Federal Accountability
As authorized under the Elementary and Secondary Education Act of 1965 (ESEA), as amended by the Every Student Succeeds Act (ESSA), the United States Department of Education (USED) requires each state to have a Consolidated State Plan. Virginia's Consolidated State Plan provides parents with quality, transparent information about how ESEA will be implemented in the state.
Federal Accountability Indicators
Some federal accountability indicators are used to identify schools for support and improvement: Comprehensive Support and Improvement (CSI), Targeted Support and Improvement (TSI), and Additional Targeted Support and Improvement (ATSI). Other indicators meet general requirements outlined in the Every Student Succeeds Act (ESSA). The Guide to Federal Identification explains the process used to designate schools under the Federal Accountability system.
|
Indicator |
Use |
|---|---|
|
Reading Performance: The percent of students who pass the SOL or VAAP tests in reading. |
To identify schools for support and improvement |
|
Mathematics Performance: The percent of students who pass the SOL or VAAP tests in mathematics. |
To identify schools for support and improvement |
|
Growth in English Reading and Mathematics: A rate that includes students who passed the state assessment or demonstrated growth (applies to elementary and middle schools). |
To identify schools for support and improvement |
|
English Learner (EL) Progress: The percent of EL students who demonstrated growth on the ACCESS for ELLs 2.0 English Language Proficiency assessment from the previous year. |
To identify schools for support and improvement |
|
Chronic Absenteeism: The percent of students in a school who are absent 10% or more of their enrolled days. |
To identify schools for support and improvement (indicator of School Quality or Student Success) |
|
Federal Graduation Indicator (FGI) 4-Year Rate: A high school graduation rate that accounts for the percent of students who graduated within four years of entering high school. |
To identify schools for support and improvement |
|
State Accreditation Rating |
To identify schools for support and improvement (indicator of School Quality or Student Success) |
|
English Reading Participation; Mathematics Participation: The percent of students who participate in state assessments: Standards of Learning (SOL) tests or Virginia Alternate Assessment Program (VAAP) tests.
|
To identify schools who must develop an improvement plan to meet the federal requirement of 95% participation for all student groups (ESEA section 1111(c)(4)(E)(iii)) |
|
Science Performance and Science Participation |
To meet ESSA reporting requirements |
Long Term Goals and Interim Measures of Progress
In accordance with ESSA requirements, long term goals and interim measures of progress (“targets”) are established for Reading Performance, Mathematics Performance, Chronic Absenteeism, the Federal Graduation Index (FGI), and English Reading Participation, Mathematics Participation, and English Learner (EL) Progress.
Science Participation, Science Performance, Growth in Reading, and Growth in Mathematics do not have long term goals or measures of interim progress. Measures of interim progress have been adjusted (targets for accountability year 2020-2021 have been “shifted forward” to 2022-2023 in order to account for the two waived accountability years in 2020-2021 and 2021-2022) for Chronic Absenteeism, EL Progress, Mathematics Performance, English Reading Performance, and FGI.
If fewer than thirty students are present in a student group for an indicator, the student group's performance is not reported and is excluded from the federal accountability calculation for the school.
Reading
| N/A | Year 1 Targets | Year 2 Targets | Year 3 Targets | Year 4 Targets | Year 5 Targets | Year 6 Targets | Year 7 Targets Long Term Goal |
|---|---|---|---|---|---|---|---|
| Assessment Yr. | 2021-2022 | 2022-2023 | 2023-2024 | 2024-2025 | 2025-2026 | 2026-2027 | 2027-2028 |
| Accountability Yr. | 2022-2023 | 2023-2024 | 2024-2025 | 2025-2026 | 2026-2027 | 2027-2028 | 2028-2029 |
| All students | 75 | 77 | 79 | 81 | 83 | 85 | 88 |
| Asian students | 91 | maintain progress** | maintain progress** | maintain progress** | maintain progress** | maintain progress** | maintain progress** |
| Black students | 60 | 64 | 68 | 73 | 78 | 83 | 88 |
| Hispanic students | 59 | 63 | 68 | 73 | 78 | 83 | 88 |
| White students | 83 | 84 | 85 | 86 | 87 | 88 | maintain progress** |
| Multiple races | 81 | 82 | 83 | 84 | 85 | 86 | 88 |
| Students with Disabilities | 43 | 50 | 57 | 64 | 72 | 80 | 88 |
| English Learners | 47 | 53 | 60 | 67 | 74 | 81 | 88 |
| Economically Disadvantaged students | 59 | 63 | 68 | 73 | 78 | 83 | 88 |
**Student groups that meet or exceed the target must improve from the previous year.
Mathematics
|
N/A |
Year 1 Targets |
Year 2 Targets |
Year 3 Targets |
Year 4 Targets |
Year 5 Targets |
Year 6 Targets |
Year 7 Targets |
|---|---|---|---|---|---|---|---|
|
Assessment Yr. |
2021-2022 |
2022-2023 |
2023-2024 |
2024-2025 |
2025-2026 |
2026-2027 |
2027-2028 |
|
Accountability Yr. |
2022-2023 |
2023-2024 |
2024-2025 |
2025-2026 |
2026-2027 |
2027-2028 |
2028-2029 |
|
All students |
70 |
72 |
74 |
76 |
79 |
82 |
85 |
|
Asian students |
90 |
maintain progress** |
maintain progress** |
maintain progress** |
maintain progress** |
maintain progress** |
maintain progress** |
|
Black students |
51 |
56 |
61 |
67 |
73 |
79 |
85 |
|
Hispanic students |
53 |
58 |
63 |
68 |
73 |
79 |
85 |
|
White students |
79 |
80 |
81 |
82 |
83 |
84 |
85 |
|
Multiple races |
73 |
75 |
77 |
79 |
81 |
83 |
85 |
|
Students with Disabilities |
40 |
47 |
54 |
61 |
69 |
77 |
85 |
|
English Learners |
46 |
52 |
58 |
64 |
71 |
78 |
85 |
|
Economically Disadvantaged students |
52 |
57 |
62 |
67 |
73 |
79 |
85 |
**Student groups that meet or exceed the target must improve from the previous year.
Chronic Absenteeism
|
N/A |
Baseline |
Year 1 Targets |
Year 2 Targets |
Year 3 Targets |
Year 4 Targets |
Year 5 Targets |
Year 6 Targets |
Year 7 Targets |
|---|---|---|---|---|---|---|---|---|
|
Assessment Yr. |
2015-2016 |
2017-2018 |
2018-2019 |
2021-2022 |
2022-2023 |
2023-2024 |
2024-2025 |
2025-2026 |
|
Accountability Yr. |
N/A |
2018-2019 |
2019-2020 |
2022-2023 |
2023-2024 |
2024-2025 |
2025-2026 |
2026-2027 |
|
All students |
9 |
9 |
14 |
13 |
12 |
12 |
11 |
10 |
|
Asian students |
5 |
5 |
10 |
maintain progress** |
maintain progress** |
maintain progress** |
maintain progress** |
10 |
|
Black students |
9 |
9 |
15 |
14 |
13 |
12 |
11 |
10 |
|
Hispanic students |
9 |
9 |
15 |
14 |
13 |
12 |
11 |
10 |
|
White students |
9 |
9 |
15 |
14 |
13 |
12 |
11 |
10 |
|
Multiple Races |
|
|
16 |
15 |
14 |
12 |
11 |
10 |
|
Students with Disabilities |
14 |
14 |
20 |
18 |
16 |
14 |
12 |
10 |
|
English Learners |
8 |
8 |
13 |
13 |
12 |
12 |
11 |
10 |
|
Economically Disadvantaged students |
13 |
13 |
19 |
17 |
15 |
13 |
11 |
10 |
**Student groups that meet or exceed the target must improve from the previous year.
Federal Four-Year Graduation Rate
|
N/A |
Baseline |
Year 1 Targets |
Year 2 Targets |
Year 3 Targets |
Year 4 Targets |
Year 5 Targets |
Year 6 Targets |
Year 7 Targets |
|---|---|---|---|---|---|---|---|---|
|
Assessment Yr. |
2015-2016 |
2017-2018 |
2018-2019 |
2021-2022 |
2022-2023 |
2023-2024 |
2024-2025 |
2025-2026 |
|
Accountability Yr. |
N/A |
2018-2019 |
2019-2020 |
2022-2023 |
2023-2024 |
2024-2025 |
2025-2026 |
2026-2027 |
|
All students |
84 |
84 |
maintain progress** |
maintain progress** |
maintain progress** |
maintain progress** |
maintain progress** |
84** |
|
Asian students |
90 |
90 |
maintain progress** |
maintain progress** |
maintain progress** |
maintain progress** |
maintain progress** |
84** |
|
Black students |
82 |
82 |
82 |
82 |
83 |
83 |
83 |
84 |
|
Hispanic students |
81 |
81 |
81 |
82 |
82 |
83 |
83 |
84 |
|
White students |
86 |
86 |
maintain progress** |
maintain progress** |
maintain progress** |
maintain progress** |
maintain progress** |
84** |
|
Multiple Races |
|
|
89 |
maintain progress** |
maintain progress** |
maintain progress** |
maintain progress** |
84** |
|
Students with Disabilities |
52 |
56 |
61 |
65 |
70 |
74 |
79 |
84 |
|
English Learners |
62 |
65 |
68 |
71 |
74 |
77 |
80 |
84 |
|
Economically Disadvantaged students |
77 |
78 |
79 |
80 |
81 |
82 |
83 |
84 |
**Student groups that meet or exceed the target must improve from the previous year.
English Learner Progress
|
N/A |
Baseline |
Year 1 Target |
Year 2 Target |
Year 3 Target |
Year 4 Target |
Year 5 Target |
Year 6 Target |
Year 7 TARGETS Long Term Goal |
|---|---|---|---|---|---|---|---|---|
|
Assessment Year |
2016-2017 |
2017-2018 |
2018-2019 |
2021-2022 |
2022-2023 |
2023-2024 |
2024-2025 |
2025-2026 |
|
Accountability Year |
N/A |
2018-2019 |
2019-2020 |
2022-2023 |
2023-2024 |
2024-2025 |
2025-2026 |
2026-2027 |
|
EL Progress Target |
44 |
46 |
48 |
50 |
52 |
54 |
56 |
58 |
Federal Identification Status
The Guide to Federal Identification explains the process used to designate schools under the Federal Accountability system and expands on the descriptions below.
Comprehensive Support and Improvement (CSI)
The lowest five percent of Title I schools, plus any high school with a federal graduation rate below 67 percent, are identified for comprehensive support and improvement based on the performance of all students. Schools are identified every three years. In addition, Title I -ATSI schools that do not exit after three consecutive years become CSI upon the fourth year.
Targeted Support and Improvement (TSI)
Schools with low-performing student groups are identified for targeted support and improvement annually. Title I schools and non-Title I schools are identified.
Additional Targeted Support and Improvement
Additional targeted support and improvement schools are identified every three years. From among schools identified for targeted support and improvement, any school with one or more student groups performing below the level of the highest performing comprehensive support and improvement school is identified.
Exit Criteria
Comprehensive Support and Improvement (CSI)
A CSI school identified for being in the lowest performing 5% of Title I schools school may exit when the school is no longer in the lowest performing 5% of Title I schools and shows improvement in the achievement rates for reading and mathematics and FGI for the All Students group, from when it was first identified.
- May exit after two years with a required additional one year sustainability plan.
A CSI school identified for low Federal Graduation Indicator (FGI) performance may exit when the school has a four-year adjusted cohort graduation rate of 67 percent or higher.
- May exit after one year.
A CSI school identified for not exiting additional targeted support (ATSI) status may exit when it meets the interim measures of progress for the student group(s) for which it was identified.
- May exit after one year.
Additional Targeted Support and Improvement Schools (ATSI)
An ATSI identified school must meet the interim measures of progress in reading and mathematics for the student group(s) for which it was identified.
- May exit after one year.
Targeted Support and Improvement Schools (TSI)
TSI identifications are annual identifications with no specific exit requirements. Schools exit this identification after one year if they are not re-identified in the following year. There is no limit to the number of times a student group may be re-identified for TSI.