the quality of schools, teachers, or student work. Instead, the change reflects higher standards. To view long term data on state achievement tests, select Performance Levels from the left side menu.</p> <p>Starting in 2014-2015, Illinois will replace the ISAT with a new test, called PARCC, that is fully aligned to the New Illinois Learning Standards. To learn more about new tests, select PARCC from the left side menu. Note that ISAT content has changed during the past two years. In 2013, 20% of ISAT test items were aligned to the new Illinois Learning Standards. In 2014, 100% of items were aligned to the new standards.</p> <p>For more information about ISAT, go to <a href="http://www.isbe.state.il.us/assessment/isat.htm" target="_blank">Illinois Standards Achievement Test (ISAT)</a></p> </div> <div class="view view2"> <p>A state demonstrating high achievement test results is likely to have multiple systems that support high levels of academic achievement. These may include a high level of teacher quality, advanced courses, and rigorous academic standards. Standardized tests results should be interpreted in the context of other measures of student achievement.</p> <p>Illinois Standards Achievement Test (ISAT)</p> <p>In January 2013, Illinois raised ISAT reading and math benchmarks. This means that since meeting or exceeding standards on the ISAT is harder this year, the percentage of students who score as meeting or exceeding standards has decreased. This does not reflect a decrease in the quality of schools, teachers, or student work - it reflects higher standards. Starting in 2014-2015, Illinois will replace the ISAT with a new test that is fully aligned to the New Illinois Learning Standards Incorporating the Common Core. The Common Core State Standards is an effort, with participation from more than 40 states, to unify and raise expectations.</p> <p>For more information go to Illinois Standards Achievement Test (ISAT) Test data for the past 3 years may be viewed by choosing Advanced Reports from the left side menu.</p> </div> <p><strong>What Students Need to Know</strong></p> <ul> <li><p><a href="http://www.isbe.net/common_core/htmls/resources.htm#parent" target="_blank">The New Illinois Learning Standards</a></p></li> <li><p><a href="http://www.isbe.net/common_core/pdf/ccs_faq.pdf" target="_blank">Frequently Asked Questions About the Common Core</a></p></li> <li><p><a href="http://iirc.niu.edu/Classic/WhatStuKnow.aspx?source2=CommonCoreStandards" target="_blank">The New Illinois Learning Standards Incorporating the Common Core</a></p></li> <li><p><a href="http://www.ccsso.org/Resources/Publications/The_Common_Core_State_Standards_Insight_into_Their_Development_and_Purpose.html" target="_blank">The Common Core State Standards: Insight Into Their Development and Purpose</a></p></li> <li><p><a href="http://www.corestandards.org/what-parents-should-know/" target="_blank">What Parents Should Know about the Common Core </a></p></li> </ul> <p><strong>About the Tests</strong></p> <ul> <li><p><a href="http://iirc.niu.edu/documents/pdf/2015_Test_Dates_PARCC.pdf" target="_blank">What are the 2015 test dates?</a></p></li> <li><p><a href="http://iirc.niu.edu/Classic/HTML/PopUps/isat_qC.html" target="_blank">What are the ISAT Performance Levels? </a></p></li> <li><p><a href="http://iirc.niu.edu/Classic/HTML/PopUps/isat_qD.html" target="_blank">How are the ISAT Performance Levels determined?</a></p></li> <li><p><a href="http://iirc.niu.edu/Classic/HTML/PopUps/isat_qF.html" target="_blank">Do all students take the ISAT?</a></p></li> <li><p><a href="http://www.isbe.net/assessment/isat.htm" target="_blank">How can I learn more about the ISAT?</a></p></li> </ul> <p><strong>Additional Resources</strong></p> <ul> <li><p><a href="http://commoncoreil.org/wp-content/uploads/2013/08/K-8-CC-ISAT-Parent-letter-color-8-28-13.pdf" target="_blank">Common Core/ISAT Parent Letter</a></p></li> <li><p><a href="http://www.pbs.org/wgbh/pages/frontline/shows/schools/etc/guide.html" target="_blank">Testing Our Schools A Guide for Parents</a></p></li> </ul> <p><strong>Educators/Researchers</strong></p> <ul> <li><p><a href="http://iirc.niu.edu/Classic/WhatStuKnow.aspx?source2=performance" target="_blank">Performance Level Definitions</a></p></li> <li><p><a href="http://iirc.niu.edu/Classic/WhatStuKnow.aspx?source2=inclass" target="_blank">Classroom Assessments</a></p></li> </ul> ISAT Cut Scores Comparison Percentage of students meeting or exceeding state standards on the ISAT <p>This advanced display illustrates year-by-year performance on the ISAT under a common set of cut scores, allowing for a more accurate year-by-year comparison and a view of the shift in results due to the change in cut scores.</p> <p>In 2013, ISBE raised performance expectations on ISAT Reading and Mathematics. These higher expectations raised the “cut scores,” or the thresholds between different performance levels (such as “Below Standards” and “Meets Standards”) which resulted in a downward shift in the ranking of students in meeting or exceeding the new, more rigorous Reading and Math standards. </p> <p>The Old and New Cut Score buttons illustrate the shift in this school. Use the Grade, Subject, and Student Group options across the top of the screen to customize your view. (Note that this display only shows Reading and Mathematics as the Science cut scores have not changed.)</p> <p>A school demonstrating high state test results is likely to have multiple systems that support high levels of academic achievement. These may include a high level of teacher quality, advanced courses, and rigorous academic standards. Standardized tests results should be interpreted in the context of other measures of student achievement. </p> <ul> <li><a href="http://www.isbe.state.il.us/assessment/isat.htm" target="_blank">Illinois Standards Achievement Test (ISAT)</a></li> </ul> <p>In January 2013, Illinois raised ISAT reading and math benchmarks. This means that since meeting or exceeding standards on the ISAT is harder this year, the percentage of students who score as meeting or exceeding standards has decreased. This does not reflect a decrease in the quality of schools, teachers, or student work - it reflects higher standards. Starting in 2014-2015, Illinois will replace the ISAT with a new test that is fully aligned to the Common Core State Standards, an effort with participation from more than 40 states to unify and raise standards.</p> <ul> <li><p><a href="http://commoncoreil.org/wp-content/uploads/2013/08/K-8-CC-ISAT-Parent-letter-color-8-28-13.pdf" target="_blank">Common Core/ISAT Parent Letter</a></p></li> <li><p><a href="http://www.isbe.net/assessment/htmls/isat-cut-scores13.htm" target="_blank">Student Assessment (ISBE)</a></p></li> <li><p><a href="http://ccsr.uchicago.edu/sites/default/files/publications/p0a04.pdf" target="_blank">Testing and Assessment in Illinois School Districts (Consortium on Chicago Schools Research)</a></p></li> <li><p><a href="http://www.nova.edu/ssss/QR/QR13-4/ballard.pdf" target="_blank">Making a Connection between Student Achievement, Teacher Accountability and Quality Classroom Instruction (Qualitative Report)</a></p></li> </ul> Percentage of students meeting or exceeding state standards on the ISAT <p>This advanced display illustrates year-by-year performance on the ISAT under a common set of cut scores, allowing for a more accurate year-by-year comparison and a view of the shift in results due to the change in cut scores.</p> <p>In 2013, ISBE raised performance expectations on ISAT Reading and Mathematics. These higher expectations raised the “cut scores,” or the thresholds between different performance levels (such as “Below Standards” and “Meets Standards”) which resulted in a downward shift in the ranking of students in meeting or exceeding the new, more rigorous Reading and Math standards. </p> <p>The Old and New Cut Score buttons illustrate the shift in this school. Use the Grade, Subject, and Student Group options across the top of the screen to customize your view. (Note that this display only shows Reading and Mathematics as the Science cut scores have not changed.)</p> <p>A school demonstrating high state test results is likely to have multiple systems that support high levels of academic achievement. These may include a high level of teacher quality, advanced courses, and rigorous academic standards. Standardized tests results should be interpreted in the context of other measures of student achievement. </p> <ul> <li><a href="http://www.isbe.state.il.us/assessment/isat.htm" target="_blank">Illinois Standards Achievement Test (ISAT)</a></li> </ul> <p>In January 2013, Illinois raised ISAT reading and math benchmarks. This means that since meeting or exceeding standards on the ISAT is harder this year, the percentage of students who score as meeting or exceeding standards has decreased. This does not reflect a decrease in the quality of schools, teachers, or student work - it reflects higher standards. Starting in 2014-2015, Illinois will replace the ISAT with a new test that is fully aligned to the Common Core State Standards, an effort with participation from more than 40 states to unify and raise standards.</p> <ul> <li><p><a href="http://commoncoreil.org/wp-content/uploads/2013/08/K-8-CC-ISAT-Parent-letter-color-8-28-13.pdf" target="_blank">Common Core/ISAT Parent Letter</a></p></li> <li><p><a href="http://www.isbe.net/assessment/htmls/isat-cut-scores13.htm" target="_blank">Student Assessment (ISBE)</a></p></li> <li><p><a href="http://ccsr.uchicago.edu/sites/default/files/publications/p0a04.pdf" target="_blank">Testing and Assessment in Illinois School Districts (Consortium on Chicago Schools Research)</a></p></li> <li><p><a href="http://www.nova.edu/ssss/QR/QR13-4/ballard.pdf" target="_blank">Making a Connection between Student Achievement, Teacher Accountability and Quality Classroom Instruction (Qualitative Report)</a></p></li> </ul> Percentage of students meeting or exceeding state standards on the ISAT <p>This advanced display illustrates year-by-year performance on the ISAT under a common set of cut scores, allowing for a more accurate year-by-year comparison and a view of the shift in results due to the change in cut scores.</p> <p>In 2013, ISBE raised performance expectations on ISAT Reading and Mathematics. These higher expectations raised the “cut scores,” or the thresholds between different performance levels (such as “Below Standards” and “Meets Standards”) which resulted in a downward shift in the ranking of students in meeting or exceeding the new, more rigorous Reading and Math standards. </p> <p>The Old and New Cut Score buttons illustrate the shift in this district. Use the Grade, Subject, and Student Group options across the top of the screen to customize your view. (Note that this display only shows Reading and Mathematics as the Science cut scores have not changed.)</p> <p>A school demonstrating high state test results is likely to have multiple systems that support high levels of academic achievement. These may include a high level of teacher quality, advanced courses, and rigorous academic standards. Standardized tests results should be interpreted in the context of other measures of student achievement. </p> <ul> <li><a href="http://www.isbe.state.il.us/assessment/isat.htm">Illinois Standards Achievement Test (ISAT)</a></li> </ul> <p>In January 2013, Illinois raised ISAT reading and math benchmarks. This means that since meeting or exceeding standards on the ISAT is harder this year, the percentage of students who score as meeting or exceeding standards has decreased. This does not reflect a decrease in the quality of schools, teachers, or student work - it reflects higher standards. Starting in 2014-2015, Illinois will replace the ISAT with a new test that is fully aligned to the Common Core State Standards, an effort with participation from more than 40 states to unify and raise standards.</p> <ul> <li><p><a href="http://commoncoreil.org/wp-content/uploads/2013/08/K-8-CC-ISAT-Parent-letter-color-8-28-13.pdf" target="_blank">Common Core/ISAT Parent Letter</a></p></li> <li><p><a href="http://www.isbe.net/assessment/htmls/isat-cut-scores13.htm" target="_blank">Student Assessment (ISBE)</a></p></li> <li><p><a href="http://ccsr.uchicago.edu/sites/default/files/publications/p0a04.pdf" target="_blank">Testing and Assessment in Illinois School Districts (Consortium on Chicago Schools Research)</a></p></li> <li><p><a href="http://www.nova.edu/ssss/QR/QR13-4/ballard.pdf" target="_blank">Making a Connection between Student Achievement, Teacher Accountability and Quality Classroom Instruction (Qualitative Report)</a></p></li> </ul> PSAE Test Results Percentage of students meeting or exceeding state standards on the PSAE PSAE Scores Percentage of students meeting or exceeding state standards on the PSAE <div class="view view1"> <p>This graph shows the percentage of students that meet or exceed state standards on the Prairie State Achievement Exam (PSAE). The buttons at the top allow you to select reading, mathematics, or composite (combined) scores.</p> <p>Spring 2014 is the last time that the state used only the Prairie State Achievement Exam (PSAE) to measure student achievement. Starting in 2015, high school students will begin taking the PARCC assessments as part of a gradual transition to tests that are aligned to the New Illinois Learning Standards Incorporating the Common Core. To learn more about the PARCC tests, select the PARCC tab at the left.</p> <p>Click on “View Details” to see additional PSAE performance data, grade-level and subject-area results, and performance of student sub-groups.</p> </div> <div class="view view2"> <p>This display allows you to take a closer look at PSAE performance for this school. CMO<sup>*</sup>, district and state data is included for comparison.</p> <p>Subject: The drop-down menu gives access to All Subjects or to one at a time. Click “Go” to see your selection.</p> <p>Student Group: You can select All Student Groups averaged together or an individual sub-group. Use the Grade and Subject menus to customize your view. Click “Go” to see your selection.</p> <p>Once you have made your selections, you can press the "Go!" button to display information. The "Excel" button downloads this information as an Excel file.</p> <p><sup>*</sup>Charter Management Organization</p> </div> <p>A school demonstrating high state test results is likely to have multiple systems that support high levels of academic achievement. These may include a high level of teacher quality, advanced courses, and rigorous academic standards. Standardized tests results should be interpreted in the context of other measures of student achievement.</p> <ul> <li><p>Prairie State Achievement Exam (PSAE)</p></li> </ul> <p>The PSAE measures 11th grade student achievement relative to the Illinois Learning Standards. It recognizes the excellent achievement of individual students whose scores qualify them for honors, and it measures the progress that schools have made in helping students meet the Illinois Learning Standards. The PSAE is a two-day examination. On the first day students take the ACT college readiness assessment. On the second day students take the ACT WorkKeys assessments in Applied Mathematics and Reading for Information in addition to a science assessment developed by the Illinois State Board of Education with the assistance of Illinois teachers (PSAE Day 2). All eligible grade 11 students took the PSAE in April/May of this year.</p> <p>For more information go to <a href="http://www.isbe.state.il.us/assessment/psae.htm" target="_blank">Prairie State Achievement Exam (PSAE)</a> Test data for the past 3 years may be viewed by selecting Advanced Reports from the left side menu.</p> <p><strong>What Students Need to Know</strong></p> <ul> <li><p><a href="http://www.isbe.net/common_core/htmls/resources.htm#parent" target="_blank">The New Illinois Learning Standards</a></p></li> <li><p><a href="http://www.isbe.net/common_core/pdf/ccs_faq.pdf" target="_blank">Frequently Asked Questions About the Common </a></p></li> <li><p><a href="http://iirc.niu.edu/Classic/WhatStuKnow.aspx?source2=CommonCore Standards" target="_blank">The New Illinois Learning Standards Incorporating the Common Core</a></p></li> <li><p><a href="http://www.ccsso.org/Resources/Publications/The_Common_Core_State_Standards_Insight_into_Their_Development_and_Purpose.html" target="_blank">The Common Core State Standards: Insight Into Their Development and Purpose </a></p></li> <li><p><a href="http://www.corestandards.org/what-parents-should-know/" target="_blank">What Parents Should Know about the Common Core</a></p></li> </ul> <p><strong>About the Tests</strong></p> <ul> <li><p><a href="http://iirc.niu.edu/documents/pdf/2015_Test_Dates_PARCC.pdf" target="_blank">What are the 2015 test dates?</a></p></li> <li><p><a href="http://iirc.niu.edu/Classic/HTML/PopUps/psae_qK.html" target="_blank">What are the PSAE performance levels?</a></p></li> <li><p><a href="http://iirc.niu.edu/Classic/HTML/PopUps/psae_qD.html" target="_blank">How are PSAE performance levels determined?</a></p></li> <li><p><a href="http://iirc.niu.edu/Classic/HTML/PopUps/psae_qF.html" target="_blank">Do all students take the PSAE?</a></p></li> <li><p><a href="http://iirc.niu.edu/Classic/HTML/PopUps/psae_qH.html" target="_blank">Is the PSAE required for graduation?</a></p></li> <li><p><a href="http://iirc.niu.edu/Classic/HTML/PopUps/psae_qG.html" target="_blank">How can I learn more about the PSAE?</a></p></li> </ul> <p><strong>Additional Resources</strong></p> <ul> <li><p><a href="http://www.isbe.net/assessment/pdfs/2014/psae/psae-parent-bro.pdf" target="_blank">PSAE Q & A for Parents of Illinois Students</a></p></li> <li><p><a href="http://www.pbs.org/wgbh/pages/frontline/shows/schools/etc/guide.html" target="_blank">Testing Our Schools A Guide for Parents</a></p></li> </ul> <p><strong>Educators/Researchers</strong></p> <ul> <li><p><a href="http://iirc.niu.edu/Classic/WhatStuKnow.aspx?source2=performance" target="_blank">Performance Level Definitions</a></p></li> <li><p><a href="http://iirc.niu.edu/Classic/HTML/PopUps/psae_qD.html" target="_blank">How are Performance Levels Derived?</a></p></li> <li><p><a href="http://iirc.niu.edu/Classic/WhatStuKnow.aspx?source2=inclass" target="_blank">Classroom Assessments</a></p></li> </ul> PSAE Scores Percentage of students meeting or exceeding state standards on the PSAE <div class="view view1"> <p>This graph shows the percentage of students that meet or exceed state standards on the Prairie State Achievement Exam (PSAE). The buttons at the top allow you to select reading, mathematics, or composite (combined) scores. Three years of results are shown for the school and district, along with the statewide averages for comparison.</p> <p>Click on “View Details” to see additional PSAE performance data, grade-level and subject-area results, and performance of student sub-groups.</p> </div> <div class="view view2"> <p>This display allows you to take a closer look at PSAE performance for this school.</p> <p>Subject: The drop-down menu gives access to All Subjects or to one at a time. Click “Go” to see your selection.</p> <p>Student Group: You can select All Student Groups averaged together or an individual sub-group. Use the Grade and Subject menus to customize your view. Click “Go” to see your selection.</p> <p>Once you have made your selections, you can press the "Go!" button to display information. The "Excel" button downloads this information as an Excel file.</p> </div> <p>A school demonstrating high state test results is likely to have multiple systems that support high levels of academic achievement. These may include a high level of teacher quality, advanced courses, and rigorous academic standards. Standardized test results should be interpreted in the context of other measures of student achievement.</p> <p>The PSAE measures 11th grade student achievement relative to the new Illinois Learning Standards. It recognizes the excellent achievement of individual students whose scores qualify them for honors, and it measures the progress that schools have made in helping students meet the Illinois Learning Standards. The PSAE is a two-day examination. On the first day students take the ACT college readiness assessment. On the second day students take the ACT WorkKeys assessments in Applied Mathematics and Reading for Information in addition to a science assessment developed by the Illinois State Board of Education with the assistance of Illinois teachers (PSAE Day 2). All eligible grade 11 students, as defined by the ISBE Rule adopted in January 2011, took the PSAE in April/May 2013.</p> <p>Beginning in the 2014-2015 school year, students in ELA III, Algebra II, and Integrated Math III will take the PARCC (Partnership for Assessment of Readiness for College and Careers) test, which is aligned with the new Illinois Learning Standards. The ACT Writing and WorkKeys will be available, but not required for districts in 2015, and the 2015 ACT will not be used for accountability purposes.</p> <p>For more information go to <a href="http://www.isbe.state.il.us/assessment/psae.htm" target="_blank">Prairie State Achievement Exam (PSAE)</a></p> <p><strong>What Students Need to Know</strong></p> <ul> <li><p><a href="http://www.isbe.net/common_core/htmls/resources.htm#parent" target="_blank">The New Illinois Learning Standards</a></p></li> <li><p><a href="http://www.isbe.net/common_core/pdf/ccs_faq.pdf" target="_blank">Frequently Asked Questions About the Common </a></p></li> <li><p><a href="http://iirc.niu.edu/Classic/WhatStuKnow.aspx?source2=CommonCore Standards" target="_blank">The New Illinois Learning Standards Incorporating the Common Core</a></p></li> <li><p><a href="http://www.ccsso.org/Resources/Publications/The_Common_Core_State_Standards_Insight_into_Their_Development_and_Purpose.html" target="_blank">The Common Core State Standards: Insight Into Their Development and Purpose </a></p></li> <li><p><a href="http://www.corestandards.org/what-parents-should-know/" target="_blank">What Parents Should Know about the Common Core</a></p></li> </ul> <p><strong>About the Tests</strong></p> <ul> <li><p><a href="http://iirc.niu.edu/documents/pdf/2015_Test_Dates_PARCC.pdf" target="_blank">What are the 2015 test dates?</a></p></li> <li><p><a href="http://iirc.niu.edu/Classic/HTML/PopUps/psae_qK.html" target="_blank">What are the PSAE performance levels?</a></p></li> <li><p><a href="http://iirc.niu.edu/Classic/HTML/PopUps/psae_qD.html" target="_blank">How are PSAE performance levels determined?</a></p></li> <li><p><a href="http://iirc.niu.edu/Classic/HTML/PopUps/psae_qF.html" target="_blank">Do all students take the PSAE?</a></p></li> <li><p><a href="http://iirc.niu.edu/Classic/HTML/PopUps/psae_qH.html" target="_blank">Is the PSAE required for graduation?</a></p></li> <li><p><a href="http://iirc.niu.edu/Classic/HTML/PopUps/psae_qG.html" target="_blank">How can I learn more about the PSAE?</a></p></li> </ul> <p><strong>Additional Resources</strong></p> <ul> <li><p><a href="http://www.isbe.net/assessment/pdfs/2014/psae/psae-parent-bro.pdf" target="_blank">PSAE Q & A for Parents of Illinois Students</a></p></li> <li><p><a href="http://www.pbs.org/wgbh/pages/frontline/shows/schools/etc/guide.html" target="_blank">Testing Our Schools A Guide for Parents</a></p></li> </ul> <p><strong>Educators/Researchers</strong></p> <ul> <li><p><a href="http://iirc.niu.edu/Classic/WhatStuKnow.aspx?source2=performance" target="_blank">Performance Level Definitions</a></p></li> <li><p><a href="http://iirc.niu.edu/Classic/HTML/PopUps/psae_qD.html" target="_blank">How are Performance Levels Derived?</a></p></li> <li><p><a href="http://iirc.niu.edu/Classic/WhatStuKnow.aspx?source2=inclass" target="_blank">Classroom Assessments</a></p></li> </ul> PSAE Scores Percentage of students meeting or exceeding state standards on the PSAE <div class="view view1"> <p>This graph shows the percentage of students that meet or exceed state standards on the Prairie State Achievement Exam (PSAE). The buttons at the top allow you to select reading, mathematics, or composite (combined) scores. Three years of results are shown for the school and district, along with the statewide averages for comparison.</p> <p>Click on “View Details” to see additional PSAE performance data, grade-level and subject-area results, and performance of student sub-groups.</p> </div> <div class="view view2"> <p>This display allows you to take a closer look at PSAE performance for this school.</p> <p>Subject: The drop-down menu gives access to All Subjects or to one at a time. Click “Go” to see your selection.</p> <p>Student Group: You can select All Student Groups averaged together or an individual sub-group. Use the Grade and Subject menus to customize your view. Click “Go” to see your selection.</p> <p>Comparisons: For any combination of the above menu selections, you can click “Add District Comparison” and/or “Add State Comparison” to see side-by-side results.</p> <p>Once you have made your selections, you can press the "Go!" button to display information. The "Excel" button downloads this information as an Excel file.</p> </div> <div class ="view view1"> <p>A school demonstrating high state test results is likely to have multiple systems that support high levels of academic achievement. These may include a high level of teacher quality, advanced courses, and rigorous academic standards. Standardized test results should be interpreted in the context of other measures of student achievement.</p> <p>The PSAE measures 11th grade student achievement relative to the Illinois Learning Standards. It recognizes the excellent achievement of individual students whose scores qualify them for honors, and it measures the progress that schools have made in helping students meet the Illinois Learning Standards. The PSAE is a two-day examination. On the first day students take the ACT college readiness assessment. On the second day students take the ACT WorkKeys assessments in Applied Mathematics and Reading for Information in addition to a science assessment developed by the Illinois State Board of Education with the assistance of Illinois teachers (PSAE Day 2). All eligible grade 11 students, as defined by the ISBE Rule adopted in January 2011, took the PSAE in April/May 2013.</p> <p>Beginning in the 2014-2015 school year, students in ELA III, Algebra II, and Integrated Math III will take the PARCC (Partnership for Assessment of Readiness for College and Careers) test, which is aligned with the new Illinois Learning Standards. The ACT Writing and WorkKeys will be available but not required for districts in 2015, and the 2015 ACT will not be used for accountability purposes.</p> <p>More information is available at <a herf="http://isbe.net">isbe.net</a></p> </div> <div class = "view view2"> <p>A school demonstrating high state test results is likely to have multiple systems that support high levels of academic achievement. These may include a high level of teacher quality, advanced courses, and rigorous academic standards. Standardized tests results should be interpreted in the context of other measures of student achievement.</p> <ul> <li><p>Prairie State Achievement Exam (PSAE)</p></li> </ul> <p>The PSAE measures 11th grade student achievement relative to the Illinois Learning Standards. It recognizes the excellent achievement of individual students whose scores qualify them for honors, and it measures the progress that schools have made in helping students meet the Illinois Learning Standards. The PSAE is a two-day examination. On the first day students take the ACT college readiness assessment. On the second day students take the ACT WorkKeys assessments in Applied Mathematics and Reading for Information in addition to a science assessment developed by the Illinois State Board of Education with the assistance of Illinois teachers (PSAE Day 2). All eligible grade 11 students, as defined by the ISBE Rule adopted in January 2011, took the PSAE in April/May 2013.</p> <p>For more information go to <a href="http://www.isbe.state.il.us/assessment/psae.htm" target="_blank">Prairie State Achievement Exam (PSAE)</a></p> </div> <p><strong>What Students Need to Know</strong></p> <ul> <li><p><a href="http://www.isbe.net/common_core/htmls/resources.htm#parent" target="_blank">The New Illinois Learning Standards</a></p></li> <li><p><a href="http://www.isbe.net/common_core/pdf/ccs_faq.pdf" target="_blank">Frequently Asked Questions About the Common </a></p></li> <li><p><a href="http://iirc.niu.edu/Classic/WhatStuKnow.aspx?source2=CommonCore Standards" target="_blank">The New Illinois Learning Standards Incorporating the Common Core</a></p></li> <li><p><a href="http://www.ccsso.org/Resources/Publications/The_Common_Core_State_Standards_Insight_into_Their_Development_and_Purpose.html" target="_blank">The Common Core State Standards: Insight Into Their Development and Purpose </a></p></li> <li><p><a href="http://www.corestandards.org/what-parents-should-know/" target="_blank">What Parents Should Know about the Common Core</a></p></li> </ul> <p><strong>About the Tests</strong></p> <ul> <li><p><a href="http://iirc.niu.edu/documents/pdf/2015_Test_Dates_PARCC.pdf" target="_blank">What are the 2015 test dates?</a></p></li> <li><p><a href="http://iirc.niu.edu/Classic/HTML/PopUps/psae_qK.html" target="_blank">What are the PSAE performance levels?</a></p></li> <li><p><a href="http://iirc.niu.edu/Classic/HTML/PopUps/psae_qD.html" target="_blank">How are PSAE performance levels determined?</a></p></li> <li><p><a href="http://iirc.niu.edu/Classic/HTML/PopUps/psae_qF.html" target="_blank">Do all students take the PSAE?</a></p></li> <li><p><a href="http://iirc.niu.edu/Classic/HTML/PopUps/psae_qH.html" target="_blank">Is the PSAE required for graduation?</a></p></li> <li><p><a href="http://iirc.niu.edu/Classic/HTML/PopUps/psae_qG.html" target="_blank">How can I learn more about the PSAE?</a></p></li> </ul> <p><strong>Additional Resources</strong></p> <ul> <li><p><a href="http://www.isbe.net/assessment/pdfs/2014/psae/psae-parent-bro.pdf" target="_blank">PSAE Q & A for Parents of Illinois Students</a></p></li> <li><p><a href="http://www.pbs.org/wgbh/pages/frontline/shows/schools/etc/guide.html" target="_blank">Testing Our Schools A Guide for Parents</a></p></li> </ul> <p><strong>Educators/Researchers</strong></p> <ul> <li><p><a href="http://iirc.niu.edu/Classic/WhatStuKnow.aspx?source2=performance" target="_blank">Performance Level Definitions</a></p></li> <li><p><a href="http://iirc.niu.edu/Classic/HTML/PopUps/psae_qD.html" target="_blank">How are Performance Levels Derived?</a></p></li> <li><p><a href="http://iirc.niu.edu/Classic/WhatStuKnow.aspx?source2=inclass" target="_blank">Classroom Assessments</a></p></li> </ul> PSAE Scores Percentage of students meeting or exceeding state standards on the PSAE <div class="view view1"> <p>This graph shows the percentage of students that meet or exceed state standards on the Prairie State Achievement Exam (PSAE). The buttons at the top allow you to select reading, mathematics, or composite (combined) scores.</p> <p>Spring 2014 is the last time that the state used only the Prairie State Achievement Exam (PSAE) to measure student achievement. Starting in 2015, high school students will begin taking the PARCC assessments as part of a gradual transition to tests that are aligned to the New Illinois Learning Standards Incorporating the Common Core. To learn more about the PARCC tests, select the PARCC tab at the left.</p> <p>Click on “View Details” to see additional PSAE performance data, grade-level and subject-area results, and performance of student sub-groups.</p> </div> <div class="view view2"> <p>This display allows you to take a closer look at PSAE performance in Illinois.</p> <p>Subject: The drop-down menu gives access to All Subjects or to one at a time. Click “Go” to see your selection.</p> <p>Student Group: You can select All Student Groups averaged together or an individual sub-group. Use the Grade and Subject menus to customize your view. Click “Go” to see your selection.</p> <p>Once you have made your selections, you can press the "Go!" button to display information. The "Excel" button downloads this information as an Excel file.</p> </div> <p>A state demonstrating high achievement test results is likely to have multiple systems that support high levels of academic achievement. These may include a high level of teacher quality, advanced courses, and rigorous academic standards. Standardized tests results should be interpreted in the context of other measures of student achievement.</p> <ul> <li><p>Prairie State Achievement Exam (PSAE)</p></li> </ul> <p>The PSAE measures 11th grade student achievement relative to the Illinois Learning Standards. It recognizes the excellent achievement of individual students whose scores qualify them for honors, and it measures the progress that schools have made in helping students meet the Illinois Learning Standards. The PSAE is a two-day examination. On the first day students take the ACT college readiness assessment. On the second day students take the ACT WorkKeys assessments in Applied Mathematics and Reading for Information in addition to a science assessment developed by the Illinois State Board of Education with the assistance of Illinois teachers (PSAE Day 2). All eligible grade 11 students, as defined by the ISBE Rule adopted in January 2011, took the PSAE in April/May 2013.</p> <p>For more information go to Prairie State Achievement Exam (PSAE) Test data for the past 3 years may be viewed by selecting Advanced Reports from the left side menu.</p> <p><strong>What Students Need to Know</strong></p> <ul> <li><p><a href="http://www.isbe.net/common_core/htmls/resources.htm#parent" target="_blank">The New Illinois Learning Standards</a></p></li> <li><p><a href="http://www.isbe.net/common_core/pdf/ccs_faq.pdf" target="_blank">Frequently Asked Questions About the Common </a></p></li> <li><p><a href="http://iirc.niu.edu/Classic/WhatStuKnow.aspx?source2=CommonCore Standards" target="_blank">The New Illinois Learning Standards Incorporating the Common Core</a></p></li> <li><p><a href="http://www.ccsso.org/Resources/Publications/The_Common_Core_State_Standards_Insight_into_Their_Development_and_Purpose.html" target="_blank">The Common Core State Standards: Insight Into Their Development and Purpose </a></p></li> <li><p><a href="http://www.corestandards.org/what-parents-should-know/" target="_blank">What Parents Should Know about the Common Core</a></p></li> </ul> <p><strong>About the Tests</strong></p> <ul> <li><p><a href="http://iirc.niu.edu/documents/pdf/2015_Test_Dates_PARCC.pdf" target="_blank">What are the 2015 test dates?</a></p></li> <li><p><a href="http://iirc.niu.edu/Classic/HTML/PopUps/psae_qK.html" target="_blank">What are the PSAE performance levels?</a></p></li> <li><p><a href="http://iirc.niu.edu/Classic/HTML/PopUps/psae_qD.html" target="_blank">How are PSAE performance levels determined?</a></p></li> <li><p><a href="http://iirc.niu.edu/Classic/HTML/PopUps/psae_qF.html" target="_blank">Do all students take the PSAE?</a></p></li> <li><p><a href="http://iirc.niu.edu/Classic/HTML/PopUps/psae_qH.html" target="_blank">Is the PSAE required for graduation?</a></p></li> <li><p><a href="http://iirc.niu.edu/Classic/HTML/PopUps/psae_qG.html" target="_blank">How can I learn more about the PSAE?</a></p></li> </ul> <p><strong>Additional Resources</strong></p> <ul> <li><p><a href="http://www.isbe.net/assessment/pdfs/2014/psae/psae-parent-bro.pdf" target="_blank">PSAE Q & A for Parents of Illinois Students</a></p></li> <li><p><a href="http://www.pbs.org/wgbh/pages/frontline/shows/schools/etc/guide.html" target="_blank">Testing Our Schools A Guide for Parents</a></p></li> </ul> <p><strong>Educators/Researchers</strong></p> <ul> <li><p><a href="http://iirc.niu.edu/Classic/WhatStuKnow.aspx?source2=performance" target="_blank">Performance Level Definitions</a></p></li> <li><p><a href="http://iirc.niu.edu/Classic/HTML/PopUps/psae_qD.html" target="_blank">How are Performance Levels Derived?</a></p></li> <li><p><a href="http://iirc.niu.edu/Classic/WhatStuKnow.aspx?source2=inclass" target="_blank">Classroom Assessments</a></p></li> </ul> Racial / Ethnic Diversity Percentage of students belonging to a particular racial/ethnic group <p>This display shows the racial/ethnic diversity of students at this school. By selecting "Show 5-year trend," you can see how the student body has changed over time. CMO<sup>*</sup>, district and state data is included for comparison.</p> <p><sup>*</sup>Charter Management Organization</p> <p>The state collects demographic information on the student body, including racial/ethnic diversity.</p> <ul> <li><p><a href="http://www.usccr.gov/pubs/112806diversity.pdf" target="_blank">The Benefits of Racial and Ethnic Diversity in Elementary and Secondary Education (U.S. Commission on Civil Rights)</a></p></li> <li><p><a href="http://www.greatschools.org/find-a-school/defining-your-ideal/284-cultural-diversity-at-school.gs" target="_blank">How Important is Cultural Diversity at your School? (GreatSchools)</a></p></li> <li><p><a href="http://www.edweek.org/topics/diversity/index.html" target="_blank">Diversity: The latest news about diversity in schools (Education Week)</a></p></li> <li><p><a href="http://www.school-diversity.org/full_text.php" target="_blank">Reaffirming the Role of School Integration in K-12 Education Policy (National Coalition on School Diversity)</a></p></li> </ul> Percentage of students belonging to a particular racial/ethnic group. <p>This graph shows the racial/ethnic diversity of students at this school. By selecting "Show 5-year trend," you can see how the student body has changed over time. District and state data is included for comparison.</p> <p>The state collects demographic information on the student body, including racial/ethnic diversity.</p> <ul> <li><p><a href="http://www.usccr.gov/pubs/112806diversity.pdf" target="_blank">The Benefits of Racial and Ethnic Diversity in Elementary and Secondary Education (U.S. Commission on Civil Rights)</a></p></li> <li><p><a href="http://www.greatschools.org/find-a-school/defining-your-ideal/284-cultural-diversity-at-school.gs" target="_blank">How Important is Cultural Diversity at your School? (GreatSchools)</a></p></li> <li><p><a href="http://www.edweek.org/topics/diversity/index.html" target="_blank">Diversity: The latest news about diversity in schools (Education Week)</a></p></li> <li><p><a href="http://www.school-diversity.org/full_text.php" target="_blank">Reaffirming the Role of School Integration in K-12 Education Policy (National Coalition on School Diversity)</a></p></li> </ul> Percentage of students belonging to a particular racial/ethnic group <p>This display shows the racial/ethnic diversity of students in this district. By selecting "Show 5-year trend," you can see how the student body has changed over time. State data is included for comparison.</p> <p>The state collects demographic information on the student body, including racial/ethnic diversity.</p> <ul> <li><p><a href="http://www.usccr.gov/pubs/112806diversity.pdf‎" target="_blank">The Benefits of Racial and Ethnic Diversity in Elementary and Secondary Education (U.S. Commission on Civil Rights)</a></p></li> <li><p><a href="http://www.greatschools.org/find-a-school/defining-your-ideal/284-cultural-diversity-at-school.gs" target="_blank">How Important is Cultural Diversity at your School? (GreatSchools)</a></p></li> <li><p><a href="http://www.edweek.org/topics/diversity/index.html" target="_blank">Diversity: The latest news about diversity in schools (Education Week)</a></p></li> <li><p><a href="http://www.school-diversity.org/full_text.php" target="_blank">Reaffirming the Role of School Integration in K-12 Education Policy (National Coalition on School Diversity)</a></p></li> </ul> Percentage of students belonging to a particular racial/ethnic group <p>This graph shows the racial/ethnic diversity of students in Illinois school districts. By selecting "Show 5-year trend," you can see how the student body has changed over time.</p> <p>The state collects demographic information on the student body, including racial/ethnic diversity.</p> <ul> <li><p><a href="http://www.usccr.gov/pubs/112806diversity.pdf‎" target="_blank">The Benefits of Racial and Ethnic Diversity in Elementary and Secondary Education (U.S. Commission on Civil Rights)</a></p></li> <li><p><a href="http://www.greatschools.org/find-a-school/defining-your-ideal/284-cultural-diversity-at-school.gs" target="_blank">How Important is Cultural Diversity at your School? (GreatSchools)</a></p></li> <li><p><a href="http://www.edweek.org/topics/diversity/index.html" target="_blank">Diversity: The latest news about diversity in schools (Education Week)</a></p></li> <li><p><a href="http://www.school-diversity.org/full_text.php" target="_blank">Reaffirming the Role of School Integration in K-12 Education Policy (National Coalition on School Diversity)</a></p></li> </ul> Low-Income Students Percentage of students in families receiving public aid, living in substitute care, or eligible to receive free or reduced-price lunches Low-Income<br/>Students Students in families receiving public aid, living in substitute care, or eligible to receive free or reduced price lunches. <p>This display shows the percentage of students eligible to receive free or reduced-price lunches, live in substitute care, or whose families receive public aid. By selecting “Show 5-year trend,” you can review changes in the student body over time. CMO<sup>*</sup>, district and state data is included for comparison.</p> <p><sup>*</sup>Charter Management Organization</p> <p>The State collects demographic information on the student body, including percentage of students who live in low income households. Students ages 3 to 17 meet the low-income criteria if they receive or live in households that receive public aid from SNAP (Supplemental Nutrition Assistance Program) or TANF (Targeted Assistance for Needy Families); are classified as homeless, migrant, runaway, Head Start, or foster children; or live in a household where the household income meets (USDA) guidlines to receive free or reduced-price meals. </p> <ul> <li><p><a href="http://www.brighthubeducation.com/teaching-methods-tips/11105-basics-of-title-1-funds/" target="_blank">Understanding the Basic of Title I Funds (Bright Hub Education)</a></p></li> <li><p><a href="http://www2.ed.gov/policy/elsec/leg/esea02/pg1.html" target="_blank">Title I: Improving the Academic Achievement of the Disadvantaged (U.S. Department of Education)</a></p></li> <li><p><a href="http://nces.ed.gov/fastfacts/display.asp?id=158" target="_blank">Fast Facts on Title I (National Center for Education Statistics)</a></p></li> </ul> Low-Income<br/>Students Students in families receiving public aid, living in substitute care, or eligible to receive free or reduced price lunches. <p>This graph shows the percentage of students, at this school, eligible to receive free or reduced-price lunches, live in substitute care, or whose families receive public aid. By selecting “Show 5-year trend,” you can review changes in the student body over time. District and state data is included for comparison.</p> <p>The State collects demographic information on the student body, including percentage of students who live in low income households. Students ages 3 to 17 meet the low-income criteria if they receive or live in households that receive public aid from SNAP (Supplemental Nutrition Assistance Program) or TANF (Targeted Assistance for Needy Families); are classified as homeless, migrant, runaway, Head Start, or foster children; or live in a household where the household income meets (USDA) guidlines to receive free or reduced-price meals. </p> <ul> <li><p><a href="http://www.brighthubeducation.com/teaching-methods-tips/11105-basics-of-title-1-funds/" target="_blank">Understanding the Basic of Title I Funds (Bright Hub Education)</a></p></li> <li><p><a href="http://www2.ed.gov/policy/elsec/leg/esea02/pg1.html" target="_blank">Title I: Improving the Academic Achievement of the Disadvantaged (U.S. Department of Education)</a></p></li> <li><p><a href="http://nces.ed.gov/fastfacts/display.asp?id=158" target="_blank">Fast Facts on Title I (National Center for Education Statistics)</a></p></li> </ul> Low-Income<br/>Students Students in families receiving public aid, living in substitute care, or eligible to receive free or reduced price lunches. <p>This display shows the percentage of students, in this district, eligible to receive free or reduced-price lunches, live in substitute care, or whose families receive public aid. By selecting “Show 5-year trend,” you can review changes in the student body over time. State data is included for comparison.</p> <p>The State collects demographic information on the student body, including percentage of students who live in low income households. Students ages 3 to 17 meet the low-income criteria if they receive or live in households that receive public aid from SNAP (Supplemental Nutrition Assistance Program) or TANF (Targeted Assistance for Needy Families); are classified as homeless, migrant, runaway, Head Start, or foster children; or live in a household where the household income meets (USDA) guidlines to receive free or reduced-price meals. </p> <ul> <li><p><a href="http://www.brighthubeducation.com/teaching-methods-tips/11105-basics-of-title-1-funds/" target="_blank">Understanding the Basic of Title I Funds (Bright Hub Education)</a></p></li> <li><p><a href="http://www2.ed.gov/policy/elsec/leg/esea02/pg1.html" target="_blank">Title I: Improving the Academic Achievement of the Disadvantaged (U.S. Department of Education)</a></p></li> <li><p><a href="http://nces.ed.gov/fastfacts/display.asp?id=158" target="_blank">Fast Facts on Title I (National Center for Education Statistics)</a></p></li> </ul> Low-Income<br/>Students Percentage of students in families receiving public aid, living in substitute care, or eligible to receive free or reduced-price lunches <p>This graph shows the percentage of students, in Illinois schools, who are eligible to receive free or reduced-price lunches, live in substitute care, or whose families receive public aid. By selecting “Show 5-year trend,” you can review changes in the student body over time.</p> <p>The State collects demographic information on the student body, including percentage of students who live in low income households. Students ages 3 to 17 meet the low-income criteria if they receive or live in households that receive public aid from SNAP (Supplemental Nutrition Assistance Program) or TANF (Targeted Assistance for Needy Families); are classified as homeless, migrant, runaway, Head Start, or foster children; or live in a household where the household income meets (USDA) guidlines to receive free or reduced-price meals. </p> <ul> <li><p><a href="http://www.brighthubeducation.com/teaching-methods-tips/11105-basics-of-title-1-funds/" target="_blank">Understanding the Basic of Title I Funds (Bright Hub Education)</a></p></li> <li><p><a href="http://www2.ed.gov/policy/elsec/leg/esea02/pg1.html" target="_blank">Title I: Improving the Academic Achievement of the Disadvantaged (U.S. Department of Education)</a></p></li> <li><p><a href="http://nces.ed.gov/fastfacts/display.asp?id=158" target="_blank">Fast Facts on Title I (National Center for Education Statistics)</a></p></li> </ul> English Learners Percentage of students who have been identified as English Learners English Learners Students whose primary language is not English. <p>This graph shows the percentage of students in Illinois schools who are eligible for bilingual education. By selecting “Show 5-year trend,” you can see changes in the student population over time.</p> <p>According to Illinois’ current regulations, English learners (ELs) are students whose English proficiency is not yet sufficient to provide the students with the ability to successfully participate and achieve in classroom settings where the language of instruction is English. ELs are eligible for Transitional Bilingual Education (TBE) or Transitional Program of Instruction (TPI) services and any other appropriate language supports.</p> <p>Schools must provide additional services for ELs, to ensure that they meet the State's proficient level of achievement on State assessments, successfully achieve in classrooms where the language of instruction is English, and participate fully in the school setting. The implementation of appropriate EL programs (as those described in Illinois’ legislation) and any other language support services help English learners to succeed academically.</p> <ul> <li><p><a href="http://www.colorincolorado.org/article/12918/" target="_blank">Improving Achievement for English Learners: Conclusions from 2 Research Reviews (Colorin Colorado)</a></p></li> <li><p><a href="http://www.edweek.org/ew/issues/english-language-learners/" target="_blank">English Language Learners (Education Week)</a></p></li> <li><p><a href="http://www.ncte.org/library/NCTEFiles/Resources/PolicyResearch/ELLResearchBrief.pdf" target="_blank">English Language Learners (National Council of Teachers of English)</a></p></li> <li><p><a href="http://www.isbe.state.il.us/bilingual/htmls/ellparents.htm" target="_blank">A Guide to Your Children’s Schools: A Parent Handbook</a></p></li> </ul> English Learners Students whose primary language is not English. <p>This graph shows the percentage of students in Illinois schools who are eligible for bilingual education. By selecting “Show 5-year trend,” you can see changes in the student population over time.</p> <p>According to Illinois’ current regulations, English learners (ELs) are students whose English proficiency is not yet sufficient to provide the students with the ability to successfully participate and achieve in classroom settings where the language of instruction is English. ELs are eligible for Transitional Bilingual Education (TBE) or Transitional Program of Instruction (TPI) services and any other appropriate language supports.</p> <p>Schools must provide additional services for ELs, to ensure that they meet the State's proficient level of achievement on State assessments, successfully achieve in classrooms where the language of instruction is English, and participate fully in the school setting. The implementation of appropriate EL programs (as those described in Illinois’ legislation) and any other language support services help English learners to succeed academically.</p> <ul> <li><p><a href="http://www.colorincolorado.org/article/12918/" target="_blank">Improving Achievement for English Learners: Conclusions from 2 Research Reviews (Colorin Colorado)</a></p></li> <li><p><a href="http://www.edweek.org/ew/issues/english-language-learners/" target="_blank">English Language Learners (Education Week)</a></p></li> <li><p><a href="http://www.ncte.org/library/NCTEFiles/Resources/PolicyResearch/ELLResearchBrief.pdf" target="_blank">English Language Learners (National Council of Teachers of English)</a></p></li> <li><p><a href="http://www.isbe.state.il.us/bilingual/htmls/ellparents.htm" target="_blank">A Guide to Your Children’s Schools: A Parent Handbook</a></p></li> </ul> English Learners Students whose primary language is not English. <p>This graph shows the percentage of students in Illinois schools who are eligible for bilingual education. By selecting “Show 5-year trend,” you can see changes in the student population over time.</p> <p>According to Illinois’ current regulations, English learners (ELs) are students whose English proficiency is not yet sufficient to provide the students with the ability to successfully participate and achieve in classroom settings where the language of instruction is English. ELs are eligible for Transitional Bilingual Education (TBE) or Transitional Program of Instruction (TPI) services and any other appropriate language supports.</p> <p>Districts must provide additional services for ELs, to ensure that they meet the State's proficient level of achievement on State assessments, successfully achieve in classrooms where the language of instruction is English, and participate fully in the school setting. The implementation of appropriate EL programs (as those described in Illinois’ legislation) and any other language support services help English learners to succeed academically.</p> <ul> <li><p><a href="http://www.colorincolorado.org/article/12918/" target="_blank">Improving Achievement for English Learners: Conclusions from 2 Research Reviews (Colorin Colorado)</a></p></li> <li><p><a href="http://www.edweek.org/ew/issues/english-language-learners/" target="_blank">English Language Learners (Education Week)</a></p></li> <li><p><a href="http://www.ncte.org/library/NCTEFiles/Resources/PolicyResearch/ELLResearchBrief.pdf" target="_blank">English Language Learners (National Council of Teachers of English)</a></p></li> <li><p><a href="http://www.isbe.state.il.us/bilingual/htmls/ellparents.htm" target="_blank">A Guide to Your Children’s Schools: A Parent Handbook</a></p></li> </ul> English Learners Students whose primary language is not English. <p>This graph shows the percentage of students in Illinois schools who are eligible for bilingual education. By selecting “Show 5-year trend,” you can see changes in the student population over time.</p> <p>According to Illinois’ current regulations, English learners (ELs) are students whose English proficiency is not yet sufficient to provide the students with the ability to successfully participate and achieve in classroom settings where the language of instruction is English. ELs are eligible for Transitional Bilingual Education (TBE) or Transitional Program of Instruction (TPI) services and any other appropriate language supports.</p> <p>Districts must provide additional services for ELs, to ensure that they meet the State's proficient level of achievement on State assessments, successfully achieve in classrooms where the language of instruction is English, and participate fully in the school setting. The implementation of appropriate EL programs (as those described in Illinois’ legislation) and any other language support services help English learners to succeed academically.</p> <ul> <li><p><a href="http://www.colorincolorado.org/article/12918/" target="_blank">Improving Achievement for English Learners: Conclusions from 2 Research Reviews (Colorin Colorado)</a></p></li> <li><p><a href="http://www.edweek.org/ew/issues/english-language-learners/" target="_blank">English Language Learners (Education Week)</a></p></li> <li><p><a href="http://www.ncte.org/library/NCTEFiles/Resources/PolicyResearch/ELLResearchBrief.pdf" target="_blank">English Language Learners (National Council of Teachers of English)</a></p></li> <li><p><a href="http://www.isbe.state.il.us/bilingual/htmls/ellparents.htm" target="_blank">A Guide to Your Children’s Schools: A Parent Handbook</a></p></li> </ul> Student Mobility Percentage of students who transfer in or out of the school between the first school day of October and the last school day of the year, not including graduates Student Mobility Percentage of students who transfer in and out of school between the first school day of October and the last school day of the year, not including graduates. <p>A school's Student Mobility rate is the percentage of students who transfer in or out of the school between the first school day of October and the last school day of the year, not including graduates.</p> <p>This graph shows the student mobility rate at this school. CMO<sup>*</sup>, district and state data is included for comparison.</p> <p><sup>*</sup>Charter Management Organization</p> <p>Students may change schools for a variety of reasons such as a family move, a transfer to a school that better serves the student's needs, or an expulsion. Continual student turnover is shown to be potentially academically and socially disruptive to both ongoing and transferring students.</p> <ul> <li><p><a href="http://www.edweek.org/ew/issues/student-mobility/" target="_blank">Student Mobility (Education Week)</a></p></li> <li><p><a href="http://ecap.crc.illinois.edu/eecearchive/digests/2002/rumberger02.html" target="_blank">Student Mobility and Academic Achievement (Early Childhood and Parenting Collaborative)</a></p></li> <li><p><a href="http://archives.iasb.com/journal/j5030405.htm" target="_blank">Student Mobility Packs Problems (Illinois School Board Journal)</a></p></li> </ul> Student Mobility Percentage of students who transfer in or out of the school between the first school day of October and the last school day of the year, not including graduates <p>A school's Student Mobility rate is the percentage of students who transfer in or out of the school between the first school day of October and the last school day of the year, not including graduates.</p> <p>This graph shows the student mobility rate at this school. District and state data is included for comparison.</p> <p>Students may change schools for a variety of reasons such as a family move, a transfer to a school that better serves the student's needs, or an expulsion. Continual student turnover is shown to be potentially academically and socially disruptive to both ongoing and transferring students.</p> <ul> <li><p><a href="http://www.edweek.org/ew/issues/student-mobility/" target="_blank">Student Mobility (Education Week)</a></p></li> <li><p><a href="http://ecap.crc.illinois.edu/eecearchive/digests/2002/rumberger02.html" target="_blank">Student Mobility and Academic Achievement (Early Childhood and Parenting Collaborative)</a></p></li> <li><p><a href="http://archives.iasb.com/journal/j5030405.htm" target="_blank">Student Mobility Packs Problems (Illinois School Board Journal)</a></p></li> </ul> Student Mobility Percentage of students who transfer in and out of schools between the first school day of October and the last school day of the year, not including graduates. <p>A district’s Student Mobility rate is the percentage of students who transfer in or out of the district between the first school day of October and the last school day of the year, not including graduates.</p> <p>This graph shows the student mobility rate in this district along with the state average.</p> <p>Students may change schools or districts for a variety of reasons such as a family move, a transfer to a school that better serves the student's needs, or an expulsion. Continual student turnover is shown to be potentially academically and socially disruptive to both ongoing and transferring students.</p> <ul> <li><p><a href="http://www.edweek.org/ew/issues/student-mobility/" target="_blank">Student Mobility (Education Week)</a></p></li> <li><p><a href="http://ecap.crc.illinois.edu/eecearchive/digests/2002/rumberger02.html" target="_blank">Student Mobility and Academic Achievement (Early Childhood and Parenting Collaborative)</a></p></li> <li><p><a href="http://archives.iasb.com/journal/j5030405.htm" target="_blank">Student Mobility Packs Problems (Illinois School Board Journal)</a></p></li> </ul> Student Mobility Percentage of students who transfer in or out of the school between the first school day of October and the last school day of the year, not including graduates <p>The Student Mobility rate is the percentage of students who transfer in or out of a school between the first school day of October and the last school day of the year, not including graduates.</p> <p>This graph shows the student mobility rate in Illinois.</p> <p>Students may change schools for a variety of reasons such as a family move, a transfer to a school that better serves the student's needs, or an expulsion. Continual student turnover is shown to be potentially academically and socially disruptive to both ongoing and transferring students.</p> <ul> <li><p><a href="http://www.edweek.org/ew/issues/student-mobility/" target="_blank">Student Mobility (Education Week)</a></p></li> <li><p><a href="http://ecap.crc.illinois.edu/eecearchive/digests/2002/rumberger02.html" target="_blank">Student Mobility and Academic Achievement (Early Childhood and Parenting Collaborative)</a></p></li> <li><p><a href="http://archives.iasb.com/journal/j5030405.htm" target="_blank">Student Mobility Packs Problems (Illinois School Board Journal)</a></p></li> </ul> Average Class Size Average number of students per class Average Class Size Average number of students per class <p>This graph shows the average number of students in each class at this school. CMO<sup>*</sup>, district and state data is included for comparison.</p> <p><sup>*</sup>Charter Management Organization</p> <p>Research shows that children in lower grades show the potential for higher achievement scores when they are in smaller classes. Many factors contribute to student achievement, and class size is only one part of this bigger picture. Special education classes are not included in this calculation.</p> <ul> <li><p><a href="http://www.brookings.edu/research/papers/2011/05/11-class-size-whitehurst-chingos" target="_blank">Class Size: What Research Says and What it Means for State Policy (Brookings Institution)</a></p></li> <li><p><a href="http://www.edweek.org/ew/issues/class-size/" target="_blank">Class Size (Education Week)</a></p></li> <li><p><a href="http://www.sesp.northwestern.edu/docs/publications/4831895245e0c30b399c6.pdf" target="_blank">Do Small Classes Reduce the Achievement Gap between Low and High Achievers? (Northwestern University)</a></p></li> </ul> Average Class Size Average number of students per class <p>This graph shows the average number of students in each class at this school. District and state data is included for comparison.</p> <p>Research shows that children in lower grades show the potential for higher achievement scores when they are in smaller classes. Many factors contribute to student achievement, and class size is only one part of this bigger picture. Special education classes are not included in this calculation.</p> <ul> <li><p><a href="http://www.brookings.edu/research/papers/2011/05/11-class-size-whitehurst-chingos" target="_blank">Class Size: What Research Says and What it Means for State Policy (Brookings Institution)</a></p></li> <li><p><a href="http://www.edweek.org/ew/issues/class-size/" target="_blank">Class Size (Education Week)</a></p></li> <li><p><a href="http://www.sesp.northwestern.edu/docs/publications/4831895245e0c30b399c6.pdf" target="_blank">Do Small Classes Reduce the Achievement Gap between Low and High Achievers? (Northwestern University)</a></p></li> </ul> Average Class Size Average number of students per class <p>This graph shows the average number of students in each class at this district, along with the state average.</p> <p>Research shows that children in lower grades show the potential for higher achievement scores when they are in smaller classes. Many factors contribute to student achievement, and class size is only one part of this bigger picture. Special education classes are not included in this calculation.</p> <ul> <li><p><a href="http://www.brookings.edu/research/papers/2011/05/11-class-size-whitehurst-chingos" target="_blank">Class Size: What Research Says and What it Means for State Policy (Brookings Institution)</a></p></li> <li><p><a href="http://www.edweek.org/ew/issues/class-size/" target="_blank">Class Size (Education Week)</a></p></li> <li><p><a href="http://www.sesp.northwestern.edu/docs/publications/4831895245e0c30b399c6.pdf" target="_blank">Do Small Classes Reduce the Achievement Gap between Low and High Achievers? (Northwestern University)</a></p></li> </ul> Average Class Size Average number of students per class <p>This graph shows the average number of students in each class in Illinois.</p> <p>Research shows that children in lower grades show the potential for higher achievement scores when they are in smaller classes. Many factors contribute to student achievement, and class size is only one part of this bigger picture. Special education classes are not included in this calculation.</p> <ul> <li><p><a href="http://www.brookings.edu/research/papers/2011/05/11-class-size-whitehurst-chingos" target="_blank">Class Size: What Research Says and What it Means for State Policy (Brookings Institution)</a></p></li> <li><p><a href="http://www.edweek.org/ew/issues/class-size/" target="_blank">Class Size (Education Week)</a></p></li> <li><p><a href="http://www.sesp.northwestern.edu/docs/publications/4831895245e0c30b399c6.pdf" target="_blank">Do Small Classes Reduce the Achievement Gap between Low and High Achievers? (Northwestern University)</a></p></li> </ul> Principal Turnover Number of different principals at the same school over the past 6 years. <p>Principal Turnover is the number of different principals at the same school in the last 6 years. If the number is 0, no current data was provided.</p> <p>Stable leadership motivates teachers and creates a positive environment for students; however, a change in leadership can also be a part of a school or district’s overall improvement plan (e.g. strong principals may be moved to lower performing schools, or weak principals may be removed from school leadership in general). Therefore, interested parties should look more deeply into the turnover rate to determine the effectiveness of school leadership.</p> <ul> <li><p><a href="http://www.edweek.org/ew/articles/2012/03/02/23principals.h31.html" target="_blank">Study: Principal Turnover Bodes Poorly for Schools (Education Week)</a></p></li> <li><p><a href="http://www.centerforpubliceducation.org/principal-perspective" target="_blank">The Principal Perspective: Full report (Center for Public Education) </a></p></li> <li><p><a href="https://www0.gsb.columbia.edu/cfusion/faculty/jrockoff/cmr_principals_calder_WP38.pdf" target="_blank">School Principals and School Performance</a></p></li> </ul> Number of different principals at the same school over the past 6 years. <p>For the district level, the numeral above shows the sum of the different principals from each school in the last 6 years divided by the total number of schools</p> <p>Stable leadership motivates teachers and creates a positive environment for students; however, a change in leadership can also be a part of a school or district’s overall improvement plan (e.g. strong principals may be moved to lower performing schools, or weak principals may be removed from school leadership in general). Therefore, interested parties should look more deeply into the turnover rate to determine the effectiveness of school leadership.</p> <ul> <li><p><a href="http://www.edweek.org/ew/articles/2012/03/02/23principals.h31.html" target="_blank">Study: Principal Turnover Bodes Poorly for Schools (Education Week)</a></p></li> <li><p><a href="http://www.centerforpubliceducation.org/principal-perspective" target="_blank">The Principal Perspective: Full report (Center for Public Education) </a></p></li> <li><p><a href="https://www0.gsb.columbia.edu/cfusion/faculty/jrockoff/cmr_principals_calder_WP38.pdf" target="_blank">School Principals and School Performance</a></p></li> </ul> Number of different principals at the same school over the past 6 years. <p>The numeral above tells the number of principals that have changed or left schools, throughout the state, over the past 6 years. </p> <p>Stable leadership motivates teachers and creates a positive environment for students; however, a change in leadership can also be a part of a school or district’s overall improvement plan (e.g. strong principals may be moved to lower performing schools, or weak principals may be removed from school leadership in general). Therefore, interested parties should look more deeply into the turnover rate to determine the effectiveness of school leadership.</p> <ul> <li><p><a href="http://www.edweek.org/ew/articles/2012/03/02/23principals.h31.html" target="_blank">Study: Principal Turnover Bodes Poorly for Schools (Education Week)</a></p></li> <li><p><a href="http://www.centerforpubliceducation.org/principal-perspective" target="_blank">The Principal Perspective: Full report (Center for Public Education) </a></p></li> <li><p><a href="https://www0.gsb.columbia.edu/cfusion/faculty/jrockoff/cmr_principals_calder_WP38.pdf" target="_blank">School Principals and School Performance</a></p></li> </ul> Students with Disabilities Percentage of students who receive special education services Students with Disabilities Students who receive special education services. <p>This display shows the percentage of students at this school who receive special education services through an Individualized Education Plan (IEP). By selecting “Show 5-year trend,” you can see changes in the student body over time. CMO<sup>*</sup>, district and state data is included for comparison.</p> <p><sup>*</sup>Charter Management Organization</p> <p>Each special education student receives an Individualized Education Plan (IEP) that specifies supplemental services, modifications, and accommodations available to that student. For example, a student with a learning disability may have an IEP that allows for additional time on examinations or may allow assignments to be typed rather than hand-written.</p> <ul> <li><p><a href="http://www.isbe.state.il.us/spec-ed/pdfs/parent_guide/ch6-iep.pdf" target="_blank">ISBE Guide to Individualized Education Programs (Illinois State Board of Education)</a></p></li> <li><p><a href="http://www.isbe.state.il.us/assessment/pdfs/2012/iep_504_guidance.pdf" target="_blank">ISBE Assessment Accommodations, Students with Disabilities (Illinois State Board of Education)</a></p></li> <li><p><a href="http://webprod.isbe.net/LEAProfile/SearchCriteria1.aspx" target="_blank">ISBE Special Education Profiles (Illinois State Board of Education)</a></p></li> <li><p><a href="http://www2.ed.gov/parents/needs/speced/edpicks.jhtml" target="_blank">My Child’s Special Needs (U.S. Department of Education)</a></p></li> </ul> Students with Disabilities Students who receive special education services. <p>This display shows the percentage of students, at this school, who receive special education services through an Individualized Education Plan (IEP). By selecting “Show 5-year trend,” you can see changes in the student body over time. District and state data is included for comparison.</p> <p>Each special education student receives an Individualized Education Plan (IEP) that specifies supplemental services, modifications, and accommodations available to that student. For example, a student with a learning disability may have an IEP that allows for additional time on examinations or may allow assignments to be typed rather than hand-written.</p> <ul> <li><p><a href="http://www.isbe.state.il.us/spec-ed/pdfs/parent_guide/ch6-iep.pdf" target="_blank">ISBE Guide to Individualized Education Programs (Illinois State Board of Education)</a></p></li> <li><p><a href="http://www.isbe.state.il.us/assessment/pdfs/2012/iep_504_guidance.pdf" target="_blank">ISBE Assessment Accommodations, Students with Disabilities (Illinois State Board of Education)</a></p></li> <li><p><a href="http://webprod.isbe.net/LEAProfile/SearchCriteria1.aspx" target="_blank">ISBE Special Education Profiles (Illinois State Board of Education)</a></p></li> <li><p><a href="http://www2.ed.gov/parents/needs/speced/edpicks.jhtml" target="_blank">My Child’s Special Needs (U.S. Department of Education)</a></p></li> </ul> Students with Disabilities Students who receive special education services. <p>This display shows the percentage of students, in this district, who receive special education services through an Individualized Education Plan (IEP). By selecting “Show 5-year trend,” you can see changes in the student body over time. State data is included for comparison.</p> <p>Each special education student receives an Individualized Education Plan (IEP) that specifies supplemental services, modifications, and accommodations available to that student. For example, a student with a learning disability may have an IEP that allows for additional time on examinations or may allow assignments to be typed rather than hand-written.</p> <ul> <li><p><a href="http://www.isbe.state.il.us/spec-ed/pdfs/parent_guide/ch6-iep.pdf" target="_blank">ISBE Guide to Individualized Education Programs (Illinois State Board of Education)</a></p></li> <li><p><a href="http://www.isbe.state.il.us/assessment/pdfs/2012/iep_504_guidance.pdf" target="_blank">ISBE Assessment Accommodations, Students with Disabilities (Illinois State Board of Education)</a></p></li> <li><p><a href="http://webprod.isbe.net/LEAProfile/SearchCriteria1.aspx" target="_blank">ISBE Special Education Profiles (Illinois State Board of Education)</a></p></li> <li><p><a href="http://www2.ed.gov/parents/needs/speced/edpicks.jhtml" target="_blank">My Child’s Special Needs (U.S. Department of Education)</a></p></li> </ul> Students with Disabilities Students who receive special education services. <p>This graph shows the percentage of students, in Illinois schools,who receive special education services through an Individualized Education Plan (IEP). By selecting “Show 5-year trend,” you can see changes in the student body over time.</p> <p>Each special education student receives an Individualized Education Plan (IEP) that specifies supplemental services, modifications, and accommodations available to that student. For example, a student with a learning disability may have an IEP that allows for additional time on examinations or may allow assignments to be typed rather than hand-written.</p> <ul> <li><p><a href="http://www.isbe.state.il.us/spec-ed/pdfs/parent_guide/ch6-iep.pdf" target="_blank">ISBE Guide to Individualized Education Programs (Illinois State Board of Education)</a></p></li> <li><p><a href="http://www.isbe.state.il.us/assessment/pdfs/2012/iep_504_guidance.pdf" target="_blank">ISBE Assessment Accommodations, Students with Disabilities (Illinois State Board of Education)</a></p></li> <li><p><a href="http://webprod.isbe.net/LEAProfile/SearchCriteria1.aspx" target="_blank">ISBE Special Education Profiles (Illinois State Board of Education)</a></p></li> <li><p><a href="http://www2.ed.gov/parents/needs/speced/edpicks.jhtml" target="_blank">My Child’s Special Needs (U.S. Department of Education)</a></p></li> </ul> Operational Spending Average per pupil spending in this school's district Operational Spending Average per pupil spending in this school’s district Instructional Spending Average per pupil spending in this district Instructional Spending Average per pupil spending in this school’s district Per Student Spending Average per pupil spending in this district Average per pupil spending in this district <p>These graphs show the average spending per pupil in this school’s district. Detailed financial information is not available at the school level. State data is included for comparison.</p> <p><strong>Instructional Spending Per Pupil</strong> includes only the activities directly dealing with the teaching of students or the interaction between teachers and students.</p> <p><strong>Operating Spending Per Pupil</strong> includes all costs for overall operations in this school’s district, including Instructional Spending, but excluding summer school, adult education, capital expenditures, and long-term debt payments.</p> <p>Instructional Spending Per Pupil includes only those costs that are directly used for teaching students and facilitating interaction between teachers and students.</p> <p>Operational Spending Per Pupil includes all costs associated with a district's operating costs over the regular school year, such as transportation, building maintenance, salaries, etc.</p> <p>The amount of money a district spends on each student is often greatly dependent upon the local tax base. Therefore, it is important to understand how this money is allocated to various school supports, such as transportation, teaching staff, student resources, school personnel resources, and other functions.</p> <ul> <li><p><a href="http://swampland.time.com/2013/09/12/most-states-now-spend-less-per-student-than-in-2008/" target="_blank">Most States Now Spend Less Per Student than in 2008 (Time)</a></p></li> <li><p><a href="http://www.census.gov/newsroom/releases/archives/governments/cb13-92.html" target="_blank">Per Student Public Education Spending Decreases in 2011 for First Time in Nearly Four Decades, Census Bureau Reports</a></p></li> <li><p><a href="http://scholarworks.umb.edu/cgi/viewcontent.cgi?article=1508&amp;context=nejpp" target="_blank">The Impact of School Spending on Student Achievement</a></p></li> </ul> Average per pupil spending in this district <p>These graphs show the average spending per pupil in this school’s district. Detailed financial information is not available at the school level.</p> <p>Instructional Spending Per Pupil includes only the activities directly dealing with the teaching of students or the interaction between teachers and students.</p> <p>Operating Spending Per Pupil includes all costs for overall operations in this school’s district, including Instructional Spending, but excluding summer school, adult education, capital expenditures, and long-term debt payments.</p> <p>Instructional Spending Per Pupil includes only those costs that are directly used for teaching students and facilitating interaction between teachers and students.</p> <p>Operational Spending Per Pupil includes all costs associated with a district's operating costs over the regular school year, such as transportation, building maintenance, salaries, etc.</p> <p>The amount of money a district spends on each student is often greatly dependent upon the local tax base. Therefore, it is important to understand how this money is allocated to various school supports, such as transportation, teaching staff, student resources, school personnel resources, and other functions.</p> <ul> <li><p><a href="http://swampland.time.com/2013/09/12/most-states-now-spend-less-per-student-than-in-2008/" target="_blank">Most States Now Spend Less Per Student than in 2008 (Time)</a></p></li> <li><p><a href="http://www.census.gov/newsroom/releases/archives/governments/cb13-92.html" target="_blank">Per Student Public Education Spending Decreases in 2011 for First Time in Nearly Four Decades, Census Bureau Reports</a></p></li> <li><p><a href="http://scholarworks.umb.edu/cgi/viewcontent.cgi?article=1508&amp;context=nejpp" target="_blank">The Impact of School Spending on Student Achievement</a></p></li> </ul> Average per pupil spending in this district <p>These graphs show the average spending per pupil in this district. Detailed financial information is not available at the school level.</p> <p>Instructional Spending Per Pupil includes only the activities directly dealing with the teaching of students or the interaction between teachers and students.</p> <p>Operating Spending Per Pupil includes all costs for overall operations in this school’s district, including Instructional Spending, but excluding summer school, adult education, capital expenditures, and long-term debt payments.</p> <p>Instructional Spending Per Pupil includes only those costs that are directly used for teaching students and facilitating interaction between teachers and students.</p> <p>Operational Spending Per Pupil includes all costs associated with a district's operating costs over the regular school year, such as transportation, building maintenance, salaries, etc.</p> <p>The amount of money a district spends on each student is often greatly dependent upon the local tax base. Therefore, it is important to understand how this money is allocated to various school supports, such as transportation, teaching staff, student resources, school personnel resources, and other functions.</p> <ul> <li><p><a href="http://swampland.time.com/2013/09/12/most-states-now-spend-less-per-student-than-in-2008/" target="_blank">Most States Now Spend Less Per Student than in 2008 (Time)</a></p></li> <li><p><a href="http://www.census.gov/newsroom/releases/archives/governments/cb13-92.html" target="_blank">Per Student Public Education Spending Decreases in 2011 for First Time in Nearly Four Decades, Census Bureau Reports</a></p></li> <li><p><a href="http://scholarworks.umb.edu/cgi/viewcontent.cgi?article=1508&amp;context=nejpp" target="_blank">The Impact of School Spending on Student Achievement</a></p></li> </ul> Average per pupil spending in this state <p>These graphs show the average spending per pupil in Illinois.</p> <p>Instructional Spending Per Pupil includes only the activities directly dealing with the teaching of students or the interaction between teachers and students.</p> <p>Operating Spending Per Pupil includes all costs for overall operations, including Instructional Spending, but excluding summer school, adult education, capital expenditures, and long-term debt payments.</p> <p>Instructional Spending Per Pupil includes only those costs that are directly used for teaching students and facilitating interaction between teachers and students.</p> <p>Operational Spending Per Pupil includes all costs associated with a district's operating costs over the regular school year, such as transportation, building maintenance, salaries, etc.</p> <p>The amount of money a district spends on each student is often greatly dependent upon the local tax base. Therefore, it is important to understand how this money is allocated to various school supports, such as transportation, teaching staff, student resources, school personnel resources, and other functions.</p> <ul> <li><p><a href="http://swampland.time.com/2013/09/12/most-states-now-spend-less-per-student-than-in-2008/" target="_blank">Most States Now Spend Less Per Student than in 2008 (Time)</a></p></li> <li><p><a href="http://www.census.gov/newsroom/releases/archives/governments/cb13-92.html" target="_blank">Per Student Public Education Spending Decreases in 2011 for First Time in Nearly Four Decades, Census Bureau Reports</a></p></li> <li><p><a href="http://scholarworks.umb.edu/cgi/viewcontent.cgi?article=1508&amp;context=nejpp" target="_blank">The Impact of School Spending on Student Achievement</a></p></li> </ul> Revenue Percentages School district revenues come from local, state, and federal sources. <p>These charts show the percentage of revenues, for this district, from the three primary funding sources - local, state, and federal (above) as well as the average revenue sources for all Illinois districts (below). Click View Details to see the percentages for the top five sources of district revenues. This display shows you the importance of local property taxes as compared to other local, state, and federal funding. You can also view 5 Year and 10 Year trends in funding.</p> <p>School districts in Illinois receive funds from three major sources – local, state, and federal. The percentage from each of these sources varies depending on many factors such as property values in the district, and state and federal programs. Local funds, the largest source in most districts, come primarily from property taxes. State funds, which are appropriated each year by the Illinois General Assembly, include general state aid and funding by formulas for specific needs such as special education, transportation, and facility construction or renovation. Federal funds help to support low-income students, special education, nutrition programs, and pre-school among other needs.</p> <p>By clicking on the 5 Year and 10 Year trends, you will be able to see how the percentages from each of the funding sources have varied over time. These variations can be caused by changes in the contributions at any of the three levels or by increasing or reducing programs in the schools.</p> <ul> <!--<li><p><a href="http://isbe.net/news/2014/may14.htm" target="_blank">Subgroup Performance and School Reform - The Center for Comprehensive School Reform and Improvement</a></p></li>--> <li><p><a href="http://www.isbe.net/funding/html/gsa.htm " target="_blank">General State Aid</a></p></li> <li><p><a href="http://www.isbe.state.il.us/budget/FY14/fact-sheet4-efab.pdf" target="_blank">Fact Sheet: Illinois Ranks Last in State Contribution to P-12 funding</a></p></li> <li><p><a href="http://www2.ed.gov/about/overview/fed/10facts/index.html?exp=3" target="_blank">Ten Facts about K-12 Education Funding</a></p></li> <li><p><a href="http://febp.newamerica.net/background-analysis/school-finance" target="_blank">Federal, State, and Local K-12 School Finance Overview (Federal Education Budget Project)</a></p></li> <li><p><a href="http://webprod1.isbe.net/ilearn/ASP/index.asp" target="_blank">A web tool for customized comparisons of Illinois school districts’ finances</a></p></li> </ul> School district revenues come from local, state, and federal sources. <div class="view view1"> <p>These charts show the average percentage of revenues, for Illinois districts, from the three primary funding sources - local, state, and federal. Click View Details to see the percentages for the top five sources of district revenues. This display shows you the importance of local property taxes as compared to other local, state, and federal funding. You can also view 5 Year and 10 Year trends in funding.</p> </div> <div class="view view2"> <p>This chart shows the average percentage of revenues, for districts in Illinois, from the three primary funding sources - local, state, and federal. This display shows you the importance of local property taxes as compared to other local, state, and federal funding. You can also view 5 Year and 10 Year trends in funding.</p> </div> <p>School districts in Illinois receive funds from three major sources – local, state, and federal. The percentage from each of these sources varies depending on many factors such as property values in the district, and state and federal programs. Local funds, the largest source in most districts, come primarily from property taxes. State funds, which are appropriated each year by the Illinois General Assembly, include general state aid and funding by formulas for specific needs such as special education, transportation, and facility construction or renovation. Federal funds help to support low-income students, special education, nutrition programs, and pre-school among other needs.</p> <p>By clicking on the 5 Year and 10 Year trends, you will be able to see how the percentages from each of the funding sources have varied over time. These variations can be caused by changes in the contributions at any of the three levels or by increasing or reducing programs in the schools.</p> <ul> <li><p><a href="http://www.isbe.net/funding/html/gsa.htm " target="_blank">General State Aid</a></p></li> <li><p><a href="http://www.isbe.state.il.us/budget/FY14/fact-sheet4-efab.pdf" target="_blank">Fact Sheet: Illinois Ranks Last in State Contribution to P-12 funding</a></p></li> <li><p><a href="http://www2.ed.gov/about/overview/fed/10facts/index.html?exp=3" target="_blank">Ten Facts about K-12 Education Funding</a></p></li> <li><p><a href="http://febp.newamerica.net/background-analysis/school-finance" target="_blank">Federal, State, and Local K-12 School Finance Overview (Federal Education Budget Project)</a></p></li> <li><p><a href="http://webprod1.isbe.net/ilearn/ASP/index.asp" target="_blank">A web tool for customized comparisons of Illinois school districts’ finances</a></p></li> </ul> Expenditure Percentages The amount school districts pay for school expenses, drawing from eight different funds. <p>Districts pay for four general functions – instruction, general administration, support services, and others. The upper pie chart shows the percentages of each type of expenditure during the past year. The lower chart displays the average percentages of expenditures by all public school districts in Illinois.</p> <p>Click on View Details to see the percentages of expenditures from the eight funds which are prescribed by Illinois state law. Unclick the box to go back to the chart that shows functions.</p> <p>For a look at long-term spending patterns, click on five year or ten year trends.</p> <p>Use the Excel icon to download any of these graphs to a spreadsheet.</p> <p>A typical school district spends about two-thirds of its budget on compensation for employees, about one-fourth on maintaining safe and comfortable buildings, and the remainder for equipment and supplies. School budgets address the functions shown in the first chart, which cover everything from paying teachers, to heating buildings, data processing, risk management, food service, transportation, bond payments, and many other activities.</p> <p>Local school boards determine their budgets in an annual process prescribed by state law. Budget-making includes public hearings, posting of proposed budgets, and discussion by the school board. Illinois state law also establishes eight school district funds for the allocation of spending and a rigorous schedule for reporting of school budgets and actual expenditures.</p> <p>Five and ten-year trends allow you to track changes in expenditures over time. Variations from year to year may reflect local activities such as building a new school, which would be reflected in a higher percentage of expenditures from the Site and Construction Fund. Other changes may result from increases or decreases in state and federal funding and program mandates, as determined by the Illinois General Assembly at the state level and the U.S. Congress at the federal level.</p> <ul> <li><p><a href="http://www.iasb.com/pdf/understandingsf.pdf" target="_blank">Understanding School Finance (Illinois Association of School Boards)</a></p></li> <li><p><a href="http://www.iasb.com/pdf/playingfair.pdf" target="_blank">Playing Fair with the Children of Illinois (Illinois Association of School Boards)</a></p></li> <li><p><a href="http://www.aasa.org/uploadedFiles/Policy_and_Advocacy/files/SchoolBudgetBriefFINAL.pdf" target="_blank">School Budgets 101 (American Association of School Administrators) </a></p></li> </ul> The amount school districts pay for school expenses, drawing from eight different funds. <div class="view view1"> <p>Districts pay for four general functions – instruction, general administration, support services, and others. The chart displays the average percentages of expenditures by all public school districts in Illinois.</p> <p>Click on View Details to see the percentages of expenditures from the eight funds which are prescribed by Illinois state law. Unclick the box to go back to the chart that shows functions.</p> <p>For a look at long-term spending patterns, click on five year or ten year trends.</p> <p>Use the Excel icon to download any of these graphs to a spreadsheet.</p> </div> <div class="view view2"> <p>Districts pay for four general functions – instruction, general administration, support services, and others. The chart displays the average percentages of expenditures by all public school districts in Illinois.</p> <p>For a look at long-term spending patterns, click on five year or ten year trends.</p> <p>Use the Excel icon to download any of these graphs to a spreadsheet.</p> </div> <p>A typical school district spends about two-thirds of its budget on compensation for employees, about one-fourth on maintaining safe and comfortable buildings, and the remainder for equipment and supplies. School budgets address the functions shown in the first chart, which cover everything from paying teachers, to heating buildings, data processing, risk management, food service, transportation, bond payments, and many other activities.</p> <p>Local school boards determine their budgets in an annual process prescribed by state law. Budget-making includes public hearings, posting of proposed budgets, and discussion by the school board. Illinois state law also establishes eight school district funds for the allocation of spending and a rigorous schedule for reporting of school budgets and actual expenditures.</p> <p>Five and ten-year trends allow you to track changes in expenditures over time. Variations from year to year may reflect local activities such as building a new school, which would be reflected in a higher percentage of expenditures from the Site and Construction Fund. Other changes may result from increases or decreases in state and federal funding and program mandates, as determined by the Illinois General Assembly at the state level and the U.S. Congress at the federal level.</p> <ul> <li><p><a href="http://www.iasb.com/pdf/understandingsf.pdf" target="_blank">Understanding School Finance (Illinois Association of School Boards)</a></p></li> <li><p><a href="http://www.iasb.com/pdf/playingfair.pdf" target="_blank">Playing Fair with the Children of Illinois (Illinois Association of School Boards)</a></p></li> <li><p><a href="http://www.aasa.org/uploadedFiles/Policy_and_Advocacy/files/SchoolBudgetBriefFINAL.pdf" target="_blank">School Budgets 101 (American Association of School Administrators) </a></p></li> </ul> Expenditure Amounts The amount school districts pay for school expenses, drawing from eight different funds. <p>Districts pay for four general functions – instruction, general administration, support services, and “others.” The pie chart shows the dollar amount of each type of expenditure during the past year in this school district.</p> <p>Click on View Details to see the amounts of expenditures from the eight funds which are established by Illinois state law. Unclick the box to go back to the chart that shows functions.</p> <p>For a look at long-term spending patterns, click on 5 Year and 10 Year Trends. To see the amount of revenue on the 5 Year and 10 Year charts, mouse over each bar.</p> <p>Use the Excel icon to see the full dollar amounts and to download any of these graphs to a spreadsheet.</p> <p>A typical school district spends about two-thirds of its budget on compensation for employees, about one-fourth on maintaining safe and comfortable buildings, and the remainder for equipment and supplies. School budgets address the functions shown in the first chart, which cover everything from paying teachers, to heating buildings, data processing, risk management, food service, transportation, bond payments, and many other activities.</p> <p>Local school boards determine their budgets in an annual process prescribed by state law. Budget-making includes public hearings, posting of proposed budgets, and discussion by the school board. Illinois state law also establishes eight school district funds for the allocation of spending and an annual schedule for reporting of school budgets and actual expenditures.</p> <p>Five and ten-year trends allow you to track changes in expenditures over time. Variations from year to year may reflect local activities such as building a new school, which would be reflected in a higher amount of expenditures from the Site and Construction Fund. Other changes may result from increases or decreases in state and federal funding and program mandates, as determined by the Illinois General Assembly at the state level and the U.S. Congress at the federal level.</p> <ul> <li><p><a href="http://www.iasb.com/pdf/understandingsf.pdf" target="_blank">Understanding School Finance (Illinois Association of School Boards)</a></p></li> <li><p><a href="http://www.iasb.com/pdf/playingfair.pdf" target="_blank">Playing Fair with the Children of Illinois (Illinois Association of School Boards)</a></p></li> <li><p><a href="http://www.aasa.org/uploadedFiles/Policy_and_Advocacy/files/SchoolBudgetBriefFINAL.pdf" target="_blank">School Budgets 101 (American Association of School Administrators) </a></p></li> </ul> Revenue Amounts School district revenues come from local, state, and federal sources. <p>These charts show the dollar amount of revenues for this district from the three primary funding sources - local, state, and federal.</p> <p>Click View Details to see the amounts for the top five sources of district revenues.</p> <p>The 5 Year and 10 Year Trend options display the variations in amounts of funding from various sources over time. To see the amount of revenue on the 5 Year and 10 Year charts, mouse over each bar.</p> <p>Click on the Excel icon to see a spreadsheet that shows actual dollar amounts, rather than the abbreviated numbers on this display.</p> <p>School districts in Illinois receive funds from three major sources – local, state, and federal. The dollar amount from each of these sources varies depending on many factors such as property values in the district, and state and federal programs. In this display, you can see the importance of local property taxes in supporting schools as compared to other local, state, and federal funding.</p> <p>Local funds, the largest source in most districts, come primarily from property taxes. State funds, which are appropriated each year by the Illinois General Assembly, include general state aid and funding by formulas for specific needs such as special education, transportation, and facility construction or renovation. Federal funds help to support low-income students, special education, nutrition programs, and pre-school among other needs.</p> <p>By clicking on the 5 Year and 10 Year trends, you will be able to see how the amounts from each of the funding sources have varied over time. These variations can be caused by changes in the contributions at any of the three levels or by increasing or reducing programs in the schools.</p> <ul> <li><p><a href="http://www.iasb.com/pdf/understandingsf.pdf" target="_blank">Understanding School Finance (Illinois Association of School Boards)</a></p></li> <li><p><a href="http://www.iasb.com/pdf/playingfair.pdf" target="_blank">Playing Fair with the Children of Illinois (Illinois Association of School Boards)</a></p></li> <li><p><a href="http://www.aasa.org/uploadedFiles/Policy_and_Advocacy/files/SchoolBudgetBriefFINAL.pdf" target="_blank">School Budgets 101 (American Association of School Administrators) </a></p></li> </ul> Achievement Gap The persistent difference in academic performance between different ethnic and racial groups, income levels, gender, and special student groups. <p>The display allows you to see the comparison of test results between various subgroups. You may select from the filters listed on the right (Grade, Subject, Sub-group) to refine the display. After making any selection, click “Go!” to see the information. If a subgroup has fewer than 10 students no comparison data will be shown. This is done to protect student privacy.</p> <p>The drop-down Grade menu allows you to select a Summary (all grades at this school averaged together) or Each Grade at this school. The drop-down Subject menu gives access to All Subjects or to one at a time, and the drop-down Achievement Gap Groups menu allows you to select which pair of subgroups you would like to compare.</p> <p>The "Excel" button downloads this information into an Excel file.</p> <p>Clicking “View Details” displays the exact percentage values of the gaps. It also shows the number of students in each subgroup tested over several years. This information is displayed beneath each graph.</p> <p>In 2013, ISBE raised performance expectations to improve alignment of ISAT scores with the new and more rigorous Illinois Learning Standards. These higher expectations raised the “cut scores,” or the thresholds between different performance levels (such as “Below Standards” and “Meets Standards”) which resulted in fewer students meeting or exceeding Reading and Math standards.</p> <p>Achievement gaps are evident when one group of students outperforms another group and the average scores indicate a significant difference between the groups that persists over time. When a subgroup has fewer than 10 students, the comparison data is not shown. This is done to protect student privacy. </p> <p>Schools and districts that are narrowing achievement gaps share four key characteristics:</p> <ul> <li><p>Focus – clear and consistent goals, strategies, and leadership</p></li> <li><p>Rigorous curriculum – clearly defined, high expectations for student learning</p></li> <li><p>High quality teaching</p></li> <li><p>Necessary and frequent interventions to improve students’ learning</p></li> </ul> <ul> <li><p><a href="http://www.edpubs.gov/document/ed005137p.pdf" target="_blank">Closing the Gaps - The Education Trust</a></p></li> <li><p><a href="http://www.brookings.edu/~/media/research/files/reports/2008/9/22%20education%20loveless/0922_education_loveless.pdf" target="_blank">Closing the Achievement Gap Education Commission of the States</a></p></li> <li><p><a href="http://www.ascd.org/publications/educational-leadership/mar01/vol58/num06/Closing-the-Achievement-Gap.aspx">Closing the Achievement Gap - ASCD Educational Leadership</a></p></li> <li><p><a href="http://www.nas.org/articles/common_core_state_standards_the_achievement_gap">Common Core State Standards: The Achievement Gap - National Association of Scholars</a></p></li> <li><p><a href="https://www.gse.upenn.edu/node/269">Rethinking the Achievement Gap - Graduate School of Education Penn State University</a></p></li> </ul> Advanced Comparisons Allows users to select specific subgroups for comparison <p>The display allows you to see the comparison of test results between various subgroups. You may select from the filters listed on the right (Grade, Subject) to refine the display. After making any selection, click “Go!” to see the information, and select subgroups to compare with the checkboxes. If a subgroup has fewer than 10 students, no comparison data will be shown. This is done to protect student privacy.</p> <p>The drop-down Grade menu allows you to select a Summary (all grades at this school averaged together) or Each grade at this school. The drop-down Subject menu gives access to all subjects or to one at a time, and the Select Group check boxes allow you to add (by checking) or remove (by unchecking) student subgroups to the chart.</p> <p>The "Excel" button downloads this information into an Excel file.</p> <p>Clicking “View Details” displays the exact percentage values of achievement gaps. It also shows the number of students in each subgroup tested over several years. This information is displayed beneath each graph.</p> <p>In 2013, ISBE raised performance expectations to improve alignment of ISAT scores with the new and more rigorous Illinois Learning Standards. These higher expectations raised the “cut scores,” or the thresholds between different performance levels (such as “Below Standards” and “Meets Standards”) which resulted in a downward shift in the number of students meeting or exceeding Reading and Math standards.</p> <p>Students may be counted in more than one subgroup. For example, a white student receiving free lunches would be counted in both “white” and “low-income” categories. Comparing subgroups is a useful tool for determining patterns and trends at academic, social, and economic levels. This information helps educators plan for instruction and interventions for struggling students, as well as programs and strategies to assist all learners.</p> <p>If a subgroup has fewer than 10 students no comparison data will be shown. This is done to protect student privacy.</p> <ul> <li><p><a href="http://www.education.com/reference/article/Ref_Subgroup_Performance/" target="_blank">Subgroup Performance and School Reform - The Center for Comprehensive School Reform and Improvement</a></p></li> <li><p><a href="http://people.uncw.edu/kozloffm/highperforminghighpoverty.pdf" target="_blank">Inside the Black Box of High Performing High Poverty Schools Prichard Committee for Academic Excellence</a></p></li> <li><p><a href="http://ies.ed.gov/ncee/pubs/20124056/pdf/20124056.pdf">The Inclusion of Students with Disabilities in School Accountability Systems Institute of Education Sciences</a></p></li> <li><p><a href="http://ies.ed.gov/ncee/edlabs/regions/west/pdf/REL_2012019.pdf">Comparing achievement trends in reading and math across Arizona public school student subgroups Institute for Education Sciences</a></p></li> <li><p><a href="http://ejse.southwestern.edu/article/viewFile/7797/5564">Comparing achievement trends in reading and math across Arizona public school student subgroups - Institute for Education Sciences</a></p></li> </ul> Middle School Students Passing Algebra I Percentage of students who took Algebra I and earned a grade of C or better by the end of 8th grade <p>Middle School Students Passing Algebra I will show the percentage of students at this school who passed Algebra I by the end of 8th grade.</p> <p>Students who succeed in Algebra in middle school (measured by earning a C or above) may put themselves on track for college and career readiness. </p> <ul> <li><p><a href="http://www.nctm.org/about/content.aspx?id=40258" target="_blank">Algebra: Not "If" but "When" (National Council of Teachers of Mathematics )</a></p></li> <li><p><a href="http://www.brookings.edu/research/reports/2013/03/18-eighth-grade-math-loveless" target="_blank">Advanced Math in Eighth Grade (Brookings Institute)</a></p></li> <li><p><a href="http://www.greatschools.org/students/academic-skills/354-why-algebra.gs?page=all" target="_blank">Why is Algebra so important? (Great Schools)</a></p></li> <li><p><a href="http://udini.proquest.com/view/the-predictors-and-consequences-of-pqid:2429760881/" target="_blank">The predictors and consequences of eighth grade algebra (F.Stephany)</a></p></li> </ul> Post-Secondary Enrollment Percentage of graduating seniors enrolling in a 2 or 4 year college within 12-16 months <p>This report displays the percentage of students, in this school, who graduated with a regular high school diploma from a public high school in Illinois in SY 2011-12 and enrolled in a two-year or four-year college in the U.S. within 12 or 16 months. The data sets used are the National Student Clearinghouse (NSC) for higher education enrollment and the ISBE Student Information System for high school graduation. The graph displays school, district, and state information for comparison.</p> <p>The National Student Clearinghouse captures data from more than 95% of institutions nationwide and its data is commonly used across states. While there is room for a small amount of inaccuracy, National Clearing House is the best data source available for this important metric. </p> <p>Young adults who earn college credit are more likely to be employed and stay employed. According to the U.S. Department of Labor, in 2012 the employment rate for young adults was 87% for those with at least a bachelor’s degree, compared with 75% for those who completed some college, and 64% for high school graduates.</p> <ul> <li><p><a href="http://www.ibhe.state.il.us/consumerInfo/whyEd.htm" target="_blank">Why More Education? (Illinois Board of Higher Education) </a></p></li> <li><p><a href="https://bigfuture.collegeboard.org/get-started/know-yourself/college-what-its-all-about-and-why-it-matters" target="_blank">College: What It's All About and Why it Matters (Big Future) </a></p></li> <li><p><a href="http://www.pewsocialtrends.org/2014/02/11/the-rising-cost-of-not-going-to-college/" target="_blank">The Rising Cost of Not Going to College (Pew Research) </a></p></li> <li><p><a href="http://www.brookings.edu/blogs/up-front/posts/2010/08/09-obama-college-whitehurst" target="_blank">Higher Education and the Economy</a></p></li> </ul> Percentage of graduating seniors enrolling in a 2 or 4 year college within 12-16 months <p>This report displays the district percentage of students who graduated with a regular high school diploma from a public high school in Illinois in SY 2011-12 and enrolled in a two-year or four-year college in the U.S. within 12 or 16 months. The data sets used are the National Student Clearinghouse (NSC) for higher education enrollment and the ISBE Student Information System for high school graduation. The graph displays school, district, and state information for comparison.</p> <p>The National Student Clearinghouse captures data from more than 95% of institutions nationwide and its data is commonly used across states. While there is room for a small amount of inaccuracy, National Clearing House is the best data source available for this important metric.</p> <p>Young adults who earn college credit are more likely to be employed and stay employed. According to the U.S. Department of Labor, in 2012 the employment rate for young adults was 87% for those with at least a bachelor’s degree, compared with 75% for those who completed some college, and 64% for high school graduates.</p> <ul> <li><p><a href="http://www.ibhe.state.il.us/consumerInfo/whyEd.htm" target="_blank">Why More Education? (Illinois Board of Higher Education) </a></p></li> <li><p><a href="https://bigfuture.collegeboard.org/get-started/know-yourself/college-what-its-all-about-and-why-it-matters" target="_blank">College: What It's All About and Why it Matters (Big Future) </a></p></li> <li><p><a href="http://www.pewsocialtrends.org/2014/02/11/the-rising-cost-of-not-going-to-college/" target="_blank">The Rising Cost of Not Going to College (Pew Research) </a></p></li> <li><p><a href="http://www.brookings.edu/blogs/up-front/posts/2010/08/09-obama-college-whitehurst" target="_blank">Higher Education and the Economy</a></p></li> </ul> Percentage of graduating seniors enrolling in a 2 or 4 year college within 12-16 months <p>This report displays the state percentage of students who graduated with a regular high school diploma from a public high school in Illinois in SY 2011-12 and enrolled in a two-year or four-year college in the U.S. within 12 or 16 months. The data sets used are the National Student Clearinghouse (NSC) for higher education enrollment and the ISBE Student Information System for high school graduation. The graph displays school, district, and state information for comparison.</p> <p>The National Student Clearinghouse captures data from more than 95% of institutions nationwide and its data is commonly used across states. While there is room for a small amount of inaccuracy, National Clearing House is the best data source available for this important metric.</p> <p>Young adults who earn college credit are more likely to be employed and stay employed. According to the U.S. Department of Labor, in 2012 the employment rate for young adults was 87% for those with at least a bachelor’s degree, compared with 75% for those who completed some college, and 64% for high school graduates.</p> <ul> <li><p><a href="http://www.ibhe.state.il.us/consumerInfo/whyEd.htm" target="_blank">Why More Education? (Illinois Board of Higher Education) </a></p></li> <li><p><a href="https://bigfuture.collegeboard.org/get-started/know-yourself/college-what-its-all-about-and-why-it-matters" target="_blank">College: What It's All About and Why it Matters (Big Future) </a></p></li> <li><p><a href="http://www.pewsocialtrends.org/2014/02/11/the-rising-cost-of-not-going-to-college/" target="_blank">The Rising Cost of Not Going to College (Pew Research) </a></p></li> <li><p><a href="http://www.brookings.edu/blogs/up-front/posts/2010/08/09-obama-college-whitehurst" target="_blank">Higher Education and the Economy</a></p></li> </ul> Ready for College Course Work Percentage of students who achieved a score of at least 21 on the ACT Ready for College Percentage of students who achieved a combined score of at least 21 on the ACT <div class="view view1"> <p>This graph shows the percentage of students who achieved a combined score of at least 21 on the ACT and therefore are classified as Ready for College Coursework. The district and state average is displayed for comparison. Click on “View Details” to review students’ readiness for college coursework in the four separate ACT subject areas.</p> </div> <div class="view view2"> <p>While the composite ACT score is a simple way to gauge college readiness, ACT has determined subject-level benchmarks that more precisely measure college readiness in each individual subject. The ACT College Readiness Benchmarks are as follows: English has a benchmark of 18, Mathematics has a benchmark of 22, Reading has a benchmark of 22, and Science has a benchmark of 23.</p> <p>The chart above shows the percentage of students who meet the ACT College Readiness Benchmarks for each individual subject and also the percentage of students who meet the Benchmarks for all four subjects. District and state averages are shown for comparison.</p> </div> <p>A college-ready composite score of 21 or higher on the ACT shows that students have learned important academic skills that they will need in order to succeed in college and careers. While academic preparation is an essential part of readiness for college and careers, students also need persistence, motivation, time management, and technical skills.</p> <ul> <li><p><a href="http://www.isbe.net/news/2012/aug22.htm" target="_blank">Number of Students College Ready Increases (Illinois State Board of Education)</a></p></li> <li><p><a href="https://www2.ed.gov/about/bdscomm/list/hiedfuture/reports/kirst-venezia.pdf" target="_blank">Improving College Readiness and Success for All Students (Secretary of Education's Commission on the Future of Higher Education)</a></p></li> <li><p><a href="http://www.csub.edu/eap-riap/day1/Rethinking%20College%20Readiness.pdf" target="_blank">Rethinking College Readiness (Wiley InterScience)</a></p></li> <li><p><a href="http://www.act.org/solutions/college-career-readiness/college-readiness-benchmarks/" target="_blank">College Readiness Benchmarks (ACT)</a></p></li> </ul> Ready for College Percentage of students who achieved a 21 or higher on the ACT <div class="view view1"> <p>This graph shows the percentage of students who achieved a combined score of at least 21 on the ACT and therefore are classified as Ready for College Coursework. The district and state average is displayed for comparison. Click on “View Details” to review students’ readiness for college coursework in the four separate ACT subject areas.</p> </div> <div class="view view2"> <p>While the composite ACT score is a simple way to gauge college readiness, ACT has determined subject-level benchmarks that more precisely measure college readiness in each individual subject. The ACT College Readiness Benchmarks are as follows: English has a benchmark of 18, Mathematics has a benchmark of 22, Reading has a benchmark of 22, and Science has a benchmark of 23.</p> <p>The chart above shows the percentage of students who meet the ACT College Readiness Benchmarks for each individual subject and also the percentage of students who meet the Benchmarks for all four subjects. District and state averages are shown for comparison.</p> </div> <p>A college-ready composite score of 21 or higher on the ACT shows that students have learned important academic skills that they will need in order to succeed in college and careers. While academic preparation is an essential part of readiness for college and careers, students also need persistence, motivation, time management, and technical skills.</p> <ul> <li><p><a href="http://www.isbe.net/news/2012/aug22.htm" target="_blank">Number of Students College Ready Increases (Illinois State Board of Education)</a></p></li> <li><p><a href="https://www2.ed.gov/about/bdscomm/list/hiedfuture/reports/kirst-venezia.pdf" target="_blank">Improving College Readiness and Success for All Students (Secretary of Education's Commission on the Future of Higher Education)</a></p></li> <li><p><a href="http://www.csub.edu/eap-riap/day1/Rethinking%20College%20Readiness.pdf" target="_blank">Rethinking College Readiness (Wiley InterScience)</a></p></li> <li><p><a href="http://www.act.org/solutions/college-career-readiness/college-readiness-benchmarks/" target="_blank">College Readiness Benchmarks (ACT)</a></p></li> </ul> Ready for College Percentage of students who achieved a combined score of at least 21 on the ACT <div class="view view1"> <p>This graph shows the percentage of students who achieved a combined score of at least 21 on the ACT and therefore are classified as Ready for College Coursework. The state average is displayed for comparison. Click on “View Details” to review students’ readiness for college coursework in the four separate ACT subject areas.</p> </div> <div class="view view2"> <p>While the composite ACT score is a simple way to gauge college readiness, ACT has determined subject-level benchmarks that more precisely measure college readiness in each individual subject. The ACT College Readiness Benchmarks are as follows: English has a benchmark of 18, Mathematics has a benchmark of 22, Reading has a benchmark of 22, and Science has a benchmark of 23.</p> <p>The chart above shows the percentage of students who meet the ACT College Readiness Benchmarks for each individual subject and also the percentage of students who meet the Benchmarks for all four subjects. District and state averages are shown for comparison.</p> </div> <p>A college-ready composite score of 21 or higher on the ACT shows that students have learned important academic skills that they will need in order to succeed in college and careers. While academic preparation is an essential part of readiness for college and careers, students also need persistence, motivation, time management, and technical skills.</p> <ul> <li><p><a href="http://www.isbe.net/news/2012/aug22.htm" target="_blank">Number of Students College Ready Increases (Illinois State Board of Education)</a></p></li> <li><p><a href="https://www2.ed.gov/about/bdscomm/list/hiedfuture/reports/kirst-venezia.pdf" target="_blank">Improving College Readiness and Success for All Students (Secretary of Education's Commission on the Future of Higher Education)</a></p></li> <li><p><a href="http://www.csub.edu/eap-riap/day1/Rethinking%20College%20Readiness.pdf" target="_blank">Rethinking College Readiness (Wiley InterScience)</a></p></li> <li><p><a href="http://www.act.org/solutions/college-career-readiness/college-readiness-benchmarks/" target="_blank">College Readiness Benchmarks (ACT)</a></p></li> </ul> Ready for College Percentage of students who achieved a combined score of at least 21 on the ACT <div class="view view1"> <p>These graphs show the percentage of students who achieved a combined score of at least 21 on the ACT and therefore are classified as Ready for College Coursework. Click on “View Details” to review students’ readiness for college coursework in the four separate ACT subject areas.</p> </div> <div class="view view2"> <p>While the composite ACT score is a simple way to gauge college readiness, ACT has determined subject-level benchmarks that more precisely measure college readiness in each individual subject. The ACT College Readiness Benchmarks are as follows: English has a benchmark of 18, Mathematics has a benchmark of 22, Reading has a benchmark of 22, and Science has a benchmark of 23.</p> <p>The chart above shows the percentage of students who meet the ACT College Readiness Benchmarks for each individual subject and also the percentage of students who meet the Benchmarks for all four subjects. District and state averages are shown for comparison.</p> </div> <p>A college-ready composite score of 21 or higher on the ACT shows that students have learned important academic skills that they will need in order to succeed in college and careers. While academic preparation is an essential part of readiness for college and careers, students also need persistence, motivation, time management, and technical skills.</p> <ul> <li><p><a href="http://www.isbe.net/news/2012/aug22.htm" target="_blank">Number of Students College Ready Increases (Illinois State Board of Education)</a></p></li> <li><p><a href="https://www2.ed.gov/about/bdscomm/list/hiedfuture/reports/kirst-venezia.pdf" target="_blank">Improving College Readiness and Success for All Students (Secretary of Education's Commission on the Future of Higher Education)</a></p></li> <li><p><a href="http://www.csub.edu/eap-riap/day1/Rethinking%20College%20Readiness.pdf" target="_blank">Rethinking College Readiness (Wiley InterScience)</a></p></li> <li><p><a href="http://www.act.org/solutions/college-career-readiness/college-readiness-benchmarks/" target="_blank">College Readiness Benchmarks (ACT)</a></p></li> </ul> 5Essentials Survey Survey-based evaluation of essential components for school success <p>The 5Essentials survey evaluates essential components for school success.</p> <p>The chart above shows the level of implementation of each Essential, as well as overall school organization. This is calculated from teacher and student survey results.</p> <p>The table (right) shows the response rate for the student and teacher 5Essentials surveys.</p> <p>Schools are required to conduct a survey of learning conditions once every two years. About 1/3 of Illinois schools took the survey in 2014, and results are available only for those schools.</p> <p>NOTE: If the 5Essentials results graphic is blank, then either the school did not participate in the 2014 survey, or the response rate was insufficient.</p> <p>The 5Essentials Survey results offer a comprehensive assessment of a school’s organizational culture, generating data that allows schools to develop improvement plans and target resources to areas known to be related to increases in student learning.. The survey also demonstrates that teachers and students can play a crucial role in school reform.What they share about their schools has been demonstrated to reliably predict whether those schools are likely to improve or stagnate.</p> <p>The University of Chicago developed and administered a version of the survey in the Chicago Public Schools (CPS) for the past 20 years, helping the city’s diverse schools develop pathways to improved student performance. The research has found that schools that are well organized, safe, and supportive are much more likely to be successful.</p> <p>In addition to CPS, school districts in Connecticut, Indiana, Louisiana, Maryland, Massachusetts, Michigan, Minnesota, Missouri and New York have used the survey results to help frame and direct school improvement plans. While districts in these states have administered the survey, Illinois is the first state to administer the survey across all schools in its 860 districts. The School Report Card shows the scores from this norm-referenced survey, meaning school’s survey results will be compared to a specific normative – or similar – group. That means that each school is scored against the statewide average for their particular school type, i.e. elementary schools to elementary schools, middle schools to middle schools and high schools to high schools.</p> <ul> <li><p><a href="http://uchicagoimpact.org/5essentials/" target="_blank">University of Chicago 5Essentials Website</a></p></li> <li><p><a href="http://ccsr.uchicago.edu/publications/organizing-schools-improvement-lessons-chicago" target="_blank">Organizing Schools for Improvement: Lessons from Chicago (University of Chicago Consortium on School Research)</a></p></li> <li><p><a href="http://www.isbe.state.il.us/performance/html/5essentials.htm" target="_blank">ISBE 5Essentials Website</a></p></li> </ul> Survey-based evaluation of essential components for school success <p>The 5Essentials survey evaluates essential components for school success.</p> <p>The chart above shows the level of implementation of each Essential, as well as overall school organization. This is calculated from teacher and student survey results.</p> <p>The table (right) shows the response rate for the student and teacher 5Essentials surveys.</p> <p>Schools are required to conduct a survey of learning conditions once every two years. About 1/3 of Illinois schools took the survey in 2014, and results are available only for those schools.</p> <p>NOTE: If the 5Essentials results graphic is blank, then either the school did not participate in the 2014 survey, or the response rate was insufficient.</p> <p>The 5Essentials Survey results offer a comprehensive assessment of a school’s organizational culture, generating data that allows schools to develop improvement plans and target resources to areas known to be related to increases in student learning.. The survey also demonstrates that teachers and students can play a crucial role in school reform.What they share about their schools has been demonstrated to reliably predict whether those schools are likely to improve or stagnate.</p> <p>The University of Chicago developed and administered a version of the survey in the Chicago Public Schools (CPS) for the past 20 years, helping the city’s diverse schools develop pathways to improved student performance. The research has found that schools that are well organized, safe, and supportive are much more likely to be successful.</p> <p>In addition to CPS, school districts in Connecticut, Indiana, Louisiana, Maryland, Massachusetts, Michigan, Minnesota, Missouri and New York have used the survey results to help frame and direct school improvement plans. While districts in these states have administered the survey, Illinois is the first state to administer the survey across all schools in its 860 districts. The School Report Card shows the scores from this norm-referenced survey, meaning school’s survey results will be compared to a specific normative – or similar – group. That means that each school is scored against the statewide average for their particular school type, i.e. elementary schools to elementary schools, middle schools to middle schools and high schools to high schools.</p> <ul> <li><p><a href="http://uchicagoimpact.org/5essentials/" target="_blank">University of Chicago 5Essentials Website</a></p></li> <li><p><a href="http://ccsr.uchicago.edu/publications/organizing-schools-improvement-lessons-chicago" target="_blank">Organizing Schools for Improvement: Lessons from Chicago (University of Chicago Consortium on School Research)</a></p></li> <li><p><a href="http://www.isbe.state.il.us/5essentials/default.htm" target="_blank">ISBE 5Essentials Website</a></p></li> <li><p><a href="http://isbe.net/hot-topics.htm?col5=open#CollapsiblePanel5" target="_blank">5Essentials Fact Sheet and FAQs</a></p></li> </ul> Survey-based evaluation of essential components for school success <p>The 5Essentials reports are available only for schools, not for districts. The graphic that displays 5Essentials results is blank for districts. View individual schools to obtain the information about essential components for school success.</p> <p>The 5Essentials Survey results offer a comprehensive assessment of a school’s organizational culture, generating data that allows schools to develop improvement plans and target resources to areas known to be related to increases in student learning.. The survey also demonstrates that teachers and students can play a crucial role in school reform.What they share about their schools has been demonstrated to reliably predict whether those schools are likely to improve or stagnate.</p> <p>The University of Chicago developed and administered a version of the survey in the Chicago Public Schools (CPS) for the past 20 years, helping the city’s diverse schools develop pathways to improved student performance. The research has found that schools that are well organized, safe, and supportive are much more likely to be successful.</p> <p>In addition to CPS, school districts in Connecticut, Indiana, Louisiana, Maryland, Massachusetts, Michigan, Minnesota, Missouri and New York have used the survey results to help frame and direct school improvement plans. While districts in these states have administered the survey, Illinois is the first state to administer the survey across all schools in its 860 districts. The School Report Card shows the scores from this norm-referenced survey, meaning school’s survey results will be compared to a specific normative – or similar – group. That means that each school is scored against the statewide average for their particular school type, i.e. elementary schools to elementary schools, middle schools to middle schools and high schools to high schools.</p> <ul> <li><p><a href="http://uchicagoimpact.org/5essentials/" target="_blank">University of Chicago 5Essentials Website</a></p></li> <li><p><a href="http://ccsr.uchicago.edu/publications/organizing-schools-improvement-lessons-chicago" target="_blank">Organizing Schools for Improvement: Lessons from Chicago (University of Chicago Consortium on School Research)</a></p></li> <li><p><a href="http://www.isbe.state.il.us/performance/html/5essentials.htm" target="_blank">ISBE 5Essentials Website</a></p></li> </ul> Teacher Retention Percentage of full time teachers who return to the same school year after year. <p>This display shows the 3-year average percentage of full-time teachers returning to work at this school. The retention percentages are shown by the bold sections of each ring. The rings are color coded for the school, district, and state. Percentages are listed within the color key. Or, you can mouse over each colored ring to view the corresponding percentage in the center of the circle.</p> <p>Stability in the teaching staff often helps to foster a collaborative environment in which teachers work together to advance student achievement. However, some movement of teachers in and out of schools is normal.</p> <ul> <li><p><a href="http://nctaf.org/wp-content/uploads/2012/01/NCTAF-Cost-of-Teacher-Turnover-2007-policy-brief.pdf" target="_blank">The High Cost of Teacher Turnover (National Commission on Teaching and America's Future)</a></p></li> <li><p><a href="http://stemcp.com/2011/11/970/" target="_blank">The Importance of Teacher Quality and Retention: Impacting Student Achievement (STEMcp)</a></p></li> <li><p><a href="http://www.nber.org/papers/w8599" target="_blank">Why Public Schools Lose Teachers (National Bureau of Economic Research)</a></p></li> </ul> Percentage of full time teachers who return to the same school year after year. <p>This display shows the 3-year average percentage of full-time teachers returning to work at the same school. The retention percentages are shown by the bold sections of each ring. The rings are color coded for the district and state. Percentages are listed within the color key. Or, you can mouse over each colored ring to view the corresponding percentage in the center of the circle.</p> <p>Stability in the teaching staff often helps to foster a collaborative environment in which teachers work together to advance student achievement. However, some movement of teachers in and out of schools is normal.</p> <ul> <li><p><a href="http://nctaf.org/wp-content/uploads/2012/01/NCTAF-Cost-of-Teacher-Turnover-2007-policy-brief.pdf" target="_blank">The High Cost of Teacher Turnover (National Commission on Teaching and America's Future)</a></p></li> <li><p><a href="http://stemcp.com/2011/11/970/" target="_blank">The Importance of Teacher Quality and Retention: Impacting Student Achievement (STEMcp)</a></p></li> <li><p><a href="http://www.nber.org/papers/w8599" target="_blank">Why Public Schools Lose Teachers (National Bureau of Economic Research)</a></p></li> </ul> Percentage of full time teachers who return to the same school year after year. <p>This display shows the 3-year average percentage of full-time teachers returning to work at the same school. The percentages are shown by the bold sections of each ring. The rings are color coded for the state. Percentages are listed within the color key. Or, you can mouse over each colored ring to view the corresponding percentage in the center of the circle.</p> <p>Stability in the teaching staff often helps to foster a collaborative environment in which teachers work together to advance student achievement. However, some movement of teachers in and out of schools is normal.</p> <ul> <li><p><a href="http://nctaf.org/wp-content/uploads/2012/01/NCTAF-Cost-of-Teacher-Turnover-2007-policy-brief.pdf" target="_blank">The High Cost of Teacher Turnover (National Commission on Teaching and America's Future)</a></p></li> <li><p><a href="http://stemcp.com/2011/11/970/" target="_blank">The Importance of Teacher Quality and Retention: Impacting Student Achievement (STEMcp)</a></p></li> <li><p><a href="http://www.nber.org/papers/w8599" target="_blank">Why Public Schools Lose Teachers (National Bureau of Economic Research)</a></p></li> </ul> Teacher Attendance The percentage of teachers with fewer than 10 absences in a school year <p>The Teacher Attendance measure will show the percentage of teachers with fewer than 10 absences in a school year.</p> <p>No Context Available</p> <ul> <li><p><a href="#" target="_blank">Link 1</a></p></li> <li><p><a href="#" target="_blank">Link 2</a></p></li> <li><p><a href="#" target="_blank">Link 3</a></p></li> </ul> Advanced Placement Courses Courses that offer rigorous, exam based, college level coursework following a curriculum mandated by the College Board. <p>This list shows Advanced Placement courses that this school offers.</p> <p>Advanced Placement courses are rigorous and designed to prepare high school students for college in a wide spectrum of areas from history to foreign language to natural science. Colleges often grant placement and course credit to students who obtain high scores on the examinations.</p> <ul> <li><p><a href="http://regents.ohio.gov/transfer/ap/documents/AP_CollegeBoard.pdf" target="_blank">Advanced Placement Program Validity Research and Recommendations for Providing Credit and/or Placement (College Board)</a></p></li> <li><p><a href="http://broadprize.org/symposium/2006BroadSymposiumRelationshipBetweenAPandCollegeGrad.pdf" target="_blank">The Relationship Between Advanced Placement and College Graduation (National Center for Educational Accountability)</a></p></li> <li><p><a href="http://cshe.berkeley.edu/sites/default/files/shared/publications/docs/ROP.Geiser.4.04.pdf" target="_blank">The Role of Advanced Placement and Honors Courses in College Admissions (Center for Studies in Higher Education at UC-Berkeley)</a></p></li> </ul> International Baccalaureate Courses Courses that offer rigorous, exam based, college level coursework following a curriculum mandated by the International Baccalaureate Organization <p>This list shows International Baccalaureate courses that this school offers.</p> <p>International Baccalaureate courses may be useful for students interested in attending college. They provide practice with college-level coursework and may help demonstrate a student's skills to colleges during the admissions process.</p> <ul> <li><p><a href="http://ccsr.uchicago.edu/sites/default/files/publications/IB%20Report1.pdf" target="_blank">Working to My Potential: The Post Secondary Experience of CPS Students in the International Baccalaureate Programme (Consortium on Chicago School Research)</a></p></li> <li><p><a href="http://www.greatschools.org/school-choice/international-baccalaureate/6950-what-is-ib-international-baccalaureate.gs" target="_blank">What is International Baccalaureate? (Great Schools)</a></p></li> <li><p><a href="http://www.ibsom.org/uploads/9/0/6/3/9063770/current_trends_in_international_baccalaureate_programs_-_membership.pdf" target="_blank">Current Trends in International Baccalaureate Programs (Hanover Research)</a></p></li> <li><p><a href="http://www.ascd.org/publications/educational-leadership/may08/vol65/num08/How-IB-Prepares-Students.aspx" target="_blank">How IB prepares students (ASCD)</a></p></li> </ul> Foreign Language Courses Courses that include instruction in different cultures and language acquistition in languages other than English. <p>This list shows foreign language courses that this school offers.</p> <p>Foreign language and cultural study have several benefits, including creative thinking and cultural awareness. In addition, foreign language acquisition helps prepare students to live in a global society. Foreign language course offerings can differ both in number of languages offered and course levels offered in each language.</p> <ul> <li><p><a href="http://www.ncssfl.org/papers/index.php?rationale" target="_blank">A Rationale for Foreign Language Education (National Council of State Supervisors for Languages)</a></p></li> <li><p><a href="http://www.districtadministration.com/article/second-language-learning" target="_blank">Second Language Learning (District Administration Magazine)</a></p></li> <li><p><a href="http://dana.org/news/cerebrum/detail.aspx?id=39638" target="_blank">The Cognitive Benefits of Being Bilingual (The Dana Foundation)</a></p></li> <li><p><a href="http://www2.gsu.edu/~wwwgcl/whyesfl.htm" target="_blank">Why, How, and When Should My Child Learn A Second Language (Georgia Coalition for Language Learning)</a></p></li> </ul> Before and After School Care Programs available to students before and after school hours. <p>This list shows before and after school care programs that this school offers.</p> <p>Before and after school care programs serve various purposes: safety and supervision, academic support, and cultural enrichment. Before and after school care offers opportunities to enhance students' social, emotional, behavioral, physical, and academic competencies, so that all students can succeed in school and beyond.</p> <ul> <li><p><a href="http://www.isbe.net/21cclc/html/resources.htm" target="_blank">21st= Century Community Learning Centers Research and Resources on Before and After School Programs (Illinois State Board of Education)</a></p></li> <li><p><a href="http://www.sp2.upenn.edu/ostrc/doclibrary/documents/OutcomesandResearchinOut-of-SchoolTimeProgramDesign.pdf" target="_blank">Outcomes and Research on Out of School Time Program Design (Out of School Time Resource Center)</a></p></li> <li><p><a href="http://www.equitycampaign.org/i/a/document/11242_after-school_report_10-7-09_web.pdf" target="_blank">Can After-School Programs Help Level the Academic Playing Field for Disadvantaged Youth? (Equity Campaign)</a></p></li> <li><p><a href="http://www.edweek.org/ew/issues/after-school-programs/" target="_blank">After School Programs (Education Week)</a></p></li> </ul> Specialized Programs and Courses Programs and courses that provide either accelerated or remedial support for students <p>This list shows all the Specialized Programs and Courses that this school offers.</p> <p>Before and after school care programs serve various purposes: safety and supervision, academic support, and cultural enrichment. Before and after school care offers opportunities to enhance students' social, emotional, behavioral, physical, and academic competencies so that all students can succeed in school and beyond.</p> <ul> <li><p><a href="http://www.csus.edu/oir/Assessment/Non-academic%20Program%20Assessment/Student%20Activities/Student%20Activity%20Report%202009.pdf" target="_blank">CSUS report</a></p></li> <li><p><a href="http://nces.ed.gov/pubs95/web/95741.asp" target="_blank">NCES article</a></p></li> <li><p><a href="http://www.sciencedirect.com/science/article/pii/S0273229711000359" target="_blank">Developmental Review article</a></p></li> </ul> Career and Technical Education Courses Courses approved as part of Illinois' Career and Technical Education (CTE) program <p>This list shows Career and Technical Education (CTE) programs that this school offers, including ROTC and similar pre-military training programs.</p> <p>CTE programs prepare students for the workplace by building academic, vocational, career planning, and citizenship skills. These courses are useful for students regardless of whether they plan to enter college or the workforce following graduation.</p> <ul> <li><p><a href="http://www.isbe.state.il.us/career/pdf/CTE_fact_sheet.pdf" target="_blank">Career and Technical Education (Illinois Fact Sheet)</a></p></li> <li><p><a href="https://www.acteonline.org/cte/#.UnBduBCRJ2M" target="_blank">What is CTE? (Association for Career and Technical Education)</a></p></li> <li><p><a href="http://www.dropoutprevention.org/effective-strategies/career-and-technology-education-cte" target="_blank">Career and Technical Education (National Dropout Prevention Center/Network)</a></p></li> </ul> Dual Enrollment Courses College level courses offered to qualified high school students for college credit. (Which, unlike Dual Credit courses may or may not result in high school credit.) <p>This list shows Dual Enrollment courses that this school offers.</p> <p>College level courses offered to qualified high school students for college credit. (Which, unlike Dual Credit courses may or may not result in high school credit.) Students interested in attending college can benefit from access to dual enrollment courses. Dual enrollment provides access to a wider range of rigorous courses, savings in time and money on a college degree, easier admission, and greater retention rates in college. Dual enrollment programs are particularly helpful for at-risk students, helping them transition to college following high school graduation.</p> <ul> <li><p><a href="http://nces.ed.gov/pubs2005/2005008.pdf" target="_blank">Dual Enrollment of High School Students at Post-Secondary Institutions 2002-03 (National Center for Education Statistics)</a></p></li> <li><p><a href="http://www.nacep.org/research-policy/research-studies/" target="_blank">Research Studies (National Alliance of Concurrent Enrollment Partnership)</a></p></li> <li><p><a href="http://www.ous.edu/sites/default/files/dept/ir/reports/dualcredit/DualCredit2010FINAL.pdf" target="_blank">Dual Credit in Oregon: An Analysis of Students Taking Dual Credit in High School in 2007-08 with Subsequent Performance in College (Office of Institutional Research – University of Oregon)</a></p></li> </ul> Elective Courses Course offerings that a student may select from alternatives. <p>This list shows Elective courses that this school offers.</p> <p>Students can cultivate interests, strengths, and special talents through elective courses. This allows students to explore an academic experience that is well rounded and targeted for college admissions that reach beyond the core requirements.</p> <ul> <li><p><a href="https://bigfuture.collegeboard.org/get-in/your-high-school-record/how-to-choose-high-school-electives" target="_blank">How to Choose High School Electives (College Board) </a></p></li> <li><p><a href="http://www.greatschools.org/students/academic-skills/439-choosing-smart-electives.gs" target="_blank">Choosing Smart Electives (College Board)</a></p></li> <li><p><a href="http://www.publicschoolreview.com/articles/51" target="_blank">Decreasing Public High School Elective Programs(Public School Review)</a></p></li> </ul> Health and Wellness Programs Non-credit initiatives aimed at improving physical, mental and social wellness. <p>This list shows Health and Wellness Programs that this school offers.</p> <p>Schools offering programs to promote good health are preparing their students to live healthy lifestyles.</p> <ul> <li><p><a href="http://www.bridgingthegapresearch.org/_asset/13s2jm/WP_2013_report.pdf" target="_blank">School District Wellness Policies: Evaluating Progress and Potential for Improving Children’s Health (Bridging the Gap)</a></p></li> <li><p><a href="http://www.altfutures.com/pubs/DRA/Report_08_04_DRA_Project_School_Based_Wellness.pdf" target="_blank">School Based Wellness Programs: A Key Approach to Preventing Obesity and Reducing Health Disparities (Institute for Alternative Futures) </a></p></li> <li><p><a href="http://www.rand.org/pubs/external_publications/EP20110010.html" target="_blank">Interventions to Improve Student Mental Health (RAND Corporation)</a></p></li> </ul> Awards Selected awards received by the school and its staff <p>This list shows selected awards that the school has won for academic success, athletic achievement, or accomplishments of faculty and students.</p> <p>Schools are often recognized for the accomplishments of their students and faculty by external organizations, partners, companies, and foundations. Examples include: Teacher of the Year, Librarian of the Year, awards related to school improvement, and grants from foundations, companies, or organizations.</p> <ul> <li><p><a href="http://www.bridgingthegapresearch.org/_asset/13s2jm/WP_2013_report.pdf" target="_blank">Bridging the Gap report</a></p></li> <li><p><a href="http://www.rand.org/pubs/external_publications/EP20110010.html" target="_blank">RAND article</a></p></li> <li><p><a href="http://www.rand.org/pubs/periodicals/health-quarterly/issues/v2/n4/04.html" target="_blank">RAND article</a></p></li> <li><p><a href="http://www.rand.org/pubs/external_publications/EP50371.html" target="_blank">RAND report</a></p></li> </ul> Community Programs and Partnerships Programs carried out by the school in concert with community organizations, such as businesses, charities, non-profits, and others. <p>This list includes Community Partnerships in which the school participates.</p> <p>Many schools have meaningful partnerships with local businesses and community organizations that serve to expand both academic and extracurricular offerings to students. Examples of these partnerships may include tutoring and mentoring programs, volunteer initiatives, and service learning opportunities.</p> <p>Schools with strong business and community partnerships may be able to provide opportunities for students that they otherwise would not have the resources to provide.</p> <p>These partnerships may provide students with opportunities to hone leadership skills, develop new talents, and practice skills.</p> <ul> <li><p><a href="http://www.ndpc-sd.org/documents/2012ITS/family_school_community_partnerships.pdf" target="_blank">What Research Says About Family-School-Community Partnershiips (National Center for School Engagement)</a></p></li> <li><p><a href="http://www.ecs.org/clearinghouse/44/03/4403.pdf" target="_blank">Building Community Through Service Learning: The Role of the Community Partner</a></p></li> <li><p><a href="http://smhp.psych.ucla.edu/qf/Commout_tt/School-Com2-8.pdf" target="_blank">School-Community Partnerships: A Guide (Center for Mental Health in Schools) </a></p></li> </ul> Work Study Programs Opportunities for students to gain technical knowledge and career experience by working in community organizations and businesses. <p>This list includes Work Study programs in which the school participates.</p> <p>Students can gain hands-on work experience in high school through work study programs. These programs complement and strengthen students' academic learning.</p> <ul> <li><p><a href="http://www.nrccte.org/sites/default/files/publication-files/nrccte_work-based_learning.pdf" target="_blank">Work Based Learning Opportunities for High School Students (National Research Center for Career and Technical Education)</a></p></li> <li><p><a href="http://staff.washington.edu/sherylb/benefits_work_based.html" target="_blank">Perceived Benefits of Work-Based Learning: Differences between High School and Postsecondary Students with Disabilities (Journal of Inclusive Education)</a></p></li> <li><p><a href="http://opensiuc.lib.siu.edu/cgi/viewcontent.cgi?article=1060&amp;context=ojwed" target="_blank">School-to-Work Programs Effectiveness (Online Journal of Workforce Education and Development) </a></p></li> </ul> School Personnel Resources Staff positions, other than classroom teachers and administrators, that support students and the school's operations. <p>This list displays the School Personnel Resources which are staff positions, other than classroom teachers and administrators, that support students and the school's operations.</p> <p>Additional school personnel may be library/media specialists, nurses, guidance counselors, speech therapists, technology experts, psychologists, social workers, assessment coordinators, and reading or other subject specialists.</p> <ul> <li><p><a href="http://www.schoolcounselor.org/press/what-does-a-school-counselor-do" target="_blank">What Does a Guidance Counselor Do? (American School Counselor Association) </a></p></li> <li><p><a href="http://www.nasponline.org/about_sp/who-are-school-psychologists.aspx" target="_blank">Who are School Psychologists? (National Association of School Psychologists)</a></p></li> <li><p><a href="https://www.socialworkers.org/pressroom/features/issue/school.asp" target="_blank">School Social Work (National Association of Social Workers)</a></p></li> <li><p><a href="http://kidshealth.org/parent/system/ill/speech_therapy.html" target="_blank">Speech Language Therapy (Kids Health)</a></p></li> </ul> Student Attendance Average daily attendance <p>This graph shows the average daily attendance at this school. CMO<sup>*</sup>, district and state data is included for comparison.</p> <p><sup>*</sup>Charter Management Organization</p> <p>Regular attendance is critical in ensuring excellent student performance. Students who do not attend school regularly may fall behind in one or more subjects, and may struggle to complete assignments. </p> <ul> <li><p><a href="http://www.greatschools.org/parenting/behavior-discipline/644-school-attendance-issues.gs" target="_blank">School Attendance Issues to Consider (Great Schools Article)</a></p></li> <li><p><a href="http://www.nassp.org/tabid/3788/default.aspx?topic=A_Focus_on_Attendance_Is_Key_to_Success" target="_blank">A Focus on Attendance is Key to Success (National Association of Secondary School Principals)</a></p></li> <li><p><a href="http://www.every1graduates.org/wp-content/uploads/2012/05/FINALChronicAbsenteeismReport_May16.pdf" target="_blank">The Importance of Being in School (A Report on Absenteeism in the Nation’s Public Schools</a></p></li> </ul> Average daily attendance <p>This graph shows the average daily attendance at this school. District and state data is included for comparison.</p> <p>Regular attendance is critical in ensuring excellent student performance. Students who do not attend school regularly may fall behind in one or more subjects, and may struggle to complete assignments. </p> <ul> <li><p><a href="http://www.greatschools.org/parenting/behavior-discipline/644-school-attendance-issues.gs" target="_blank">School Attendance Issues to Consider (Great Schools Article)</a></p></li> <li><p><a href="http://www.nassp.org/tabid/3788/default.aspx?topic=A_Focus_on_Attendance_Is_Key_to_Success" target="_blank">A Focus on Attendance is Key to Success (National Association of Secondary School Principals)</a></p></li> <li><p><a href="http://www.every1graduates.org/wp-content/uploads/2012/05/FINALChronicAbsenteeismReport_May16.pdf" target="_blank">The Importance of Being in School (A Report on Absenteeism in the Nation’s Public Schools</a></p></li> </ul> Average daily attendance <p>This graph shows the average daily attendance in this district for 5 years, along with the state averages.</p> <p>Regular attendance is critical in ensuring excellent student performance. Students who do not attend school regularly may fall behind in one or more subjects, and may struggle to complete assignments.</p> <ul> <li><p><a href="http://www.greatschools.org/parenting/behavior-discipline/644-school-attendance-issues.gs" target="_blank">School Attendance Issues to Consider (Great Schools Article)</a></p></li> <li><p><a href="http://www.nassp.org/tabid/3788/default.aspx?topic=A_Focus_on_Attendance_Is_Key_to_Success" target="_blank">A Focus on Attendance is Key to Success (National Association of Secondary School Principals)</a></p></li> <li><p><a href="http://www.every1graduates.org/wp-content/uploads/2012/05/FINALChronicAbsenteeismReport_May16.pdf" target="_blank">The Importance of Being in School (A Report on Absenteeism in the Nation’s Public Schools</a></p></li> </ul> Average daily attendance <p>This graph shows the average daily attendance in the state of Illinois.</p> <p>Regular attendance is critical in ensuring excellent student performance. Students who do not attend school regularly may fall behind in one or more subjects, and may struggle to complete assignments. </p> <ul> <li><p><a href="http://www.greatschools.org/parenting/behavior-discipline/644-school-attendance-issues.gs" target="_blank">School Attendance Issues to Consider (Great Schools Article)</a></p></li> <li><p><a href="http://www.nassp.org/tabid/3788/default.aspx?topic=A_Focus_on_Attendance_Is_Key_to_Success" target="_blank">A Focus on Attendance is Key to Success (National Association of Secondary School Principals)</a></p></li> <li><p><a href="http://www.every1graduates.org/wp-content/uploads/2012/05/FINALChronicAbsenteeismReport_May16.pdf" target="_blank">The Importance of Being in School (A Report on Absenteeism in the Nation’s Public Schools</a></p></li> </ul> Chronically Truant Students Students who miss 5% of school days per year without a valid excuse <p>This graph shows the percentage of students who miss 5 percent or more of school days per year without a valid excuse. By selecting, “Show 5-year trend,” you can see changes in the student population over time. CMO<sup>*</sup>, district and state data is included for comparison.</p> <p><sup>*</sup>Charter Management Organization</p> <p>Illinois law defines “chronic truant” as a student who misses 5 percent of school days within an academic year without a valid excuse. That’s nine days of an average 180-day school year. The count of chronically truant students does not include students with excused absences, such as doctors’ appointments or students over the age of 16, who are not legally required to attend school. Chronic truants are at risk of academic and behavioral problems. Research shows that chronic truancy has been linked to serious delinquent activity in youth and to significant negative behavior and characteristics in adults.</p> <ul> <li><p><a href="http://whatworks.uwex.edu/attachment/whatworks_05.pdf‎" target="_blank">Finding effective solutions to truancy (University of Wisconsin – Madison)</a></p></li> <li><p><a href="https://www.ncjrs.gov/pdffiles1/ojjdp/188947.pdf" target="_blank">Truancy Reduction: Keeping Kids in School (Department of Justice)</a></p></li> <li><p><a href="http://www.ccyj.org/uploads/PPO/TRUANCY_Updated_July2012.pdf" target="_blank">Truancy Reduction: Research, Policy and Practice (Center for Children and Youth Justice)</a></p></li> </ul> Students who miss 5% of school days per year without a valid excuse <p>This graph shows the percentage of students who miss 5 percent or more of school days per year without a valid excuse. By selecting, “Show 5-year trend,” you can see changes in the student population over time. District and state data is included for comparison.</p> <p>Illinois law defines “chronic truant” as a student who misses 5 percent of school days within an academic year without a valid excuse. That’s nine days of an average 180-day school year. The count of chronically truant students does not include students with excused absences, such as doctors’ appointments or students over the age of 16, who are not legally required to attend school. Chronic truants are at risk of academic and behavioral problems. Research shows that chronic truancy has been linked to serious delinquent activity in youth and to significant negative behavior and characteristics in adults.</p> <ul> <li><p><a href="http://whatworks.uwex.edu/attachment/whatworks_05.pdf‎" target="_blank">Finding effective solutions to truancy (University of Wisconsin – Madison)</a></p></li> <li><p><a href="https://www.ncjrs.gov/pdffiles1/ojjdp/188947.pdf" target="_blank">Truancy Reduction: Keeping Kids in School (Department of Justice)</a></p></li> <li><p><a href="http://www.ccyj.org/uploads/PPO/TRUANCY_Updated_July2012.pdf" target="_blank">Truancy Reduction: Research, Policy and Practice (Center for Children and Youth Justice)</a></p></li> </ul> Students who miss 5% of school days without a valid excuse. <p>This graph shows the percentage of students, in this district, who miss 5 percent or more of school days per year without a valid excuse. By selecting, “Show 5-year trend,” you can see changes in the student population over time. State data is included for comparison.</p> <p>Illinois law defines “chronic truant” as a student who misses 5 percent of school days within an academic year without a valid excuse. That’s nine days of an average 180-day school year. The count of chronically truant students does not include students with excused absences, such as doctors’ appointments or students over the age of 16, who are not legally required to attend school. Chronic truants are at risk of academic and behavioral problems. Research shows that chronic truancy has been linked to serious delinquent activity in youth and to significant negative behavior and characteristics in adults.</p> <ul> <li><p><a href="http://whatworks.uwex.edu/attachment/whatworks_05.pdf‎" target="_blank">Finding effective solutions to truancy (University of Wisconsin – Madison)</a></p></li> <li><p><a href="https://www.ncjrs.gov/pdffiles1/ojjdp/188947.pdf" target="_blank">Truancy Reduction: Keeping Kids in School (Department of Justice)</a></p></li> <li><p><a href="http://www.ccyj.org/uploads/PPO/TRUANCY_Updated_July2012.pdf" target="_blank">Truancy Reduction: Research, Policy and Practice (Center for Children and Youth Justice)</a></p></li> </ul> Students who miss 5% of school days per year without a valid excuse <p>This graph shows the percentage of students who miss 5 percent or more of school days per year without a valid excuse. By selecting, “Show 5-year trend,” you can see changes in the student population over time.</p> <p>Illinois law defines “chronic truant” as a student who misses 5 percent of school days within an academic year without a valid excuse. That’s nine days of an average 180-day school year. The count of chronically truant students does not include students with excused absences, such as doctors’ appointments or students over the age of 16, who are not legally required to attend school. Chronic truants are at risk of academic and behavioral problems. Research shows that chronic truancy has been linked to serious delinquent activity in youth and to significant negative behavior and characteristics in adults.</p> <ul> <li><p><a href="http://whatworks.uwex.edu/attachment/whatworks_05.pdf‎" target="_blank">Finding effective solutions to truancy (University of Wisconsin – Madison)</a></p></li> <li><p><a href="https://www.ncjrs.gov/pdffiles1/ojjdp/188947.pdf" target="_blank">Truancy Reduction: Keeping Kids in School (Department of Justice)</a></p></li> <li><p><a href="http://www.ccyj.org/uploads/PPO/TRUANCY_Updated_July2012.pdf" target="_blank">Truancy Reduction: Research, Policy and Practice (Center for Children and Youth Justice)</a></p></li> </ul> Total School Days Total number of days in which the school provides at least 5 hours of instruction to students <p>This graph shows the total number of days in which the school provided at least 5 hours of instruction in the 2013-2014 school year. CMO<sup>*</sup>, district and state data is included for comparison.</p> <p><sup>*</sup>Charter Management Organization</p> <p>The minimum legal length for an Illinois public school's year is 176 days. The number of actual calendar days varies from district to district. Districts, CMOs, or charter schools that increase total school days have more time to improve students' learning experience inside and/or outside their academic interests. The effect of a longer school year depends on how a school utilizes the additional time.</p> <ul> <li><p><a href="http://educationnext.org/time-for-school/" target="_blank">Time for School? (Education Next)</a></p></li> <li><p><a href="http://www.edweek.org/ew/issues/year-round-schooling/" target="_blank">Year Round Schooling (Education Week)</a></p></li> <li><p><a href="http://files.eric.ed.gov/fulltext/ED461695.pdf" target="_blank">Extended School Day/Year Programs (Mid-Atlantic Lab)</a></p></li> </ul> Total number of days in which the school provides at least 5 hours of instruction to students <p>This graph shows the total number of days in which the school provided at least 5 hours of instruction in the 2013-2014 school year. District and state data is included for comparison.</p> <p>The minimum legal length for an Illinois public school's year is 176 days. The number of actual calendar days varies from district to district. Districts that increase total school days have more time to improve students' learning experience inside and/or outside their academic interests. The effect of a longer school year depends on how a school utilizes the additional time.</p> <ul> <li><p><a href="http://educationnext.org/time-for-school/" target="_blank">Time for School? (Education Next)</a></p></li> <li><p><a href="http://www.edweek.org/ew/issues/year-round-schooling/" target="_blank">Year Round Schooling (Education Week)</a></p></li> <li><p><a href="http://files.eric.ed.gov/fulltext/ED461695.pdf" target="_blank">Extended School Day/Year Programs (Mid-Atlantic Lab)</a></p></li> </ul> Total number of days in which the district provides at least 5 hours of instruction to students. <p>This graph shows the total number of days in which this district provided at least 5 hours of instruction in the 2013-2014 school year. The state average is included for comparison.</p> <p>The minimum legal length for an Illinois public school's year is 176 days. The number of actual calendar days varies from district to district. Districts that increase total school days have more time to improve students' learning experience inside and/or outside their academic interests. The effect of a longer school year depends on how a school utilizes the additional time.</p> <ul> <li><p><a href="http://educationnext.org/time-for-school/" target="_blank">Time for School? (Education Next)</a></p></li> <li><p><a href="http://www.edweek.org/ew/issues/year-round-schooling/" target="_blank">Year Round Schooling (Education Week)</a></p></li> <li><p><a href="http://files.eric.ed.gov/fulltext/ED461695.pdf" target="_blank">Extended School Day/Year Programs (Mid-Atlantic Lab)</a></p></li> </ul> Total number of days in which the school provides at least 5 hours of instruction to students <p>This graph shows the total number of days in which districts in Illinois provided at least 5 hours of instruction in the 2013-2014 school year.</p> <p>The minimum legal length for an Illinois public school's year is 176 days. The number of actual calendar days varies from district to district. Districts that increase total school days have more time to improve students' learning experience inside and/or outside their academic interests. The effect of a longer school year depends on how a school utilizes the additional time.</p> <ul> <li><p><a href="http://educationnext.org/time-for-school/" target="_blank">Time for School? (Education Next)</a></p></li> <li><p><a href="http://www.edweek.org/ew/issues/year-round-schooling/" target="_blank">Year Round Schooling (Education Week)</a></p></li> <li><p><a href="http://files.eric.ed.gov/fulltext/ED461695.pdf" target="_blank">Extended School Day/Year Programs (Mid-Atlantic Lab)</a></p></li> </ul> Minutes Per Subject Average number of minutes spent per week on the four core content areas: Math, Science, English, and Social Studies (in Grades 3, 6, and 8) <p>This graph shows the average minutes per week spent on each subject area. By selecting "District Comparison" or "State Comparison," you can compare the minutes per subject at this particular school to the district and state averages.</p> <p>It is critical in both elementary and middle school that students are provided adequate opportunities to learn Mathematics, Science, English and Social Studies. While teachers and schools may dedicate more time to certain subjects over others, all subjects should be represented in each grade's curriculum, so that students are consistently developing skills in all four areas.</p> <ul> <li><p><a href="http://www.isbe.net/news/pdf/grad_require.pdf" target="_blank">ISBE guidance document</a></p></li> <li><p><a href="http://0-nces.ed.gov.opac.acc.msmc.edu/pubs/97293.pdf" target="_blank">NCES report</a></p></li> <li><p><a href="http://www.centerforpubliceducation.org/Main-Menu/Organizing-a-school/Copy-of-Making-time-At-a-glance" target="_blank">Center for Public Education article</a></p></li> </ul> Graduation Rate Percentage of students who graduated within 4 years Graduation Rate Percentage of students who graduated within 4 years <p>These graphs show the percentage of students who graduated within 4 or 5 years. A graduate is a student who graduated with a regular high school diplomas in 4 or 5 years with the group of students he or she started with in the beginning of 9th grade. Five years of data are shown for the school and district, along with the statewide averages for comparison.</p> <p>The 5-year graduation rate is a new metric that was not measured prior to the 2012 school year.</p> <p>Graduation rate is calculated based on the federal guidance of NCLB High School Graduation Rate. For more information go to <a href="http://www2.ed.gov/policy/elsec/guid/hsgrguidance.pdf"></a>http://www2.ed.gov/policy/elsec/guid/hsgrguidance.pdf</p> <p>A high school diploma is vital both for students who plan to enter college and students who plan to enter the workforce.</p> <p>The 5-year graduation rate illustrates completion of high school by students who require up to one additional year of instruction.</p> <p>In order to ensure that graduates are ready for college and career, it is important to evaluate graduation rate in the context of student achievement, college-readiness, and career-readiness.</p> <ul> <li><p><a href="http://www.pbs.org/newshour/rundown/2013/02/new-report-highlights-us-graduation-gains.html" target="_blank">New Report Highlights U.S. Graduation Gains, Decline in 'Dropout Factories' (PBS) </a></p></li> <li><p><a href="http://ccsr.uchicago.edu/sites/default/files/publications/07%20What%20Matters%20Final.pdf" target="_blank">What Matters for Staying on Track and Graduating in Chicago Public High Schools (Consortium on Chicago Schools Research)</a></p></li> </ul> Graduation Rate Percentage of students who graduated within 4 years <p>These graphs show the percentage of students who graduated within 4 or 5 years. A graduate is a student who graduated with a regular high school diplomas in 4 or 5 years with the group of students he or she started with in the beginning of 9th grade. Five years of data are shown for the school and district, along with the statewide averages for comparison.</p> <p>The 5-year graduation rate is a new metric that was not measured prior to the 2012 school year.</p> <p>Graduation rate is calculated based on the federal guidance of NCLB High School Graduation Rate. For more information go to <a href="http://www2.ed.gov/policy/elsec/guid/hsgrguidance.pdf"></a>http://www2.ed.gov/policy/elsec/guid/hsgrguidance.pdf</p> <p>A high school diploma is vital both for students who plan to enter college and students who plan to enter the workforce.</p> <p>The 5-year graduation rate illustrates completion of high school by students who require up to one additional year of instruction.</p> <p>In order to ensure that graduates are ready for college and career, it is important to evaluate graduation rate in the context of student achievement, college-readiness, and career-readiness.</p> <ul> <li><p><a href="http://www.pbs.org/newshour/rundown/2013/02/new-report-highlights-us-graduation-gains.html" target="_blank">New Report Highlights U.S. Graduation Gains, Decline in 'Dropout Factories' (PBS) </a></p></li> <li><p><a href="http://ccsr.uchicago.edu/sites/default/files/publications/07%20What%20Matters%20Final.pdf" target="_blank">What Matters for Staying on Track and Graduating in Chicago Public High Schools (Consortium on Chicago Schools Research)</a></p></li> </ul> Graduation Rate Percentage of students who graduated within 4 years <p>These graphs show the percentage of students who graduated within 4 or 5 years. A graduate is a student who graduated with a regular high school diplomas in 4 or 5 years with the group of students he or she started with in the beginning of 9th grade. Five years of data are shown for the district, along with the statewide averages for comparison.</p> <p>The 5-year graduation rate is a new metric that was not measured prior to the 2012 school year. </p> <p>Graduation rate is calculated based on the federal guidance of NCLB High School Graduation Rate. For more information go to <a href="http://www2.ed.gov/policy/elsec/guid/hsgrguidance.pdf"></a>http://www2.ed.gov/policy/elsec/guid/hsgrguidance.pdf</p> <p>A high school diploma is vital both for students who plan to enter college and students who plan to enter the workforce.</p> <p>The 5-year graduation rate illustrates completion of high school by students who require up to one additional year of instruction.</p> <p>In order to ensure that graduates are ready for college and career, it is important to evaluate graduation rate in the context of student achievement, college-readiness, and career-readiness.</p> <ul> <li><p><a href="http://www.pbs.org/newshour/rundown/2013/02/new-report-highlights-us-graduation-gains.html" target="_blank">New Report Highlights U.S. Graduation Gains, Decline in 'Dropout Factories' (PBS) </a></p></li> <li><p><a href="http://ccsr.uchicago.edu/sites/default/files/publications/07%20What%20Matters%20Final.pdf" target="_blank">What Matters for Staying on Track and Graduating in Chicago Public High Schools (Consortium on Chicago Schools Research)</a></p></li> </ul> Graduation Rate Percentage of students who graduated within 4 years <p>These graphs show the percentage of students who graduated within 4 or 5 years. A graduate is a student who graduated with a regular high school diplomas in 4 or 5 years with the group of students he or she started with in the beginning of 9th grade. Five years of data are shown. </p> <p>The 5-year graduation rate is a new metric that was not measured prior to the 2012 school year. </p> <p>Graduation rate is calculated based on the federal guidance of NCLB High School Graduation Rate. For more information go to <a href="http://www2.ed.gov/policy/elsec/guid/hsgrguidance.pdf"></a>http://www2.ed.gov/policy/elsec/guid/hsgrguidance.pdf</p> <p>A high school diploma is vital both for students who plan to enter college and students who plan to enter the workforce.</p> <p>The 5-year graduation rate illustrates completion of high school by students who require up to one additional year of instruction.</p> <p>In order to ensure that graduates are ready for college and career, it is important to evaluate graduation rate in the context of student achievement, college-readiness, and career-readiness.</p> <ul> <li><p><a href="http://www.pbs.org/newshour/rundown/2013/02/new-report-highlights-us-graduation-gains.html" target="_blank">New Report Highlights U.S. Graduation Gains, Decline in 'Dropout Factories' (PBS) </a></p></li> <li><p><a href="http://ccsr.uchicago.edu/sites/default/files/publications/07%20What%20Matters%20Final.pdf" target="_blank">What Matters for Staying on Track and Graduating in Chicago Public High Schools (Consortium on Chicago Schools Research)</a></p></li> </ul> Homeless Students Students who do not have permanent or adequate homes. <p>This graph shows the percentage of students, at this school, who do not have permanent or adequate homes. District and state data is included for comparison.</p> <p>Federal and state laws require school districts to provide additional help and support for homeless students. Services may include education, transportation, and healthcare, as well as removing barriers to school attendance. The district is responsible for actively reaching out to homeless students and families to make sure that they have the support that they need.</p> <p>Homeless students may include those who are sharing housing with other individuals due to loss of housing, living in non-housing locations, substandard housing, living in emergency or transitional shelters, are abandoned at hospitals, or awaiting foster care placement.</p> <ul> <li><p><a href="http://www.isbe.state.il.us/homeless/" target="_blank">Homeless Education (Illinois State Board of Education)</a></p></li> <li><p><a href="http://www.suntimes.com/9818290-417/numbing-numbers.html" target="_blank">Number of Homeless Students Surging, Putting Strain on Schools (Chicago Sun-Times)</a></p></li> <li><p><a href="http://www.scholastic.com/browse/article.jsp?id=3756883" target="_blank">One Million Students Homeless (Scholastic)</a></p></li> <li><p><a href="http://www.sde.ct.gov/sde/lib/sde/PDF/DEPS/Homeless/Factsheets/IdentifyingStudents.pdf" target="_blank">Identifying Students in Homeless Situations (National Center for Homeless Education)</a></p></li> </ul> Students who do not have permanent or adequate homes. <p>This graph shows the percentage of students, at this school, who do not have permanent or adequate homes. District and state data is included for comparison.</p> <p>Federal and state laws require school districts to provide additional help and support for homeless students. Services may include education, transportation, and healthcare, as well as removing barriers to school attendance. The district is responsible for actively reaching out to homeless students and families to make sure that they have the support that they need.</p> <p>Homeless students may include those who are sharing housing with other individuals due to loss of housing, living in non-housing locations, substandard housing, living in emergency or transitional shelters, are abandoned at hospitals, or awaiting foster care placement.</p> <ul> <li><p><a href="http://www.isbe.state.il.us/homeless/" target="_blank">Homeless Education (Illinois State Board of Education)</a></p></li> <li><p><a href="http://www.suntimes.com/9818290-417/numbing-numbers.html" target="_blank">Number of Homeless Students Surging, Putting Strain on Schools (Chicago Sun-Times)</a></p></li> <li><p><a href="http://www.scholastic.com/browse/article.jsp?id=3756883" target="_blank">One Million Students Homeless (Scholastic)</a></p></li> <li><p><a href="http://www.sde.ct.gov/sde/lib/sde/PDF/DEPS/Homeless/Factsheets/IdentifyingStudents.pdf" target="_blank">Identifying Students in Homeless Situations (National Center for Homeless Education)</a></p></li> </ul> Percentage of students who do not have permanent and adequate homes in this district <p>This graph shows the percentage of students, in this district, who do not have permanent or adequate homes. State data is included for comparison.</p> <p>Federal and state laws require school districts to provide additional help and support for homeless students. Services may include education, transportation, and healthcare, as well as removing barriers to school attendance. The district is responsible for actively reaching out to homeless students and families to make sure that they have the support that they need.</p> <p>Homeless students may include those who are sharing housing with other individuals due to loss of housing, living in non-housing locations, substandard housing, living in emergency or transitional shelters, are abandoned at hospitals, or awaiting foster care placement.</p> <ul> <li><p><a href="http://www.isbe.state.il.us/homeless/" target="_blank">Homeless Education (Illinois State Board of Education)</a></p></li> <li><p><a href="http://www.suntimes.com/9818290-417/numbing-numbers.html" target="_blank">Number of Homeless Students Surging, Putting Strain on Schools (Chicago Sun-Times)</a></p></li> <li><p><a href="http://www.scholastic.com/browse/article.jsp?id=3756883" target="_blank">One Million Students Homeless (Scholastic)</a></p></li> <li><p><a href="http://www.sde.ct.gov/sde/lib/sde/PDF/DEPS/Homeless/Factsheets/IdentifyingStudents.pdf" target="_blank">Identifying Students in Homeless Situations (National Center for Homeless Education)</a></p></li> </ul> Percentage of students who do not have permanent and adequate homes in this state <p>This graph shows the percentage of students in Illinois schools who do not have permanent or adequate homes.</p> <p>Federal and state laws require school districts to provide additional help and support for homeless students. Services may include education, transportation, and healthcare, as well as removing barriers to school attendance. The district is responsible for actively reaching out to homeless students and families to make sure that they have the support that they need.</p> <p>Homeless students may include those who are sharing housing with other individuals due to loss of housing, living in non-housing locations, substandard housing, living in emergency or transitional shelters, are abandoned at hospitals, or awaiting foster care placement.</p> <ul> <li><p><a href="http://www.isbe.state.il.us/homeless/" target="_blank">Homeless Education (Illinois State Board of Education)</a></p></li> <li><p><a href="http://www.suntimes.com/9818290-417/numbing-numbers.html" target="_blank">Number of Homeless Students Surging, Putting Strain on Schools (Chicago Sun-Times)</a></p></li> <li><p><a href="http://www.scholastic.com/browse/article.jsp?id=3756883" target="_blank">One Million Students Homeless (Scholastic)</a></p></li> <li><p><a href="http://www.sde.ct.gov/sde/lib/sde/PDF/DEPS/Homeless/Factsheets/IdentifyingStudents.pdf" target="_blank">Identifying Students in Homeless Situations (National Center for Homeless Education)</a></p></li> </ul> Student Academic Growth Average rate of student academic growth over the past two years, calculated from scores on statewide tests <div class="view view1"> <div class="row"> <span class="col-xs-5 col-md-5 pull-left"> <h5 style="text-align:center;"> Video Overview </h5> <span class="embed-responsive embed-responsive-4by3"> <iframe src="//player.vimeo.com/video/77713067" class="embed-responsive-item"> </iframe> </span> </span> <p>Student Academic Growth is a measurement of students advancing from one performance level on the ISAT to another performance level (or “growing”) from one year to the next. Unlike test scores, which only show a one-time snapshot of students’ achievement, Student Academic Growth compares students’ achievement from one year to the next to measure improvements over time.</p> <p>This bar graph shows the average academic growth in Reading and Mathematics by students in this school, Charter Management Organization (CMO), district, and the state. The measure is computed for all students based on their performance on state tests and represents the average growth that students are making each year. This growth measure is expressed as a number between 0 and 200 where a value above 100 represents positive growth and/or consistently high achievement, and a value below 100 represents negative growth and/or consistently low achievement.</p> <p>Click on “View Details” to see the value table which provides the basis for calculating annual academic growth in this school.</p> </div> </div> <div class="view view2"> <p>Refer to information above the graphs.</p> </div> <div class="view view3"> <p>Refer to information above the graphs.</p> </div> <div class="view view1"> <p>Using growth measures, in addition to standardized test scores, offers a more complete approach to understanding student performance than relying on test scores alone. Since the use of “Adequate Yearly Progress (AYP)”as defined under No Child Left Behind (NCLB) only reflects how schools, CMOs and districts perform at one point in time, the Illinois State Board of Education (ISBE) has decided to introduce a growth measure to the school accountability framework.</p> <p>To measure student achievement growth for schools, CMOs and districts, Illinois uses a value table model. Student growth is determined by the performance of the students within a school, CMO, or district from one year to the next year. The amount of growth is then assigned a set value based on the value table. (For the explanation of how growth values are assigned, see the section on “Calculating the Student Academic Growth Value” by clicking View Details).</p> <p>All of the students’ scores in a given school are added together and divided by the total number of students in the school to obtain an average growth metric. The same process applies to the CMO or district growth metric with all of the students’ scores for the CMO or district averaged to obtain the growth metric.</p> <p>For more information about the Value Table Model click on <a href="http://www.isbe.state.il.us/GMWG/pdf/gmvt-fact-sheet-0813.pdf" target="_blank">http://www.isbe.state.il.us/GMWG/pdf/gmvt-fact-sheet-0813.pdf</a> </p> </div> <div class="view view2"> <p>Refer to information above the graphs.</p> </div> <div class="view view3"> <p>Refer to information above the graphs.</p> </div> <ul> <li><p><a href="http://www.isbe.state.il.us/GMWG/pdf/gmvt-fact-sheet-0813.pdf" target="_blank">New Growth Model Using Value Tables (Illinois State Board of Education)</a></p></li> <li><p><a href="http://www.isbe.state.il.us/GMWG/pdf/gmvt-faqs-0813.pdf" target="_blank">Frequently Asked Questions - Value Table Growth Model (Illinois State Board of Education)</a></p></li> <li><p><a href="http://www.nea.org/assets/docs/HE/PB10a_GrowthModels.pdf" target="_blank">Growth Models – An Update on the Effectiveness of Determining Student Progress and School Accountability (National Education Association)</a></p></li> </ul> Average rate of student academic growth over the past two years, calculated from scores on statewide tests. <div class="view view1"> <div class="row"> <span class="col-xs-5 col-md-5 pull-left"> <h5 style="text-align:center;"> Video Overview </h5> <span class="embed-responsive embed-responsive-4by3"> <iframe src="//player.vimeo.com/video/77713067" class="embed-responsive-item"> </iframe> </span> </span> <p>Student Academic Growth is a measurement of students advancing from one performance level on the ISAT to another performance level (or “growing”) from one year to the next. Unlike test scores, which only show a one-time snapshot of students’ achievement, Student Academic Growth compares students’ achievement from one year to the next to measure improvements over time.</p> <p>This bar graph shows the average academic growth in Reading and Mathematics by students in this school, the district, and the state. The measure is computed for all students based on their performance on state tests and represents the average growth that students are making each year. This growth measure is expressed as a number between 0 and 200 where a value above 100 represents positive growth and/or consistently high achievement, and a value below 100 represents negative growth and/or consistently low achievement.</p> <p>Click on “View Details” to see the value table which provides the basis for calculating annual academic growth in this school.</p> </div> </div> <div class="view view2"> <p>Refer to information above the graphs.</p> </div> <div class="view view3"> <p>Refer to information above the graphs.</p> </div> <div class="view view1"> <p>Using growth measures, in addition to standardized test scores, offers a more complete approach to understanding student performance than relying on test scores alone. Since the use of “Adequate Yearly Progress (AYP)”as defined under No Child Left Behind (NCLB) only reflects how schools and districts perform at one point in time, the Illinois State Board of Education (ISBE) has decided to introduce a growth measure to the school accountability framework.</p> <p>To measure student achievement growth for schools and districts, Illinois uses a value table model. Student growth is determined by the performance of the students within a school or district from one year to the next year. The amount of growth is then assigned a set value based on the value table. (For the explanation of how growth values are assigned, see the section on “Calculating the Student Academic Growth Value” by clicking View Details).</p> <p>All of the students’ scores, in a given schoo,l are added together and divided by the total number of students in the school to obtain an average growth metric. The same process applies to the district growth metric with all of the students’ scores for the district averaged to obtain the growth metric.</p> <p>For more information about the Value Table Model click on <a href="http://www.isbe.state.il.us/GMWG/pdf/gmvt-fact-sheet-0813.pdf" target="_blank">http://www.isbe.state.il.us/GMWG/pdf/gmvt-fact-sheet-0813.pdf</a> </p> </div> <div class="view view2"> <p>Refer to information above the graphs.</p> </div> <div class="view view3"> <p>Refer to information above the graphs.</p> </div> <ul> <li><p><a href="http://www.isbe.state.il.us/GMWG/pdf/gmvt-fact-sheet-0813.pdf" target="_blank">New Growth Model Using Value Tables (Illinois State Board of Education)</a></p></li> <li><p><a href="http://www.isbe.state.il.us/GMWG/pdf/gmvt-faqs-0813.pdf" target="_blank">Frequently Asked Questions - Value Table Growth Model (Illinois State Board of Education)</a></p></li> <li><p><a href="http://www.nea.org/assets/docs/HE/PB10a_GrowthModels.pdf" target="_blank">Growth Models – An Update on the Effectiveness of Determining Student Progress and School Accountability (National Education Association)</a></p></li> </ul> Average rate of student academic growth over the past two years, calculated from scores on statewide tests <div class="view view1"> <div class="row"> <span class="col-xs-5 col-md-5 pull-left"> <h5 style="text-align:center;"> Video Overview </h5> <span class="embed-responsive embed-responsive-4by3"> <iframe src="//player.vimeo.com/video/77713067" class="embed-responsive-item"> </iframe> </span> </span> <p>Student Academic Growth is a measurement of students advancing from one performance level on the ISAT to another performance level (or “growing”) from one year to the next. Unlike test scores, which only show a one-time snapshot of students’ achievement, Student Academic Growth compares students’ achievement from one year to the next to measure improvements over time.</p> <p>This bar graph shows the average academic growth in Reading and Mathematics, by students in the district and the state. The measure is computed for all students based on their performance on state tests and represents the average growth that students are making each year. This growth measure is expressed as a number between 0 and 200 where a value above 100 represents positive growth and/or consistently high achievement, and a value below 100 represents negative growth and/or consistently low achievement.</p> <p>Click on “View Details” to see the value table which provides the basis for calculating annual academic growth in this district.</p> </div> </div> <div class="view view2"> <p>Refer to information above the graphs.</p> </div> <div class="view view3"> <p>Refer to information above the graphs.</p> </div> <div class="view view1"> <p>Using growth measures, in addition to standardized test scores, offers a more complete approach to understanding student performance than relying on test scores alone. Since the use of “Adequate Yearly Progress (AYP)”as defined under No Child Left Behind (NCLB) only reflects how schools and districts perform at one point in time, the Illinois State Board of Education (ISBE) has decided to introduce a growth measure to the school accountability framework.</p> <p>To measure student achievement growth for schools and districts, Illinois uses a value table model. Student growth is determined by the performance of the students within a school or district from one year to the next year. The amount of growth is then assigned a set value based on the value table. (For the explanation of how growth values are assigned, see the section on “Calculating the Student Academic Growth Value” by clicking View Details).</p> <p>All of the students’ scores, in a given school, are added together and divided by the total number of students in the school to obtain an average growth metric. The same process applies to the district growth metric with all of the students’ scores for the district averaged to obtain the growth metric.</p> <p>For more information about the Value Table Model click on <a href="http://www.isbe.state.il.us/GMWG/pdf/gmvt-fact-sheet-0813.pdf" target="_blank">http://www.isbe.state.il.us/GMWG/pdf/gmvt-fact-sheet-0813.pdf</a> </p> </div> <div class="view view2"> <p>Refer to information above the graphs.</p> </div> <div class="view view3"> <p>Refer to information above the graphs.</p> </div> <ul> <li><p><a href="http://www.isbe.state.il.us/GMWG/pdf/gmvt-fact-sheet-0813.pdf" target="_blank">New Growth Model Using Value Tables (Illinois State Board of Education)</a></p></li> <li><p><a href="http://www.isbe.state.il.us/GMWG/pdf/gmvt-faqs-0813.pdf" target="_blank">Frequently Asked Questions - Value Table Growth Model (Illinois State Board of Education)</a></p></li> <li><p><a href="http://www.nea.org/assets/docs/HE/PB10a_GrowthModels.pdf" target="_blank">Growth Models – An Update on the Effectiveness of Determining Student Progress and School Accountability (National Education Association)</a></p></li> </ul> Average rate of student academic growth over the past two years, calculated from scores on statewide tests <div class="view view1"> <div style="text-align:center;"> <h5> Video Overview </h5> <iframe src="//player.vimeo.com/video/77713067" class="iframe-video iframe-explanation-video" style="width: 480px; height: 360px;"> </iframe> </div> <p>Student Academic Growth is a measurement of students advancing from one performance level on the ISAT to another performance level (or “growing”) from one year to the next. Unlike test scores, which only show a one-time snapshot of students’ achievement, Student Academic Growth compares students’ achievement from one year to the next to measure improvements over time.</p> <p>This bar graph shows the average academic growth in Reading and Mathematics, by students in Illinois. The measure is computed for all students based on their performance on state tests and represents the average growth that students are making each year. This growth measure is expressed as a number between 0 and 200 where a value above 100 represents positive growth and/or consistently high achievement, and a value below 100 represents negative growth and/or consistently low achievement.</p> <p>Click on “View Details” to see the value table which provides the basis for calculating annual academic growth in Illinois.</p> </div> <div class="view view2"> <p>Refer to information above the graphs.</p> </div> <div class="view view3"> <p>Refer to information above the graphs.</p> </div> <div class="view view1"> <p>Using growth measures, in addition to standardized test scores, offers a more complete approach to understanding student performance than relying on test scores alone. Since the use of “Adequate Yearly Progress (AYP)”as defined under No Child Left Behind (NCLB) only reflects how schools and districts perform at one point in time, the Illinois State Board of Education (ISBE) has decided to introduce a growth measure to the school accountability framework.</p> <p>To measure student achievement growth for schools and districts, Illinois uses a value table model. Student growth is determined by the performance of the students within a school or district from one year to the next year. The amount of growth is then assigned a set value based on the value table. (For the explanation of how growth values are assigned, see the section on “Calculating the Student Academic Growth Value” by clicking View Details).</p> <p>All of the students’ scores in a given school are added together and divided by the total number of students in the school to obtain an average growth metric. The same process applies to the district growth metric with all of the students’ scores for the district averaged to obtain the growth metric.</p> <p>For more information about the Value Table Model click on <a href="http://www.isbe.state.il.us/GMWG/pdf/gmvt-fact-sheet-0813.pdf">http://www.isbe.state.il.us/GMWG/pdf/gmvt-fact-sheet-0813.pdf</a> </p> </div> <div class="view view2"> <p>Refer to information above the graphs.</p> </div> <div class="view view3"> <p>Refer to information above the graphs.</p> </div> <ul> <li><p><a href="http://www.isbe.state.il.us/GMWG/pdf/gmvt-fact-sheet-0813.pdf" target="_blank">New Growth Model Using Value Tables (Illinois State Board of Education)</a></p></li> <li><p><a href="http://www.isbe.state.il.us/GMWG/pdf/gmvt-faqs-0813.pdf" target="_blank">Frequently Asked Questions - Value Table Growth Model (Illinois State Board of Education)</a></p></li> <li><p><a href="http://www.nea.org/assets/docs/HE/PB10a_GrowthModels.pdf" target="_blank">Growth Models – An Update on the Effectiveness of Determining Student Progress and School Accountability (National Education Association)</a></p></li> </ul> Athletics Athletic programs at this school <p>This list shows athletic programs offered, including sports sanctioned by the Illinois High School Athletic Association and other recreational opportunities.</p> <p>Research has demonstrated a strong and positive correlation between athletic participation and academic achievement. School sports help to build well rounded students, often giving them leadership opportunities. Students also learn the important skills needed to work in a group setting.</p> <ul> <li><p><a href="http://well.blogs.nytimes.com/2010/02/15/as-girls-become-women-sports-pay-dividends/?_r=0" target="_blank">As Girls Become Women, Sports Pay Dividends (New York Times Blog)</a></p></li> <li><p><a href="http://library.la84.org/3ce/HighSchoolSportsParticipation.pdf" target="_blank">High School Sports Participation and Attainment: Recognizing, Assessing, and Utilizing the Relationship (LA84 Foundation)</a></p></li> <li><p><a href="http://www.eeraonline.org/journal/files/v22/JRE_v22n2_Article_1_Bowen.pdf" target="_blank">Does Athletic Success Come at the Expense of Academic Success? (Eastern Educational Research Association)</a></p></li> </ul> Dual Credit Courses College level courses that allow students to earn both high school and college credit while still in high school. <p>This list shows Dual Credit courses that this school offers.</p> <p>Students gain important benefits from dual credit courses, including reducing college costs for low-income families, improving high school graduation rate, and helping students graduate from college earlier. Advanced students gain access to a wider range of more challenging courses, and dual credit establishes a smoother transition from high school to college. Unlike dual enrollment, dual credit courses always provide high school credit.</p> <ul> <li><p><a href="http://www.iccb.org/dualcredit.html" target="_blank">Dual Credit (Illinois Community College Board)</a></p></li> <li><p><a href="http://www.iccb.org/pdf/reports/dualcreditrpt_January2010.pdf" target="_blank">Dual Credit in the Illinois Community College System (Illinois Community College Board)</a></p></li> <li><p><a href="http://www.ibhe.org/DualCredit/materials/ICCBAdministrativeRules.pdf" target="_blank">Dual Enrollment and College Credit Programs (Community College Research Center)</a></p></li> </ul> Fine and Applied Arts Courses Arts courses taken for credit <p>This list shows fine and applied arts courses that this school offers.</p> <p>Research has revealed significant benefits to access to the arts, particularly for low-income students. For instance, low-income students engaged in the arts are more likely to take advanced courses in high school, participate in extracurricular activities, earn a college degree, and pursue a professional career.</p> <ul> <li><p><a href="http://www.oecd-ilibrary.org/education/art-for-art-s-sake_9789264180789-en" target="_blank">Art for Art’s Sake? The Impact of Arts Education (Centre for Educational Research and Innovation)</a></p></li> <li><p><a href="http://www.nasaa-arts.org/Research/Key-Topics/Arts-Education/critical-evidence.pdf" target="_blank">How the Arts Benefit Student Achievement (National Assembly of State Arts Agencies)</a></p></li> <li><p><a href="http://www.artsusa.org/get_involved/advocacy/funding_resources/default_005.asp" target="_blank">Benefits of Arts Education (Americans for the Arts) </a></p></li> </ul> Physical Education Courses Courses on the care and development of the human body, stressing athletics, offered for credit <p>This list shows physical education courses that this school offers.</p> <p>Schools offering courses to promote good health are preparing their students to live healthy lifestyles.</p> <ul> <li><p><a href="http://www.education.com/reference/article/Ref_Physical_Education/" target="_blank">Physical Education is Crucial to a Complete Education (National Association for Sport and Physical Education) </a></p></li> <li><p><a href="http://www2.illinois.gov/ltgov/Documents/Education/Enhanced%20PE%20Fact%20Sheet.pdf" target="_blank">Enhancing Physical Education in Illinois: How Investing in P.E. Yields Higher Achievers (Illinois Fact Sheet)</a></p></li> <li><p><a href="http://www.depts.ttu.edu/hess/_documents/research/lochbaum/Stevens%20To%20Stevenson%20Lochbaum.pdf" target="_blank">The Importance of Physical Activity and Physical Education in the Prediction of Academic Achievement (Texas Tech University)</a></p></li> </ul> Health and Nutrition Courses Courses that provide instruction for mental, physical and social well being. <p>This list shows health and nutrition courses that this school offers</p> <p>Schools offering courses to promote good health are preparing their students to live healthy lifestyles.</p> <ul> <li><p><a href="http://www.dodea.edu/wellness/upload/stn_health_grd_PK_12.pdf" target="_blank">Health Education Content Standards (US Department of Defense) </a></p></li> <li><p><a href="http://www.cdc.gov/healthyyouth/sher/standards/" target="_blank">National Health Education Standards (Centers for Disease Control and Prevention) </a></p></li> <li><p><a href="http://www.isbe.state.il.us/ils/pdh/standards.htm" target="_blank">Illinois Learning Standards: Physical Development & Health (Illinois State Board of Education)</a></p></li> </ul> Academic Enrichment Programs Non-credit educational and scholastic programs <p>This list shows academic enrichment programs that this school offers.</p> <p>Academic enrichment activities allow for student-directed learning through extracurricular activities. These activities often provide leadership opportunities for students, which colleges and employers both look on favorably.</p> <ul> <li><p><a href="http://www.ascd.org/publications/educational-leadership/sept08/vol66/num01/The-Extracurricular-Advantage.aspx" target="_blank">The Learning Leader: The Extracurricular Advantage (ASCD)</a></p></li> <li><p><a href="http://rcgd.isr.umich.edu/garp/articles/fredricks05.pdf" target="_blank">Developmental Benefits of Extracurricular Involvement: Do Peer Characteristics Mediate the Link Between Activities and Youth Outcomes? (Journal of Youth and Adolescence)</a></p></li> <li><p><a href="http://dc.cod.edu/cgi/viewcontent.cgi?article=1370&amp;context=essai" target="_blank">The Positive Effects of Extracurricular Activities on Students (ESSAI)</a></p></li> </ul> Faculty and Staff Selected awards received by certified and non-certified employees. <p>This list shows awards won by the school's faculty and staff.</p> <p>Schools are often recognized for the accomplishments of their students and faculty by external organizations, partners, companies, and foundations. Examples include: Teacher of the Year, Librarian of the Year, awards related to school improvement, and grants from foundations, companies, or organizations.</p> <p>N/A</p> Scholastic Select awards received for academic pursuits, both within core curriculum and enhancement activities for the school as a whole, or individual faculty, staff, or students. <p>This list shows awards won by the school for scholastic performance.</p> <p>Schools are often recognized for the accomplishments of their students and faculty by external organizations, partners, companies, and foundations. Examples include: Teacher of the Year, Librarian of the Year, awards related to school improvement, and grants from foundations, companies, or organizations.</p> <p>N/A</p> Athletic Selected awards received for sports or fitness <p>This list shows awards won by the school's athletics programs.</p> <p>Schools are often recognized for the accomplishments of their students and faculty by external organizations, partners, companies, and foundations. Examples include: Teacher of the Year, Librarian of the Year, awards related to school improvement, and grants from foundations, companies, or organizations.</p> <p>N/A</p> School Facilities Specialty rooms or spaces for activities such as athletics, fine arts, and career and technical education. <p>The list displays specialty rooms or spaces for activities such as athletics, fine arts, and career and technical education.</p> <p>Some schools may have swimming pools, weight rooms, indoor tracks, theaters, music rooms, photography studios, auto mechanic shops, etc.</p> <p>No resources included for this display.</p> Community Selected awards conferred by local, state, or national organizations, outside the school. <p>This list shows awards won by the school, awarded by local, state, or national organizations outside the school.</p> <p>Schools are often recognized for the accomplishments of their students and faculty by external organizations, partners, companies, and foundations. Examples include: Teacher of the Year, Librarian of the Year, awards related to school improvement, and grants from foundations, companies, or organizations.</p> <p>N/A</p> High School Readiness Percentage of students who enter 9th grade prepared to succeed in high school <p>No Explanation Available</p> <p>No Context Available</p> <p>N/A</p> Freshmen On Track Percentage of grade 9 students who are on track to graduate <p>This displays the number of freshmen on track in this school. The percentages are shown by the bold sections of each ring. The rings are color coded for the school, district, and state. </p> <p>Percentages are listed with the color key. Or, you can mouse over each colored ring to view the corresponding percentage in the center of the circle.</p> <p>Students identified as “on track” have earned at least five full-year course credits (10 semester credits) and have earned no more than one semester “F” in a core course (English, math, science, or social science). Course credits from summer sessions are not included in this calculation. Freshmen on track is a key predictor of high school success. Students who finish the ninth-grade year on track are almost four times as likely to graduate from high school as students who are not on track. Research shows that the number of students on track and the graduation rate rise when schools actively intervene by identifying freshmen at risk and providing tutoring, additional instruction, and other individualized services. </p> <ul> <li><p><a href="https://ccsr.uchicago.edu/sites/default/files/publications/p78.pdf" target="_blank"> The On Track Indicator as a Predictor of High School Graduation (Consortium on Chicago School Research) </a></p></li> <li><p><a href="http://cshe.berkeley.edu/publications/validity-high-school-grades-predicting-student-success-beyond-freshman-year high-school" target="_blank">Validity Of High-School Grades In Predicting Student Success Beyond The Freshman Year:High-School Record vs. Standardized Tests as Indicators of Four-Year College Outcomes (Center for Studies in Higher Education)</a></p></li> <li><p><a href="http://www.chooseyourfuture.org/sites/default/files/fot-freshmen-on-track-handbook.pdf" target="_blank">Freshmen on Track Handbook (Graduation Pathways)</a></p></li> </ul> Percentage of grade 9 students who are on track to graduate <p>This displays the number of freshmen on track in this district. The percentages are shown by the bold sections of each ring. The rings are color coded for the school, district, and state.</p> <p>Percentages are listed with the color key. Or, you can mouse over each colored ring to view the corresponding percentage in the center of the circle.</p> <p>Students identified as “on track” have earned at least five full-year course credits (10 semester credits) and have earned no more than one semester “F” in a core course (English, math, science, or social science). Course credits from summer sessions are not included in this calculation. Freshmen on track is a key predictor of high school success. Students who finish the ninth-grade year on track are almost four times as likely to graduate from high school as students who are not on track. Research shows that the number of students on track and the graduation rate rise when schools actively intervene by identifying freshmen at risk and providing tutoring, additional instruction, and other individualized services. </p> <ul> <li><p><a href="https://ccsr.uchicago.edu/sites/default/files/publications/p78.pdf" target="_blank"> The On Track Indicator as a Predictor of High School Graduation (Consortium on Chicago School Research) </a></p></li> <li><p><a href="http://cshe.berkeley.edu/publications/validity-high-school-grades-predicting-student-success-beyond-freshman-year high-school" target="_blank">Validity Of High-School Grades In Predicting Student Success Beyond The Freshman Year:High-School Record vs. Standardized Tests as Indicators of Four-Year College Outcomes (Center for Studies in Higher Education)</a></p></li> <li><p><a href="http://www.chooseyourfuture.org/sites/default/files/fot-freshmen-on-track-handbook.pdf" target="_blank">Freshmen on Track Handbook (Graduation Pathways)</a></p></li> </ul> Percentage of grade 9 students who are on track to graduate <p>This displays the number of freshmen on track in the state. The percentages are shown by the bold sections of each ring. The rings are color coded for the school, district, and state. </p> <p>Percentages are listed with the color key. Or, you can mouse over each colored ring to view the corresponding percentage in the center of the circle.</p> <p>Students identified as “on track” have earned at least five full-year course credits (10 semester credits) and have earned no more than one semester “F” in a core course (English, math, science, or social science). Course credits from summer sessions are not included in this calculation. Freshmen on track is a key predictor of high school success. Students who finish the ninth-grade year on track are almost four times as likely to graduate from high school as students who are not on track. Research shows that the number of students on track and the graduation rate rise when schools actively intervene by identifying freshmen at risk and providing tutoring, additional instruction, and other individualized services. </p> <ul> <li><p><a href="https://ccsr.uchicago.edu/sites/default/files/publications/p78.pdf" target="_blank"> The On Track Indicator as a Predictor of High School Graduation (Consortium on Chicago School Research) </a></p></li> <li><p><a href="http://cshe.berkeley.edu/publications/validity-high-school-grades-predicting-student-success-beyond-freshman-year high-school" target="_blank">Validity Of High-School Grades In Predicting Student Success Beyond The Freshman Year:High-School Record vs. Standardized Tests as Indicators of Four-Year College Outcomes (Center for Studies in Higher Education)</a></p></li> <li><p><a href="http://www.chooseyourfuture.org/sites/default/files/fot-freshmen-on-track-handbook.pdf" target="_blank">Freshmen on Track Handbook (Graduation Pathways)</a></p></li> </ul> Chronically Truant Rate Students who miss 5% of school days without a valid excuse. <p>This graph shows the percentage of students, at this school, who miss 5 percent or more of school days per year without a valid excuse. By selecting, “Show 5-year trend,” you can see changes in the student population over time. District and state data is included for comparison.</p> <p>Illinois law defines “chronic truant” as a student who misses 5 percent of school days within an academic year without a valid excuse. That’s nine days of an average 180-day school year. The count of chronically truant students does not include students with excused absences, such as doctors’ appointments or students over the age of 16, who are not legally required to attend school. Chronic truants are at risk of academic and behavioral problems. Research shows that chronic truancy has been linked to serious delinquent activity in youth and to significant negative behavior and characteristics in adults.</p> <p>For ALL supporting research issues see other document reviewing supporting research – titled Metrics and Research with annotations 10-7.</p> <ul> <li><p><a href="http://www.whatworks.uwex.edu/attachment/whatworks_05.pdf‎" target="_blank">Finding effective solutions to truancy (University of Wisconsin – Madison)</a></p></li> <li><p><a href="https://www.ncjrs.gov/pdffiles1/ojjdp/188947.pdf" target="_blank">Truancy Reduction: Keeping Kids in School (Department of Justice)</a></p></li> <li><p><a href="http://www.psesd.org/conferences/alt2suspension/docs/Truancy%20Resource.pdf" target="_blank">Truancy Reduction: Research, Policy and Practice (Center for Children and Youth Justice)</a></p></li> </ul> Total Number of Schools Total number of schools in this district or the state. Schools Total number of schools in this district or the state. <p>No Explanation Available</p> <p>No Context Available</p> <p>N/A</p> Schools Total number of schools in this district or the state. <p>No Explanation Available</p> <p>No Context Available</p> <p>N/A</p> Total Number of Teachers The number of certified teachers in this school's district Teachers <span style="font-size:0.85em;"> - District</span> The number of certified teachers in this school's district <p>No Explanation Available</p> <p>No Context Available</p> <p>N/A</p> Teachers <span style="font-size:0.85em;"></span> The number of certified teachers in this district <p>No Explanation Available</p> <p>No Context Available</p> <p>N/A</p> Teachers <span style="font-size:0.85em;"></span> The number of certified teachers in the state of illinois <p>No Explanation Available</p> <p>No Context Available</p> <p>N/A</p> Total Number of Districts The number of Illinois public school districts. Districts The number of Illinois Public School Districts <p>No Explanation Available</p> <p>No Context Available</p> <p> N/A</p> Enrollment The number of students enrolled in the school Total Enrollment The total number of students enrolled in this school <p>No Explanation Available</p> <p>No Context Available</p> <p>N/A</p> Total Enrollment The total number of students enrolled in this district <p>No Explanation Available</p> <p>No Context Available</p> <p>N/A</p> Total Enrollment The total number of students enrolled in Illinois Public Schools <p>No Explanation Available</p> <p>No Context Available</p> <p>N/A</p> Other Academic Courses Academic courses that address individual needs, talents, and interests. <p>Some schools offer courses to help students with transitions, study skills, remediation, or bilingual education.</p> <p>Schools that provide a wide variety of programs better serve the needs of their students and strive to equal achievement for all learners.</p> <ul> <li><p><a href="http://www.nabe.org/BilingualEducation" target="_blank">What is Bilingual Education? (National Association of Bilingual Education)</a></p></li> </ul> Other Career Programs Career academies and other career oriented opportunities. <p>This list shows additional options the school may offer for career development.</p> <p>Career programs allow students to participate in experiences that let them better understand the demands of the workplace.</p> <ul> <li><p><a href="http://www.cew.wisc.edu/docs/resource_collections/Kazis_RemakingCTE.pdf" target="_blank">Remaking Career and Technical Education for the 21st Century: What Role for High School Programs? (Jobs for the Future and Aspen Institute)</a></p></li> </ul> Fine and Applied Arts Programs Extra curricular programs in Fine and Applied Arts <p>This list includes non-credit or extracurricular fine and applied arts programs</p> <p>Fine and applied arts programs, located at school and in the community, help to develop students’ talents and interests. These activities often provide skill development and leadership opportunities for students, which both colleges and employers look on favorably.</p> <ul> <li><p><a href="http://www.oecd-ilibrary.org/education/art-for-art-s-sake_9789264180789-en" target="_blank">Art for Art’s Sake? The Impact of Arts Education (Centre for Educational Research and Innovation)</a></p></li> <li><p><a href="http://www.nasaa-arts.org/Research/Key-Topics/Arts-Education/critical-evidence.pdf" target="_blank">How the Arts Benefit Student Achievement (National Assembly of State Arts Agencies)</a></p></li> <li><p><a href="http://www.artsusa.org/get_involved/advocacy/funding_resources/default_005.asp" target="_blank">Benefits of Arts Education (Americans for the Arts)</a></p></li> <li><p><a href="http://arts.gov/news/2012/new-nea-research-report-shows-potential-benefits-arts-education-risk-youth" target="_blank">New NEA Research Report Shows Potential Benefits of Arts Education for At-Risk Youth</a></p></li> </ul> Teacher Proficiency The percentage of teachers rated proficient or excellent in teacher evaluations <p>Teacher Proficiency will show the percentage of teachers rated proficient or excellent in teacher evaluations. (Coming by 2015)</p> <p>No Context Available</p> <p>N/A</p> Status This display indicates whether or not the school has made Adequate Yearly Progress (AYP) <p>This display indicates whether or not the school has made Adequate Yearly Progress (AYP).</p> <p>AYP represents the annual academic performance targets in reading and math that the State, school districts, and schools must reach to be considered on track for 100% proficiency by school year 2013-14.</p> <p>AYP is based on three factors: the percentage of students who meet or exceed the standards in math and reading; the percentage of students participating in the ISAT, PSAE, or IAA assessments; and the attendance rate at the elementary/middle schools or the graduation rate at the high school level.</p> <ul> <li><p><a href="http://webprod.isbe.net/ereportcard/publicsite/getSearchCriteria.aspx" target="_blank">Compliance Report Card</a></p></li> <li><p><a href="http://www.isbe.state.il.us/ayp/htmls/ayp_factors.htm" target="_blank">Resources – Factors Considered in Determining AYP</a></p></li> <li><p><a href="http://www2.ed.gov/nclb/accountability/ayp/edpicks.jhtml" target="_blank">Adequate Yearly Progress</a></p></li> </ul> This display indicates whether or not the school has made Adequate Yearly Progress (AYP) <p>This display indicates whether or not the district has made Adequate Yearly Progress (AYP).</p> <p>AYP represents the annual academic performance targets in reading and math that the State, school districts, and schools must reach to be considered on track for 100% proficiency by school year 2013-14.</p> <p>AYP is based on three factors: the percentage of students who meet or exceed the standards in math and reading; the percentage of students participating in the ISAT, PSAE, or IAA assessments; and the attendance rate at the elementary/middle schools or the graduation rate at the high school level.</p> <ul> <li><p><a href="http://webprod.isbe.net/ereportcard/publicsite/getSearchCriteria.aspx" target="_blank">Compliance Report Card</a></p></li> <li><p><a href="http://www.isbe.state.il.us/ayp/htmls/ayp_factors.htm" target="_blank">Resources – Factors Considered in Determining AYP</a></p></li> <li><p><a href="http://www2.ed.gov/nclb/accountability/ayp/edpicks.jhtml" target="_blank">Adequate Yearly Progress</a></p></li> </ul> This display indicates whether or not the school has made Adequate Yearly Progress (AYP) <p>AYP represents the annual academic performance targets in reading and math that the State, school districts, and schools must reach to be considered on track for 100% proficiency by school year 2013-14. This link is to the statewide Report Card summarizing results for all schools and districts in Illinois. To view individual school report cards, refer to the district or school page.</p> <p>AYP is based on three factors: the percentage of students who meet or exceed the standards in math and reading; the percentage of students participating in the ISAT, PSAE, or IAA assessments; and the attendance rate at the elementary/middle schools or the graduation rate at the high school level.</p> <ul> <li><p><a href="http://webprod.isbe.net/ereportcard/publicsite/getSearchCriteria.aspx" target="_blank">Compliance Report Card</a></p></li> <li><p><a href="http://www.isbe.state.il.us/ayp/htmls/ayp_factors.htm" target="_blank">Resources – Factors Considered in Determining AYP</a></p></li> <li><p><a href="http://www2.ed.gov/nclb/accountability/ayp/edpicks.jhtml" target="_blank">Adequate Yearly Progress</a></p></li> </ul> ISAT Performance Levels Shows how good is good enough on the ISAT <p>This graph displays ISAT performance levels - Exceeds Standards, Meets Standards, Below Standards, Academic Warning - for students at this school over a multi-year period. To customize the data view, click the Select Options button. Use the drop down menus to choose the length of time and type of data you wish to view. Once the selections have been made, click the green Apply button. The View Details check box adds the data in chart format, for the default screen only. Mousing over any item in the color coded key beneath the graph, will change the display to only that single performance level.</p> <p>Illinois reports state test results according to four performance levels - Exceeds Standards (blue ), Meets Standards (green), Below Standards (yellow) and Academic Warning (red). The performance levels describe the progress students are making toward the Illinois Learning Standards. Exceeds Standards means that "student work demonstrates advanced knowledge and skills in the subject. Students creatively apply knowledge and skills to solve problems and evaluation results." Meets Standards means that "student work demonstrates proficient knowledge and skills in the subject. Students effectively apply knowledge and skills to solve problems." Below Standards means that "student work demonstrates basic knowledge and skills in the subject. However, because of gaps in learning, students apply knowledge and skills in limited ways." Academic Warning means that "student work demonstrates limited knowledge and skills in the subject. Because of major gaps in learning, students apply knowledge and skills ineffectively." Schools with larger percentages of students in the Meets Standards or Exceeds Standards categories are likely to have multiple systems that support higher levels of academic achievement. These may include a high level of teacher quality, advanced courses, and rigorous instruction. Standardized test results are only one indicator of student achievement and should be interpreted in the context of other measures.</p> <p>The use of long term (or longitudinal data) to improve educational decision making is a national priority. This data allows educators and researchers to understand the link between various educational strategies and student performance. Longitudinal data is generally used as part of school improvement planning. The most common strategies for using data are professional development activities, providing support positions for system implementation, and the development of tools for generating data and tools for acting on the data collected."</p> <ul> <li><p><a href="http://www.isbe.state.il.us/assessment/htmls/per_def.htm" target="_blank">Performance Level Definitions</a></p></li> <li><p><a href="http://www.isbe.state.il.us/assessment/htmls/isat-cut-scores13.htm" target="_blank">Scale Score Cut Points for Performance Levels </a></p></li> <li><p><a href="http://findit.ed.gov/search?utf8=%E2%9C%93&affiliate=ed.gov&query=use+of+education+data" target="_blank">Use of Education Data at the Local Level (US Department of Education) </a></p></li> <li><p><a href="http://www.nctm.org/news/content.aspx?id=27192" target="_blank">How Can Teachers and Schools Use Data Effectively? (National Council of Teachers of Mathematics)</a></p></li> <li><p><a href="http://www.centerforcsri.org/index.php?option=com_content&task=view&id=85&Itemid=77" target="_blank">Data Driven Decision Making (The Center for Comprehensive School Reform and Improvement)</a></p></li> </ul> Shows how good is good enough on the ISAT <p>This graph displays ISAT performance levels - Exceeds Standards, Meets Standards, Below Standards, Academic Warning - for students at this school over a multi-year period. To customize the data view click the Select Options button. Use the drop down menus to choose the length of time and type of data you wish to view. Once the selections have been made, click the green Apply button. The View Details check box adds the data in chart format, for the default screen only. Mousing over any item in the color coded key beneath the graph, will change the display to only that single performance level.</p> <p>Illinois reports state test results according to four performance levels - Exceeds Standards (blue ), Meets Standards (green), Below Standards (yellow) and Academic Warning (red). The performance levels describe the progress students are making toward the Illinois Learning Standards. Exceeds Standards means that "student work demonstrates advanced knowledge and skills in the subject. Students creatively apply knowledge and skills to solve problems and evaluation results." Meets Standards means that "student work demonstrates proficient knowledge and skills in the subject. Students effectively apply knowledge and skills to solve problems." Below Standards means that "student work demonstrates basic knowledge and skills in the subject. However, because of gaps in learning, students apply knowledge and skills in limited ways." Academic Warning means that "student work demonstrates limited knowledge and skills in the subject. Because of major gaps in learning, students apply knowledge and skills ineffectively." Schools with larger percentages of students in the Meets Standards or Exceeds Standards categories are likely to have multiple systems that support higher levels of academic achievement. These may include a high level of teacher quality, advanced courses, and rigorous instruction. Standardized test results are only one indicator of student achievement and should be interpreted in the context of other measures.</p> <p>The use of long term (or longitudinal data) to improve educational decision making is a national priority. This data allows educators and researchers to understand the link between various educational strategies and student performance. Longitudinal data is generally used as part of school improvement planning. The most common strategies for using data are professional development activities, providing support positions for system implementation, and the development of tools for generating data and tools for acting on the data collected."</p> <ul> <li><p><a href="http://www.isbe.state.il.us/assessment/htmls/per_def.htm" target="_blank">Performance Level Definitions</a></p></li> <li><p><a href="http://www.isbe.state.il.us/assessment/htmls/isat-cut-scores13.htm" target="_blank">Scale Score Cut Points for Performance Levels</a></p></li> <li><p><a href="http://findit.ed.gov/search?utf8=%E2%9C%93&affiliate=ed.gov&query=use+of+education+data" target="_blank">Use of Education Data at the Local Level (US Department of Education) </a></p></li> <li><p><a href="http://www.nctm.org/news/content.aspx?id=27192" target="_blank">How Can Teachers and Schools Use Data Effectively? (National Council of Teachers of Mathematics)</a></p></li> <li><p><a href="http://www.centerforcsri.org/index.php?option=com_content&task=view&id=85&Itemid=77" target="_blank">Data Driven Decision Making (The Center for Comprehensive School Reform and Improvement)</a></p></li> </ul> Shows how good is good enough on the ISAT <p>This graph displays ISAT performance levels, for students in the state of Illinois over a multi-year period. To customize the data view click the Select Options button. Use the drop down menus to choose the length of time and type of data you wish to view. Once the selections have been made, click the green Apply button. The View Details check box adds the data in chart format, for the default screen only. Mousing over any item in the color coded key beneath the graph, will change the display to only that single performance level.</p> <p>When a subgroup has fewer than 10 students, the comparison data is not shown. This is done to protect student privacy.</p> <p>Illinois reports state test results according to four performance levels - Exceeds Standards (blue ), Meets Standards (green), Below Standards (yellow) and Academic Warning (red). The performance levels describe the progress students are making toward the Illinois Learning Standards. Exceeds Standards means that "student work demonstrates advanced knowledge and skills in the subject. Students creatively apply knowledge and skills to solve problems and evaluation results." Meets Standards means that "student work demonstrates proficient knowledge and skills in the subject. Students effectively apply knowledge and skills to solve problems." Below Standards means that "student work demonstrates basic knowledge and skills in the subject. However, because of gaps in learning, students apply knowledge and skills in limited ways." Academic Warning means that "student work demonstrates limited knowledge and skills in the subject. Because of major gaps in learning, students apply knowledge and skills ineffectively." Schools with larger percentages of students in the Meets Standards or Exceeds Standards categories are likely to have multiple systems that support higher levels of academic achievement. These may include a high level of teacher quality, advanced courses, and rigorous instruction. Standardized test results are only one indicator of student achievement and should be interpreted in the context of other measures.</p> <p>The use of long term (or longitudinal data) to improve educational decision making is a national priority. This data allows educators and researchers to understand the link between various educational strategies and student performance. Longitudinal data is generally used as part of school improvement planning. The most common strategies for using data are professional development activities, providing support positions for system implementation, and the development of tools for generating data and tools for acting on the data collected."</p> <ul> <li><p><a href="http://www.isbe.state.il.us/assessment/htmls/per_def.htm" target="_blank">Performance Level Definitions</a></p></li> <li><p><a href="http://www.isbe.state.il.us/assessment/htmls/isat-cut-scores13.htm" target="_blank">Scale Score Cut Points for Performance Levels</a></p></li> <li><p><a href="http://findit.ed.gov/search?utf8=%E2%9C%93&affiliate=ed.gov&query=use+of+education+data" target="_blank">Use of Education Data at the Local Level (US Department of Education) </a></p></li> <li><p><a href="http://www.nctm.org/news/content.aspx?id=27192" target="_blank">How Can Teachers and Schools Use Data Effectively? (National Council of Teachers of Mathematics)</a></p></li> <li><p><a href="http://www.centerforcsri.org/index.php?option=com_content&task=view&id=85&Itemid=77" target="_blank">Data Driven Decision Making (The Center for Comprehensive School Reform and Improvement)</a></p></li> </ul> PSAE Performance Levels Shows how good is good enough on the PSAE <p>This graph displays PSAE performance levels, for students at this school, over a multi-year period. To customize the data view click the Select Options button. Use the drop down menus to choose the length of time and type of data you wish to view. At the high school level, only grade 11 has data. Once the selections have been made, click the green Apply button. The View Details check box adds the data in chart format, for the default screen only. Mousing over any item in the color coded key beneath the graph, will change the display to only that single performance level.</p> <p>When a subgroup has fewer than 10 students, the comparison data is not shown. This is done to protect student privacy.</p> <p>Illinois reports state test results according to four performance levels - Exceeds Standards (blue ), Meets Standards (green), Below Standards (yellow) and Academic Warning (red). The performance levels describe the progress students are making toward the Illinois Learning Standards. Exceeds Standards means that "student work demonstrates advanced knowledge and skills in the subject. Students creatively apply knowledge and skills to solve problems and evaluation results." Meets Standards means that "student work demonstrates proficient knowledge and skills in the subject. Students effectively apply knowledge and skills to solve problems." Below Standards means that "student work demonstrates basic knowledge and skills in the subject. However, because of gaps in learning, students apply knowledge and skills in limited ways." Academic Warning means that "student work demonstrates limited knowledge and skills in the subject. Because of major gaps in learning, students apply knowledge and skills ineffectively." Schools with larger percentages of students in the Meets Standards or Exceeds Standards categories are likely to have multiple systems that support higher levels of academic achievement. These may include a high level of teacher quality, advanced courses, and rigorous instruction. Standardized test results are only one indicator of student achievement and should be interpreted in the context of other measures.</p> <p>The use of long term (or longitudinal data) to improve educational decision making is a national priority. This data allows educators and researchers to understand the link between various educational strategies and student performance. Longitudinal data is generally used as part of school improvement planning. The most common strategies for using data are professional development activities, providing support positions for system implementation, and the development of tools for generating data and tools for acting on the data collected."</p> <ul> <li><p><a href="http://www.isbe.state.il.us/assessment/htmls/per_def.htm" target="_blank">Performance Level Definitions </a></p></li> <li><p><a href="http://www.isbe.net/assessment/htmls/reading_psae_perfdef.htm" target="_blank">PSAE Reading Performance Definitions </a></p></li> <li><p><a href="http://www.isbe.net/assessment/htmls/math_psae_perfdef.htm" target="_blank">PSAE Mathematics Performance Definitions</a></p></li> <li><p><a href="http://findit.ed.gov/search?utf8=%E2%9C%93&affiliate=ed.gov&query=use+of+education+data" target="_blank">Use of Education Data at the Local Level (US Department of Education) </a></p></li> <li><p><a href="http://www.nctm.org/news/content.aspx?id=27192" target="_blank">How Can Teachers and Schools Use Data Effectively? (National Council of Teachers of Mathematics)</a></p></li> <li><p><a href="http://www.centerforcsri.org/index.php?option=com_content&task=view&id=85&Itemid=77" target="_blank">Data Driven Decision Making (The Center for Comprehensive School Reform and Improvement)</a></p></li> </ul> Shows how good is good enough on the PSAE <p>This graph displays PSAE performance levels, for students at this school, over a 3-year period. To customize the data view click the Select Options button. Use the drop down menus to choose the length of time and type of data you wish to view. At the high school level, only grade 11 has data. Once the selections have been made, click the green Apply button. The View Details check box adds the data in chart format, for the default screen only. Mousing over any item in the color coded key beneath the graph, will change the display to only that single performance level.</p> <p>When a subgroup has fewer than 10 students, the comparison data is not shown. This is done to protect student privacy.</p> <p>Illinois reports state test results according to four performance levels - Exceeds Standards (blue ), Meets Standards (green), Below Standards (yellow) and Academic Warning (red). The performance levels describe the progress students are making toward the Illinois Learning Standards. Exceeds Standards means that "student work demonstrates advanced knowledge and skills in the subject. Students creatively apply knowledge and skills to solve problems and evaluation results." Meets Standards means that "student work demonstrates proficient knowledge and skills in the subject. Students effectively apply knowledge and skills to solve problems." Below Standards means that "student work demonstrates basic knowledge and skills in the subject. However, because of gaps in learning, students apply knowledge and skills in limited ways." Academic Warning means that "student work demonstrates limited knowledge and skills in the subject. Because of major gaps in learning, students apply knowledge and skills ineffectively." Schools with larger percentages of students in the Meets Standards or Exceeds Standards categories are likely to have multiple systems that support higher levels of academic achievement. These may include a high level of teacher quality, advanced courses, and rigorous instruction. Standardized test results are only one indicator of student achievement and should be interpreted in the context of other measures.</p> <p>The use of long term (or longitudinal data) to improve educational decision making is a national priority. This data allows educators and researchers to understand the link between various educational strategies and student performance. Longitudinal data is generally used as part of school improvement planning. The most common strategies for using data are professional development activities, providing support positions for system implementation, and the development of tools for generating data and tools for acting on the data collected."</p> <ul> <li><p><a href="http://www.isbe.state.il.us/assessment/htmls/per_def.htm" target="_blank">Performance Level Definitions </a></p></li> <li><p><a href="http://www.isbe.net/assessment/htmls/reading_psae_perfdef.htm" target="_blank">PSAE Reading Performance Definitions </a></p></li> <li><p><a href="http://www.isbe.net/assessment/htmls/math_psae_perfdef.htm" target="_blank">PSAE Mathematics Performance Definitions</a></p></li> <li><p><a href="http://findit.ed.gov/search?utf8=%E2%9C%93&affiliate=ed.gov&query=use+of+education+data" target="_blank">Use of Education Data at the Local Level (US Department of Education) </a></p></li> <li><p><a href="http://www.nctm.org/news/content.aspx?id=27192" target="_blank">How Can Teachers and Schools Use Data Effectively? (National Council of Teachers of Mathematics)</a></p></li> <li><p><a href="http://www.centerforcsri.org/index.php?option=com_content&task=view&id=85&Itemid=77" target="_blank">Data Driven Decision Making (The Center for Comprehensive School Reform and Improvement)</a></p></li> </ul> Shows how good is good enough on the PSAE <p>This graph displays PSAE performance levels - Exceeds Standards, Meets Standards, Below Standards, Academic Warning - for students in state of Illinois over a 3-year period. To customize the data view click the Select Options button. Use the drop down menus to choose the length of time and type of data you wish to view. At the high school level, only grade 11 has data. Once the selections have been made, click the green Apply button. The View Details check box adds the data in chart format, for the default screen only. Mousing over any item in the color coded key beneath the graph, will change the display that single performance level.</p> <p>When a subgroup has fewer than 10 students, the comparison data is not shown. This is done to protect student privacy.</p> <p>Illinois reports state test results according to four performance levels - Exceeds Standards (blue ), Meets Standards (green), Below Standards (yellow) and Academic Warning (red). The performance levels describe the progress students are making toward the Illinois Learning Standards. Exceeds Standards means that "student work demonstrates advanced knowledge and skills in the subject. Students creatively apply knowledge and skills to solve problems and evaluation results." Meets Standards means that "student work demonstrates proficient knowledge and skills in the subject. Students effectively apply knowledge and skills to solve problems." Below Standards means that "student work demonstrates basic knowledge and skills in the subject. However, because of gaps in learning, students apply knowledge and skills in limited ways." Academic Warning means that "student work demonstrates limited knowledge and skills in the subject. Because of major gaps in learning, students apply knowledge and skills ineffectively." Schools with larger percentages of students in the Meets Standards or Exceeds Standards categories are likely to have multiple systems that support higher levels of academic achievement. These may include a high level of teacher quality, advanced courses, and rigorous instruction. Standardized test results are only one indicator of student achievement and should be interpreted in the context of other measures.</p> <p>The use of long term (or longitudinal data) to improve educational decision making is a national priority. This data allows educators and researchers to understand the link between various educational strategies and student performance. Longitudinal data is generally used as part of school improvement planning. The most common strategies for using data are professional development activities, providing support positions for system implementation, and the development of tools for generating data and tools for acting on the data collected."</p> <ul> <li><p><a href="http://www.isbe.state.il.us/assessment/htmls/per_def.htm" target="_blank">Performance Level Definitions </a></p></li> <li><p><a href="http://www.isbe.net/assessment/htmls/reading_psae_perfdef.htm" target="_blank">PSAE Reading Performance Definitions </a></p></li> <li><p><a href="http://www.isbe.net/assessment/htmls/math_psae_perfdef.htm" target="_blank">PSAE Mathematics Performance Definitions</a></p></li> <li><p><a href="http://findit.ed.gov/search?utf8=%E2%9C%93&affiliate=ed.gov&query=use+of+education+data" target="_blank">Use of Education Data at the Local Level (US Department of Education) </a></p></li> <li><p><a href="http://www.nctm.org/news/content.aspx?id=27192" target="_blank">How Can Teachers and Schools Use Data Effectively? (National Council of Teachers of Mathematics)</a></p></li> <li><p><a href="http://www.centerforcsri.org/index.php?option=com_content&task=view&id=85&Itemid=77" target="_blank">Data Driven Decision Making (The Center for Comprehensive School Reform and Improvement)</a></p></li> </ul> ACT Performance Levels Shows how good is good enough on the ACT <p>This graph displays the two performance levels - Meets College Readiness Benchmark or Does Not Meet Benchmark - on the ACT for students in this school over a multi-year period. The green bar indicates the percentage of students achieving the College Readiness Benchmark set by ACT for each subject. To customize the data view, click the Select Options button. Use the drop down menus to choose the length of time and type of data you wish to view. At the high school level, only grade 11 has data. Once the selections have been made, click the green Apply button. The View Details check box adds the data in chart format for the default screen only. Mousing over any bar will give you the exact percentage for that metric.</p> <p>The scores shown here include results from the following three different administrations of the ACT Assessment for graduating students - (1) most recent scores from an ACT national test date, (2) PSAE testing, and (3) college-reportable scores for students whose accommodations allowed extended time for completing the assessment. Prior to 2013, scores for students with time-extended accommodations were excluded. State averages for ACT data are based on regular public schools and do not include private or special purpose schools.</p> <p>ACT sets a College Readiness Benchmark (CRB) for each subject area. According to ACT data, students achieving that score will have the skills necessary to succeed in entry level college courses in the subject. However, academic readiness is only one benchmark and a student's success depends on many other factors.</p> <p>The use of long term (or longitudinal) data to improve educational decision making is a national priority. This data allows educators and researchers to understand the link between various educational strategies and student performance. Schools generally use longitudinal data as part of school improvement planning. The most common strategies for using data are professional development activities, providing support positions for system implementation, and the development of tools for generating data and tools for acting on the data collected.</p> <ul> <li><p><a href="http://findit.ed.gov/search?utf8=%E2%9C%93&affiliate=ed.gov&query=use+of+education+data" target="_blank">Use of Education Data at the Local Level (US Department of Education) </a></p></li> <li><p><a href="http://www.nctm.org/news/content.aspx?id=27192" target="_blank">How Can Teachers and Schools Use Data Effectively? (National Council of Teachers of Mathematics)</a></p></li> <li><p><a href="http://www.centerforcsri.org/index.php?option=com_content&task=view&id=85&Itemid=77" target="_blank">Data Driven Decision Making (The Center for Comprehensive School Reform and Improvement)</a></p></li> <li><p><a href="https://www.act.org/research/policymakers/pdf/what_we_know.pdf" target="_blank">What We Know About College Success: Using ACT Data to Inform Educational Issues</a></p></li> <li><p><a href="http://www.act.org/research/policymakers/pdf/AccountabilityMeasures.pdf" target="_blank">Using ACT Data as Part of a State Accountability System</a></p></li> </ul> Shows how good is good enough on the ACT <p>This graph displays the two performance levels - Meets College Readiness Benchmark or Does Not Meet Benchmark - on the ACT for students in this district over a multi-year period. The green bar indicates the percentage of students achieving the College Readiness Benchmark set by ACT for each subject. To customize the data view, click the Select Options button. Use the drop down menus to choose the length of time and type of data you wish to view. At the high school level, only grade 11 has data. Once the selections have been made, click the green Apply button. The View Details check box adds the data in chart format for the default screen only. Mousing over any bar will give you the exact percentage for that metric.</p> <p>The scores shown here include results from the following three different administrations of the ACT Assessment for graduating students - (1) most recent scores from an ACT national test date, (2) PSAE testing, and (3) college-reportable scores for students whose accommodations allowed extended time for completing the assessment. Prior to 2013, scores for students with time-extended accommodations were excluded. State averages for ACT data are based on regular public schools and do not include private or special purpose schools.</p> <p>ACT sets a College Readiness Benchmark (CRB) for each subject area. According to ACT data, students achieving that score will have the skills necessary to succeed in entry level college courses in the subject. However, academic readiness is only one benchmark and a student's success depends on many other factors.</p> <p>The use of long term (or longitudinal) data to improve educational decision making is a national priority. This data allows educators and researchers to understand the link between various educational strategies and student performance. Schools generally use longitudinal data as part of school improvement planning. The most common strategies for using data are professional development activities, providing support positions for system implementation, and the development of tools for generating data and tools for acting on the data collected.</p> <ul> <li><p><a href="http://findit.ed.gov/search?utf8=%E2%9C%93&affiliate=ed.gov&query=use+of+education+data" target="_blank">Use of Education Data at the Local Level (US Department of Education) </a></p></li> <li><p><a href="http://www.nctm.org/news/content.aspx?id=27192" target="_blank">How Can Teachers and Schools Use Data Effectively? (National Council of Teachers of Mathematics)</a></p></li> <li><p><a href="http://www.centerforcsri.org/index.php?option=com_content&task=view&id=85&Itemid=77" target="_blank">Data Driven Decision Making (The Center for Comprehensive School Reform and Improvement)</a></p></li> <li><p><a href="https://www.act.org/research/policymakers/pdf/what_we_know.pdf" target="_blank">What We Know About College Success: Using ACT Data to Inform Educational Issues</a></p></li> <li><p><a href="http://www.act.org/research/policymakers/pdf/AccountabilityMeasures.pdf" target="_blank">Using ACT Data as Part of a State Accountability System</a></p></li> </ul> Shows how good is good enough on the ACT <p>This graph displays the two performance levels - Meets College Readiness Benchmark or Does Not Meet Benchmark - on the ACT for students in the state over a multi-year period. The green bar indicates the percentage of students achieving the College Readiness Benchmark set by ACT for each subject. To customize the data view, click the Select Options button. Use the drop down menus to choose the length of time and type of data you wish to view. At the high school level, only grade 11 has data. Once the selections have been made, click the green Apply button. The View Details check box adds the data in chart format for the default screen only. Mousing over any bar will give you the exact percentage for that metric.</p> <p>The scores shown here include results from the following three different administrations of the ACT Assessment for graduating students - (1) most recent scores from an ACT national test date, (2) PSAE testing, and (3) college-reportable scores for students whose accommodations allowed extended time for completing the assessment. Prior to 2013, scores for students with time-extended accommodations were excluded. State averages for ACT data are based on regular public schools and do not include private or special purpose schools.</p> <p>ACT sets a College Readiness Benchmark (CRB) for each subject area. According to ACT data, students achieving that score will have the skills necessary to succeed in entry level college courses in the subject. However, academic readiness is only one benchmark and a student's success depends on many other factors.</p> <p>The use of long term (or longitudinal) data to improve educational decision making is a national priority. This data allows educators and researchers to understand the link between various educational strategies and student performance. Schools generally use longitudinal data as part of school improvement planning. The most common strategies for using data are professional development activities, providing support positions for system implementation, and the development of tools for generating data and tools for acting on the data collected.</p> <ul> <li><p><a href="http://findit.ed.gov/search?utf8=%E2%9C%93&affiliate=ed.gov&query=use+of+education+data" target="_blank">Use of Education Data at the Local Level (US Department of Education) </a></p></li> <li><p><a href="http://www.nctm.org/news/content.aspx?id=27192" target="_blank">How Can Teachers and Schools Use Data Effectively? (National Council of Teachers of Mathematics)</a></p></li> <li><p><a href="http://www.centerforcsri.org/index.php?option=com_content&task=view&id=85&Itemid=77" target="_blank">Data Driven Decision Making (The Center for Comprehensive School Reform and Improvement)</a></p></li> <li><p><a href="https://www.act.org/research/policymakers/pdf/what_we_know.pdf" target="_blank">What We Know About College Success: Using ACT Data to Inform Educational Issues</a></p></li> <li><p><a href="http://www.act.org/research/policymakers/pdf/AccountabilityMeasures.pdf" target="_blank">Using ACT Data as Part of a State Accountability System</a></p></li> </ul> IAA Performance Levels Illinois Alternate Assessment for students with disabilities. <p>This graph displays IAA performance levels for students, in this school, over a 3-year period. To customize the data view, click the Select Options button. Use the drop down menus to choose the length of time and type of data you wish to view. Once the selections have been made, click the green Apply button. The View Details check box adds the data in chart format for the default screen only. Mousing over any item in the color coded key beneath the graph, will change the display to only that single performance level.</p> <p>When a subgroup has fewer than 10 students, the comparison data is not shown. This is done to protect student privacy. </p> <p>The Illinois Alternate Assessment (IAA) is the method the state uses to measure the learning of students with the most significant cognitive disabilities. The four performance levels are different than those displayed with the ISAT data. The IAA performance levels are Mastery (blue), Satisfactory (green), Foundational (yellow), and Entry (red).</p> <p>The use of long term (or longitudinal data) to improve educational decision making is a national priority. This data allows educators and researchers to understand the link between various educational strategies and student performance. Districts generally use longitudinal data as part of school improvement planning. The most common strategies for using data are professional development activities, providing support positions for system implementation, and the development of tools for generating data and tools for acting on the data collected.</p> <ul> <li><p><a href="http://www.isbe.net/assessment/iaa.htm" target="_blank">ISBE information about IAA</a></p></li> <li><p><a href="http://www.isbe.state.il.us/assessment/pdfs/parcc/parcc-test-windows14-15.pdf" target="_blank">2015 Test Dates</a></p></li> </ul> Illinois Alternate Assessment for students with disabilities. <p>This graph displays IAA performance levels for students, in this district, over a 3-year period. To customize the data view, click the Select Options button. Use the drop down menus to choose the length of time and type of data you wish to view. Once the selections have been made, click the green Apply button. The View Details check box adds the data in chart format for the default screen only. Mousing over any item in the color coded key beneath the graph, will change the display to only that single performance level.</p> <p>When a subgroup has fewer than 10 students, the comparison data is not shown. This is done to protect student privacy.</p> <p>The Illinois Alternate Assessment (IAA) is the yardstick the state uses to measure the learning of students with the most significant cognitive disabilities. The four performance levels are different than those displayed with the ISAT data. The IAA performance levels are Mastery (blue), Satisfactory (green), Foundational (yellow), and Entry (red).</p> <p>The use of long term (or longitudinal data) to improve educational decision making is a national priority. This data allows educators and researchers to understand the link between various educational strategies and student performance. Districts generally use longitudinal data as part of school improvement planning. The most common strategies for using data are professional development activities, providing support positions for system implementation, and the development of tools for generating data and tools for acting on the data collected.</p> <ul> <li><p><a href="http://www.isbe.net/assessment/iaa.htm" target="_blank">ISBE information about IAA</a></p></li> <li><p><a href="http://www.isbe.state.il.us/assessment/pdfs/parcc/parcc-test-windows14-15.pdf" target="_blank">2015 Test Dates</a></p></li> </ul> Illinois Alternate Assessment for students with disabilities. <p>This graph displays IAA performance levels, for students in the state, over a 3-year period. To customize the data view click the Select Options button. Use the drop down menus to choose the length of time and type of data you wish to view. Once the selections have been made, click the green Apply button. The View Details check box adds the data in chart format, for the default screen only. Mousing over any item in the color coded key beneath the graph, will change the display to only that single performance level.</p> <p>When a subgroup has fewer than 10 students, the comparison data is not shown. This is done to protect student privacy.</p> <p>The Illinois Alternate Assessment (IAA) is the yardstick the state uses to measure the learning of students with the most significant cognitive disabilities. The four performance levels are different than those displayed with the ISAT or PSAE data. The IAA performance levels are Mastery (blue), Satisfactory (green), Foundational (yellow), and Entry (red).</p> <p>The use of long term (or longitudinal data) to improve educational decision making is a national priority. This data allows educators and researchers to understand the link between various educational strategies and student performance. Districts generally use longitudinal data as part of school improvement planning. The most common strategies for using data are professional development activities, providing support positions for system implementation, and the development of tools for generating data and tools for acting on the data collected.</p> <ul> <li><p><a href="http://www.isbe.net/assessment/iaa.htm" target="_blank">ISBE information about IAA</a></p></li> <li><p><a href="http://www.isbe.state.il.us/assessment/pdfs/parcc/parcc-test-windows14-15.pdf" target="_blank">2015 Test Dates</a></p></li> </ul> PARCC Partnership for Assessment of Readiness for College and Careers <p>Illinois schools will administer new assessments created through the Partnership for Assessment of Readiness for College and Careers (PARCC) in spring 2015. These assessments are fully aligned to the K-12 Illinois Learning Standards in English language arts and mathematics and emphasize academic rigor, critical thinking, problem solving, and college and career readiness for all students.</p> <p>Third- through eighth-graders will take the PARCC in both English language arts and math. At the high school level, three PARCC tests will be available: Algebra II or Integrated Math III, and English Language Arts III. The PARCC replaces the state’s former tests, the Illinois Standards Achievement Test (ISAT) and the Prairie State Achievement Exam (PSAE). Districts may also administer the ACT+Writing and WorkKeys on a state test administration date at no cost to students or the district.</p> <p><strong>What Students Need to Know</strong></p> <ul> <li><p><a href="http://www.isbe.net/common_core/htmls/resources.htm#parent" target="_blank">The New Illinois Learning Standards Incorporating the Common Core (ISBE)</a></p></li> <li><p><a href="http://www.isbe.net/common_core/pdf/ccs_faq.pdf" target="_blank">Frequently Asked Questions About the Common Core (ISBE) </a></p></li> <li><p><a href="http://iirc.niu.edu/Classic/WhatStuKnow.aspx?source2=CommonCoreStandards" target="_blank">The New Illinois Learning Standards Incorporating the Common Core </a></p></li> <li><p><a href="http://www.ccsso.org/Resources/Publications/The_Common_Core_State_Standards_Insight_into_Their_Development_and_Purpose.html" target="_blank">The Common Core State Standards: Insight Into Their Development and Purpose</a></p></li> </ul> <ul> <li><p><a href="http://www.corestandards.org/what-parents-should-know/" target="_blank">What Parents Should Know about the Common Core </a></p></li> </ul> <p><strong>About the Tests</strong></p> <ul> <li><p><a href="http://iirc.niu.edu/documents/pdf/2015_Test_Dates_PARCC.pdf" target="_blank">2015 Test dates</a></p></li> <li><p><a href="http://iirc.niu.edu/Classic/Tests.aspx?sample" target="_blank">Can I see samples of the PARCC tests? </a></p></li> <li><p><a href="https://www.parcconline.org/computer-based-samples" target="_blank">Sample computer-based items</a></p></li> </ul> <p><strong>Additional Resources</strong></p> <ul> <li><p><a href="http://www.parcconline.org/for-parents" target="_blank">PARCC for Parents</a></p></li> <li><p><a href="http://www.isbe.net/hot-topics.htm" target="_blank">ISBE Hot Topics PARCC 2015</a></p></li> <li><p><a href="http://www.isbe.net/assessment/pdfs/parcc/2015/fact-sheet1408.pdf" target="_blank">PARCC Assessments Fact Sheet</a></p></li> </ul> PARCC Partnership for Assessment of Readiness for College and Careers <p>Illinois schools will administer new assessments created through the Partnership for Assessment of Readiness for College and Careers (PARCC) in spring 2015. These assessments are fully aligned to the K-12 Illinois Learning Standards in English language arts and mathematics and emphasize academic rigor, critical thinking, problem solving and college and career readiness for all students.</p> <p>Third- through eighth-graders will take the PARCC in both English language arts and math. At the high school level, three PARCC tests will be available: Algebra II or Integrated Math III, and English Language Arts III. The PARCC replaces the state’s former tests, the Illinois Standards Achievement Test (ISAT) and the Prairie State Achievement Exam (PSAE). Districts may also administer the ACT+Writing and WorkKeys on a state test administration date at no cost to students or the district.</p> <p><strong>What Students Need to Know</strong></p> <ul> <li><p><a href="http://www.isbe.net/common_core/htmls/resources.htm#parent" target="_blank">The New Illinois Learning Standards Incorporating the Common Core (ISBE)</a></p></li> <li><p><a href="http://www.isbe.net/common_core/pdf/ccs_faq.pdf" target="_blank">Frequently Asked Questions About the Common Core (ISBE) </a></p></li> <li><p><a href="http://iirc.niu.edu/Classic/WhatStuKnow.aspx?source2=CommonCoreStandards" target="_blank">The New Illinois Learning Standards Incorporating the Common Core </a></p></li> <li><p><a href="http://www.ccsso.org/Resources/Publications/The_Common_Core_State_Standards_Insight_into_Their_Development_and_Purpose.html" target="_blank">The Common Core State Standards: Insight Into Their Development and Purpose</a></p></li> </ul> <ul> <li><p><a href="http://www.corestandards.org/what-parents-should-know/" target="_blank">What Parents Should Know about the Common Core </a></p></li> <li><p><a href="http://parcconline.org/sites/parcc/files/PARCC-FT-Parent-FAQ-3.20.14.pdf" target="_blank">FAQs for Parents (PARCC)</a></p></li> </ul> <p><strong>About the Tests</strong></p> <ul> <li><p><a href="http://iirc.niu.edu/documents/pdf/2015_Test_Dates_PARCC.pdf" target="_blank">2015 Test dates</a></p></li> <li><p><a href="http://iirc.niu.edu/Classic/Tests.aspx?sample" target="_blank">Can I see samples of the PARCC tests? </a></p></li> <li><p><a href="https://www.parcconline.org/computer-based-samples" target="_blank">Sample computer-based items</a></p></li> </ul> <p><strong>Additional Resources</strong></p> <ul> <li><p><a href="http://www.parcconline.org/for-parents" target="_blank">PARCC for Parents</a></p></li> </ul> PARCC Partnership for Assessment of Readiness for College and Careers <p>Illinois schools will administer new assessments created through the Partnership for Assessment of Readiness for College and Careers (PARCC) in spring 2015. These assessments are fully aligned to the K-12 Illinois Learning Standards in English language arts and mathematics and emphasize academic rigor, critical thinking, problem solving and college and career readiness for all students.</p> <p>Third- through eighth-graders will take the PARCC in both English language arts and math. At the high school level, three PARCC tests will be available: Algebra II or Integrated Math III, and English Language Arts III. The PARCC replaces the state’s former tests, the Illinois Standards Achievement Test (ISAT) and the Prairie State Achievement Exam (PSAE). Districts may also administer the ACT+Writing and WorkKeys on a state test administration date at no cost to students or the district.</p> <p><strong>What Students Need to Know</strong></p> <ul> <li><p><a href="http://www.isbe.net/common_core/htmls/resources.htm#parent" target="_blank">The New Illinois Learning Standards Incorporating the Common Core (ISBE)</a></p></li> <li><p><a href="http://www.isbe.net/common_core/pdf/ccs_faq.pdf" target="_blank">Frequently Asked Questions About the Common Core (ISBE) </a></p></li> <li><p><a href="http://iirc.niu.edu/Classic/WhatStuKnow.aspx?source2=CommonCoreStandards" target="_blank">The New Illinois Learning Standards Incorporating the Common Core </a></p></li> <li><p><a href="http://www.ccsso.org/Resources/Publications/The_Common_Core_State_Standards_Insight_into_Their_Development_and_Purpose.html" target="_blank">The Common Core State Standards: Insight Into Their Development and Purpose</a></p></li> </ul> <ul> <li><p><a href="http://www.corestandards.org/what-parents-should-know/" target="_blank">What Parents Should Know about the Common Core </a></p></li> <li><p><a href="http://parcconline.org/sites/parcc/files/PARCC-FT-Parent-FAQ-3.20.14.pdf" target="_blank">FAQs for Parents (PARCC)</a></p></li> </ul> <p><strong>About the Tests</strong></p> <ul> <li><p><a href="http://iirc.niu.edu/documents/pdf/2015_Test_Dates_PARCC.pdf" target="_blank">2015 Test dates</a></p></li> <li><p><a href="http://iirc.niu.edu/Classic/Tests.aspx?sample" target="_blank">Can I see samples of the PARCC tests? </a></p></li> <li><p><a href="https://www.parcconline.org/computer-based-samples" target="_blank">Sample computer-based items</a></p></li> </ul> <p><strong>Additional Resources</strong></p> <ul> <li><p><a href="http://www.parcconline.org/for-parents" target="_blank">PARCC for Parents</a></p></li> </ul> PSAE Work Keys Performance Levels Shows how good is good enough on the ACT WorkKeys <p>This graph displays the performance levels on the ACT WorkKeys assessment over a 3-year period for students at this school. The levels shown by the colored bars indicate the ability to perform more and more complex tasks. Level 7 is the highest level of achievement.</p> <p>To customize the data view, click the Select Options button. Use the drop down menus to choose the length of time and type of data you wish to view. At the high school level, only grade 11 has data. Once the selections have been made, click the green Apply button. The View Details check box adds the data in chart format, for the default screen only. Selecting the Clustered option changes the display to indicate the percentage of students falling in the 0-4 score category and the 5-7 score category. A score of 0-4 means that a student's skills match 0-60% of the jobs in the WorkKeys Data Base. A score in the 5-7 cluster means a student's skills match 85-100% of the jobs in the WorkKeys data base. Mousing over any bar will give you the exact percentage for that metric. Mousing over any of the colored coded key, below the chart, will change the display to show only the selected level.</p> <p>WorkKeys is a job skills assessment system measuring “real world” skills that employers believe are critical in the workplace. Businesses use this measure of workplace skills in hiring of job applicants and placing employees. Schools and colleges use the results to help prepare students for the workplace.</p> <p>WorkKeys assessments measure “foundational workplace skills” in the ten areas of applied mathematics, applied technology, business writing, listening, locating information, observation, readiness, reading for information,teamwork, and writing. The assessments are available in both computer-based and paper-based formats.</p> <ul> <li><p><a href="http://actworkkeys.weebly.com/uploads/7/9/3/1/7931998/preparing_for_workkeys.pdf" target="_blank">Preparing for the WorkKeys Assessment</a></p></li> <li><p><a href="http://www.act.org/workkeys/assess/understanding.html" target="_blank">Understanding WorkKeys Scores</a></p></li> <li><p><a href="http://www.act.org/workkeys/practice/" target="_blank">On-Line Practice Tests</a></p></li> <li><p><a href="https://www.eed.state.ak.us/tls/CTE/docs/plcp/workkeys-student-parent-guide.pdf" target="_blank">Making WorkKeys Work for You</a></p></li> </ul> Shows how good is good enough on WorkKeys <p>This graph displays the performance levels on the ACT WorkKeys assessment over a multi-year period for students in this district. The levels shown by the colored bars indicate the ability to perform more and more complex tasks. Level 7 is the highest level of achievement.</p> <p>To customize the data view, click the Select Options button. Use the drop down menus to choose the length of time and type of data you wish to view. At the high school level, only grade 11 has data. Once the selections have been made, click the green Apply button. The View Details check box adds the data in chart format, for the default screen only. Selecting the Clustered option changes the display to indicate the percentage of students falling in the 0-4 score category and the 5-7 score category. A score of 0-4 means that a student's skills match 0-60% of the jobs in the WorkKeys Data Base. A score in the 5-7 cluster means a student's skills match 85-100% of the jobs in the WorkKeys data base. Mousing over any bar will give you the exact percentage for that metric. Mousing over any of the colored coded key, below the chart, will change the display to show only the selected level.</p> <p>WorkKeys is a job skills assessment system measuring “real world” skills that employers believe are critical in the workplace. Businesses use this measure of workplace skills in hiring of job applicants and placing employees. Schools and colleges use the results to help prepare students for the workplace. </p> <p>WorkKeys assessments measure “foundational workplace skills” in the ten areas of applied mathematics, applied technology, business writing, listening, locating information, observation, readiness, reading for information,teamwork, and writing. The assessments are available in both computer-based and paper-based formats.</p> <ul> <li><p><a href="http://actworkkeys.weebly.com/uploads/7/9/3/1/7931998/preparing_for_workkeys.pdf" target="_blank">Preparing for the WorkKeys Assessment</a></p></li> <li><p><a href="http://www.act.org/workkeys/assess/understanding.html" target="_blank">Understanding WorkKeys Scores</a></p></li> <li><p><a href="http://www.act.org/workkeys/practice/" target="_blank">On-Line Practice Tests</a></p></li> <li><p><a href="https://www.eed.state.ak.us/tls/CTE/docs/plcp/workkeys-student-parent-guide.pdf" target="_blank">Making WorkKeys Work for You</a></p></li> </ul> Shows how good is good enough on WorkKeys <p>This graph displays the performance levels on the ACT WorkKeys assessment over a multi-year period for students in the state. The various levels shown by the colored bars indicate the ability to perform more and more complex tasks. Level 7 is the highest level of achievement.</p> <p>To customize the data view, click the Select Options button. Use the drop down menus to choose the length of time and type of data you wish to view. At the high school level, only grade 11 has data. Once the selections have been made, click the green Apply button. The View Details check box adds the data in chart format, for the default screen only. Selecting the Clustered option changes the display to indicate the percentage of students falling in the 0-4 score category and the 5-7 score category. A score of 0-4 means that a student's skills match 0-60% of the jobs in the WorkKeys Data Base. A score in the 5-7 cluster means a student's skills match 85-100% of the jobs in the WorkKeys data base. Mousing over any bar will give you the exact percentage for that metric. Mousing over any of the colored coded key, below the chart, will change the display to show only the selected level.</p> <p>When a subgroup has fewer than 10 students, the comparison data is not shown. This is done to protect student privacy.</p> <p>WorkKeys is a job skills assessment system measuring “real world” skills that employers believe are critical in the workplace. Businesses use this measure of workplace skills in hiring of job applicants and placing employees. Schools and colleges use the results to help prepare students for the workplace.</p> <p>WorkKeys assessments measure “foundational workplace skills” in the ten areas of applied mathematics, applied technology, business writing, listening, locating information, observation, readiness, reading for information, teamwork, and writing. The assessments are available in both computer-based and paper-based formats.</p> <ul> <li><p><a href="http://actworkkeys.weebly.com/uploads/7/9/3/1/7931998/preparing_for_workkeys.pdf" target="_blank">Preparing for the WorkKeys Assessment</a></p></li> <li><p><a href="http://www.act.org/workkeys/assess/understanding.html" target="_blank">Understanding WorkKeys Scores</a></p></li> <li><p><a href="http://www.act.org/workkeys/practice/" target="_blank">On-Line Practice Tests</a></p></li> <li><p><a href="https://www.eed.state.ak.us/tls/CTE/docs/plcp/workkeys-student-parent-guide.pdf" target="_blank">Making WorkKeys Work for You</a></p></li> </ul> ACCESS State test achievement for students who are English Language Learners <p>This graph displays ACCESS performance levels, for students in this school, over a 3-year period. To customize the data view click the Select Options button. Use the drop down menus to choose the length of time and type of data you wish to view. Once the selections have been made, click the green Apply button. The View Details check box adds the data in chart format, for the default screen only. Mousing over any item in the color coded key beneath the graph, will change the display to only that single performance level.</p> <p>When a subgroup has fewer than 10 students, the comparison data is not shown. This is done to protect student privacy. </p> <p>School districts must annually assess the English language proficiency, including listening, speaking, reading, and writing skills, of ALL children of limited English-speaking ability in kindergarten and any of grades 1 through 12,  using the English language proficiency assessment prescribed by the State Superintendent of Education. </p> <p>ACCESS for ELLs is a standards-based English language proficiency test designed to measure English language learners' social and academic proficiency in English. It assesses social and instructional English, as well as language associated with language arts, mathematics, science, and social studies. The secure full-scale ACCESS for ELLs assessment will be distributed at no cost to public schools.</p> <ul> <li><p><a href="http://www.isbe.state.il.us/assessment/pdfs/parcc/parcc-test-windows14-15.pdf" target="_blank">2015 Test Dates</a></p></li> <li><p><a href="http://www.isbe.net/bilingual/htmls/ellparents.htm" target="_blank">Parent Communication Guides</a></p></li> </ul> State test achievement for students who are English Language Learners <p>This graph displays ACCESS performance levels, for students in this district, over a 3-year period. To customize the data view click the Select Options button. Use the drop down menus to choose the length of time and type of data you wish to view. Once the selections have been made, click the green Apply button. The View Details check box adds the data in chart format, for the default screen only. Mousing over any item in the color coded key beneath the graph, will change the display to only that single performance level.</p> <p>When a subgroup has fewer than 10 students, the comparison data is not shown. This is done to protect student privacy.</p> <p>School districts must annually assess the English language proficiency, including listening, speaking, reading, and writing skills, of ALL children of limited English-speaking ability in kindergarten and any of grades 1 through 12,  using the English language proficiency assessment prescribed by the State Superintendent of Education.</p> <p>ACCESS for ELLs is a standards-based English language proficiency test designed to measure English language learners' social and academic proficiency in English. It assesses social and instructional English, as well as language associated with language arts, mathematics, science, and social studies. The secure full-scale ACCESS for ELLs assessment will be distributed at no cost to public schools.</p> <ul> <li><p><a href="http://www.isbe.state.il.us/assessment/pdfs/parcc/parcc-test-windows14-15.pdf" target="_blank">2015 Test Dates</a></p></li> <li><p><a href="http://www.isbe.net/bilingual/htmls/ellparents.htm" target="_blank">Parent Communication Guides</a></p></li> </ul> State test achievement for students who are English Language Learners <p>This graph displays ACCESS performance levels, for students in the state, over a 3-year period. To customize the data view click the Select Options button. Use the drop down menus to choose the length of time and type of data you wish to view. Once the selections have been made, click the green Apply button. The View Details check box adds the data in chart format, for the default screen only. Mousing over any item in the color coded key beneath the graph, will change the display to only that single performance level.</p> <p>When a subgroup has fewer than 10 students, the comparison data is not shown. This is done to protect student privacy. </p> <p>School districts must annually assess the English language proficiency, including listening, speaking, reading, and writing skills, of ALL children of limited English-speaking ability in kindergarten and any of grades 1 through 12,  using the English language proficiency assessment prescribed by the State Superintendent of Education. </p> <p>ACCESS for ELLs is a standards-based English language proficiency test designed to measure English language learners' social and academic proficiency in English. It assesses social and instructional English, as well as language associated with language arts, mathematics, science, and social studies. The secure full-scale ACCESS for ELLs assessment will be distributed at no cost to public schools.</p> <ul> <li><p><a href="http://www.isbe.state.il.us/assessment/pdfs/parcc/parcc-test-windows14-15.pdf" target="_blank">2015 Test Dates</a></p></li> <li><p><a href="http://www.isbe.net/bilingual/htmls/ellparents.htm" target="_blank">Parent Communication Guides</a></p></li> </ul> FTE Pupil Teacher Ratio The definiton of full time employment is left to each school board who designs the position. <p>No Definition Available</p> <p>Research shows that children in lower grades show the potential for higher achievement scores when they are in smaller classes. Many factors contribute to student achievement, and class size is only one part of this bigger picture. Special education classes are not included in this calculation.</p> <ul> <li><p><a href="http://everydaylife.globalpost.com/effects-studentteacher-ratios-5576.html" target="_blank">The Effects of Student Teacher Ratios (Global Post)</a></p></li> <li><p><a href="http://nces.ed.gov/fastfacts/display.asp?id=28" target="_blank">Fast Facts Teacher Trends (National Center for Education Statistics)</a></p></li> </ul> Average Salary The definiton of full time employment is left to each school board who designs the position. <p>No Definition Available</p> <p>No Definition Available</p> <ul> <li><p><a href="http://nces.ed.gov/fastfacts/display.asp?id=28" target="_blank">Fast Facts Teacher Trends (National Center for Education Statistics)</a></p></li> <li><p><a href="http://nces.ed.gov/programs/digest/d13/tables/dt13_211.30.asp" target="_blank">Average base salary for full-time public elementary and secondary school teachers with Bachelor's degree, by state (Education Digest of Statistics)</a></p></li> <li><p><a href="http://nces.ed.gov/programs/digest/d13/tables/dt13_211.40.asp" target="_blank">Average base salary for full-time public elementary and secondary school teachers with Master's degree, by state (Education Digest of Statistics)</a></p></li> </ul> Degrees Held No Definition Available <p>No Definition Available</p> <p>According to the National Center for Education Statistics (NCES, 2010), the number of teachers in the United States who hold a master’s degree has almost doubled over the past 50 years, with half of all teachers in the United States currently holding master’s degrees. Across the nation, school districts offer monetary rewards to those teachers who hold advanced degrees, with the increase in salary averaging 11% (NCTQ,2010).</p> <ul> <li><p><a href="http://nces.ed.gov/fastfacts/display.asp?id=28" target="_blank">Fast Facts Teacher Trends (National Center for Education Statistics)</a></p></li> </ul> Teacher Demographics Displays the race/ethnicity and gender of teachers <p>The chart displays the demographics for teachers in this district and at the state level. No information was compiled in 2013.</p> <p>Information is gathered about the race/ethnicity of school and district teachers. The percentage of male and female teachers is also compiled. </p> <ul> <li><p><a href="http://www.americanprogress.org/issues/race/report/2014/05/04/88962/teacher-diversity-revisited/" target="_blank">Teacher Diversity Revisited A State by State Analysis (Center for American Progress)</a></p></li> <li><p><a href="http://www.nea.org/home/15200.htm" target="_blank">Teacher Diversity (NEA)</a></p></li> <li><p><a href="http://jte.sagepub.com/content/52/2/94.short?rss=1&ssource=mfc" target="_blank">Preparing Teachers for Culturally Diverse Schools (Journal of Teacher Education)</a></p></li> </ul> Teacher Characteristics Includes average salary, degrees earned, and other educator information <p>The chart displays a wide range of information about teacher characteristics at the district and state levels. No information was compiled in 2013. FTE = Full Time Equivalent The definition of full time employment is left up to each district's school board.</p> <p>According to the National Center for Education Statistics (NCES, 2010), the number of teachers in the United States who hold a master’s degree has almost doubled over the past 50 years, with half of all teachers in the United States currently holding master’s degrees. Across the nation, school districts offer monetary rewards to those teachers who hold advanced degrees, with the increase in salary averaging 11% (NCTQ,2010).</p> <ul> <li><p><a href="http://nces.ed.gov/fastfacts/display.asp?id=28" target="_blank">Fast Facts Teacher Trends (National Center for Education Statistics)</a></p></li> <li><p><a href="http://nces.ed.gov/programs/digest/d13/tables/dt13_211.30.asp" target="_blank">Average base salary for full-time public elementary and secondary school teachers with Bachelor's degree, by state (Education Digest of Statistics)</a></p></li> <li><p><a href="http://nces.ed.gov/programs/digest/d13/tables/dt13_211.40.asp" target="_blank">Average base salary for full-time public elementary and secondary school teachers with Master's degree, by state (Education Digest of Statistics)</a></p></li> </ul> Administrator Information Administrator/pupil ratios and average salary <p>This chart displays the number of pupils per administrators, the number of pupils per certified staff, and the average salary of administrators at the district and state levels. No information was compiled in 2013.</p> <p>Certified staff members include classroom, early childhood, and special education teachers. Additional certified staff may be reading specialists, bilingual instructors, and Career/TechEd specialists</p> <ul> <li><p><a href="http://www.edchoice.org/Research/Reports/The-School-Staffing-Surge--Decades-of-Employment-Growth-in-Americas-Public-Schools.aspx" target="_blank">School Staffing Surge: Decades of Employment Growth in America's Public Schools</a></p></li> <li><p><a href="http://www.edchoice.org/Research/Reports/The-School-Staffing-Surge/Map.aspx" target="_blank">Growth Rate in Students and Public School Personnel by State</a></p></li> </ul> Certified Staff Ratio No Definition Available <p>Shows the relationship between the number of students and the number of all certified staff members.</p> <p>Certified staff members include classroom, early childhood, and special education teachers. Additional certified staff may be reading specialists, bilingual instructors and Career/TechEd specialists</p> <ul> <li><p><a href="http://www.edchoice.org/Research/Reports/The-School-Staffing-Surge/Map.aspx" target="_blank">Growth Rate in Students and Public School Personnel by State</a></p></li> </ul> Cohorts A cohort is a group of students who progress through the grade levels within the same school or district. <p>This graph displays ISAT performance levels - Exceeds Standards, Meets Standards, Below Standards, Academic Warning - for cohorts at this school. A cohort is a group of students who progress through the grade levels within the same school or district. To view a specific class of cohorts, click Select Options, then choose the cohort you wish to view by selecting the button next to that group. You may view a subgroup by clicking on the drop down menu box titled Select Subgroup. Once the selections have been made, click the green Apply button. The View Details check box adds the data in chart format. only. Note: When a subgroup has fewer than 10 students, the comparison data is not shown. This is done to protect student privacy. Mousing over any item in the color coded key beneath the graph, will change the display to only that single performance level. Mousing over any color in the graph will give you the exact percentage for that performance level. </p> <p>Most long term data shows a different group of students at a particular grade level each year. A cohort analysis follows the same group of students as they progress through the grades. Educators may use this data to understand trends or make adjustments to curriculum and other programming to promote student achievement.</p> <ul> <li><p><a href="http://cohortanalysis.com/" target="_blank">Cohorts 101</a></p></li> </ul>