GENERAL ASSEMBLY OF NORTH CAROLINA
SESSION 2017
H 1
HOUSE BILL 458
Short Title: School Annual Report Card. |
(Public) |
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Sponsors: |
Representatives Conrad, Riddell, and Elmore (Primary Sponsors). For a complete list of sponsors, refer to the North Carolina General Assembly web site. |
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Referred to: |
Education - K-12 |
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March 27, 2017
A BILL TO BE ENTITLED
AN ACT to modify school performance grades to provide that all schools receive a school PERFORMANCE grade for school ACHIEVEMENT and a school performance GRADE for school growth and to REQUIRE the state board of education to modify the annual school report card to designate and weigh school accountability indicators consistent with the every student succeeds act.
The General Assembly of North Carolina enacts:
PART I. ESTABLISHING SEPARATE ACHIEVEMENT AND GROWTH GRADES
SECTION 1.1. G.S. 115C‑12(9)c1. reads as rewritten:
"c1. To issue an annual
"report card" for the State and for each local school administrative
unit, assessing each unit's efforts to improve student performance based on the
growth in performance of the students in each school and taking into account
progress over the previous years' level of performance and the State's
performance in comparison with other states. This assessment shall take into
account factors that have been shown to affect student performance and that the
State Board considers relevant to assess the State's efforts to improve student
performance. As a part of the annual "report card" for each local
school administrative unit, the State Board shall award, in accordance with
G.S. 115C‑83.15, an overall numerical school achievement,
growth, andachievement and school growth performance scorescores
on a scale of zero to 100 and aseparate corresponding performance
letter gradegrades of A, B, C, D, or F for both the school
achievement and school growth earned by each school within the local school
administrative unit. The school performance score and gradescores and
grades shall reflect student performance on annual subject‑specific
assessments, college and workplace readiness measures, and promotion
and graduation rates.rates, and student progress in achieving
English language proficiency. For schools serving students in any grade
from kindergarten to eighth grade, separate performance scores and grades shall
also be awarded based on the school performance in reading and mathematics
respectively. The annual "report card" for schools serving students
in third grade also shall include the number and percentage of third grade
students who (i) take and pass the alternative assessment of reading
comprehension; (ii) were retained in third grade for not demonstrating reading
proficiency as indicated in G.S. 115C‑83.7(a); and (iii) were exempt
from mandatory third grade retention by category of exemption as listed in
G.S. 115C‑83.7(b). The annual "report card" for high
schools shall also include measures of Advanced Placement course participation
and International Baccalaureate Diploma Programme participation and Advanced
Placement and International Baccalaureate examination participation and
performance."
SECTION 1.2. G.S. 115C‑47(58) reads as rewritten:
"(58) To Inform the Public
About the North Carolina School Report Cards Issued by the State Board of
Education. Each local board of education shall ensure that the report card
issued for it by the State Board of Education receives wide distribution to the
local press or is otherwise provided to the public. Each local board of
education shall ensure that the overall school performance scorescores
and gradegrades earned by each school in the local school
administrative unit for the current and previous four school years isare
prominently displayed on the Web site of the local school administrative unit.
If any school in the local school administrative unit is awarded a grade of D
or F, the local board of education shall provide notice of the grade in writing
to the parent or guardian of all students enrolled in that school."
SECTION 1.3. G.S. 115C‑83.15 reads as rewritten:
"§ 115C‑83.15. School achievement, growth, performance scores, and grades.
(a) School Scores and
Grades. The State Board of Education shall award school achievement,
growth, and performanceachievement and growth scores and an associated
performance gradegrades as required by G.S. 115C‑12(9)c1.,
and calculated as provided in this section. The State Board of Education shall
enter all necessary data into the Education Value‑Added Assessment System
(EVAAS) in order to calculate school performance scores and grades.
(b) Calculation of the
School Achievement Score. In calculating the overall school achievement score
earned by schools, the State Board of Education shall total the sum of points
earned by a school on as follows:
(1) For schools serving any students in kindergarten through eighth grade, the State Board shall assign points for all of the following indicators that are measured for that school:
a. (1) One point for
each percent of students who score at or above proficient on annual assessments
for mathematics in grades three through eight.
b. (2) One point for each percent of students
who score at or above proficient on annual assessments for reading in grades
three through eight.
c. (3) One point for each percent of students
who score at or above proficient on annual assessments for science in grades
five and eight.
d. One point for each percent of students who progress in achieving English language proficiency on annual assessments in grades three through eight.
e. One point for each percent of students who are promoted from the third grade to the fourth grade within four years of a student entering kindergarten.
f. One point for each percent of students who are promoted from the eighth grade to the ninth grade within three years of entering sixth grade.
(2) For schools serving any students in ninth through twelfth grade, the State Board shall assign points for all of the following indicators that are measured for that school:
a. (4) One point for each percent of students
who score at or above proficient on the Algebra I or Integrated Math I end‑of‑course
test.
b. (5) One point for each percent of students
who score at or above proficient on the English II end‑of‑course
test.
c. (6) One point for each percent of students
who score at or above proficient on the Biology end‑of‑course test.
d. (7) One point for each percent of students
who complete Algebra II or Integrated Math III with a passing grade.
e. One point for each percent of students who graduate within four years of entering high school.
f. One point for each percent of students who progress in achieving English language proficiency.
g. (8) One point for each percent of students
who achieve the minimum score required for admission into a constituent
institution of The University of North Carolina on a nationally normed test of
college readiness.
h. (9) One point for each percent of students
enrolled in Career and Technical Education courses who meet the standard when
scoring at Silver, Gold, or Platinum levels on a nationally normed test of
workplace readiness.
(10) One pointfor each percent of students who graduate
within four years of entering high school.
In calculating the overall school achievement score earned by schools, the State Board of Education shall (i) use a composite approach to weigh the achievement elements based on the number of students measured by any given achievement element and (ii) proportionally adjust the scale to account for the absence of a school achievement element for award of scores to a school that does not have a measure of one of the school achievement elements annually assessed for the grades taught at that school. The overall school achievement score shall be translated to a 100‑point scale and used for school reporting purposes as provided in G.S. 115C‑12(9)c1., 115C‑218.65, 115C‑238.66, and 116‑239.8.
(c) Calculation of the School Growth Score. Using EVAAS, the State Board shall calculate the overall growth score earned by schools. In calculating the total growth score earned by schools, the State Board of Education shall weight student growth on the achievement indicators as provided in subsection (b) of this section that have available growth values. The numerical values used to determine whether a school has met, exceeded, or has not met expected growth shall be translated to a 100‑point scale and used for school reporting purposes as provided in G.S. 115C‑12(9)c1., 115C‑218.65, 115C‑238.66, and 116‑239.8.
(d) Calculation of the School
Performance Scores and Grades.Grades for School Achievement and School
Growth. The State Board of Education shall use EVAAS to calculate the
school performance score by adding the school achievement score, as provided in
subsection (b) of this section, and the school growth score, as provided in
subsection (c) of this section, earned by a school. The school achievement
score shall account for eighty percent (80%), and the school growth score shall
account for twenty percent (20%) of the total sum. If a school has met expected
growth and inclusion of the school's growth score reduces the school's
performance score and grade, a school may choose to use the school achievement
score solely to calculate the performance score and grade. For all schools,
the total school performance score for school achievement, as
provided in subsection (b) of this section, and the score for school growth, as
provided in subsection (c) of this section, shall each be converted by
the State Board of Education to a 100‑point scale and used to
determine atwo separate school performance gradegrades,
one for school achievement and one for school growth, based on the
following scale:
(1) A school performance score
of at least 90 is equivalent to an overalla school performance
grade of A.
(2) A school performance score
of at least 80 is equivalent to an overalla school performance
grade of B.
(3) A school performance score
of at least 70 is equivalent to an overalla school performance
grade of C.
(4) A school performance score
of at least 60 is equivalent to an overalla school performance
grade of D.
(5) A school performance score
of less than 60 points is equivalent to an overall a school
performance grade of F.
(e) Elementary and Middle School Reading and Math Achievement Scores. For schools serving students in kindergarten through eighth grade, the school achievement scores in reading and mathematics, respectively, shall be reported separately on the annual school report card provided under G.S. 115C‑12(9)c1., 115C‑218.65, 115C‑238.66, and 116‑239.8.
(f) Indication of Growth.
In addition to awarding the overall school scores for achievement, growth,
and performance and the performance grade,achievement and growth and
associated performance grades, using EVAAS, the State Board shall designate
that a school has met, exceeded, or has not met expected growth. The
designation of student growth shall be clearly displayed in the annual school
report card provided under G.S. 115C‑12(9)c1., 115C‑218.65,
115C‑238.66, and 116‑239.8."
SECTION 1.4. Part 1B of Article 8 of Chapter 115C of the General Statutes is amended by adding a new section to read:
"§ 115C‑83.16. School performance indicators for the purpose of compliance with federal law.
The State Board of Education shall use the school achievement score to satisfy the federal requirement under the Elementary and Secondary Education Act of 1965, as amended by the Every Student Succeeds Act, P.L. 114‑95, to meaningfully differentiate the performance of schools on an annual basis. For the purpose of compliance with federal law, the indicators will be defined as follows:
(1) For schools serving any students in kindergarten through eighth grade, the State Board shall define the indicators as follows:
a. The academic achievement indicator shall include the following measures:
1. Proficiency on annual assessments for mathematics in grades three through eight.
2. Proficiency on annual assessments for reading in grades three through eight.
b. The other academic indicator shall include the following measures:
1. Proficiency on annual assessments for science in grade five.
2. Proficiency on annual assessments for science in grade eight.
c. The English language proficiency indicator shall be the percentage of students who progress in achieving English language proficiency on annual assessments in grades three through eight.
d. The school quality and student success indicator shall include the following measures:
1. The rate of promotion from the third grade to the fourth grade within four years of a student entering elementary school.
2. The rate of promotion from the eighth grade to the ninth grade within three years of a student entering sixth grade.
(2) For schools serving any students in ninth through twelfth grade, the State Board shall define the indicators as follows:
a. The academic achievement indicator shall include the following measures:
1. Proficiency on the Algebra I or Integrated Math I end‑of‑course test.
2. Proficiency on the English II end‑of‑course test.
b. The graduation rate indicator shall be the percentage of students who graduate within four years of entering high school.
c. The English language proficiency indicator shall be the percentage of students who progress in achieving English language proficiency.
d. The school quality and student success indicator shall include the following measures:
1. Proficiency on the Biology end‑of‑course test.
2. The percentage of students who achieve the minimum score required for admission into a constituent institution of The University of North Carolina on a nationally normed test of college readiness.
3. The percentage of students enrolled in Career and Technical Education courses who meet the standard when scoring at Silver, Gold, or Platinum levels on a nationally normed test of workplace readiness."
PART II. CONFORMING CHANGES
SECTION 2.1. G.S. 115C‑105.37(a) reads as rewritten:
"(a) Identification of Low‑Performing Schools. The State Board of Education shall identify low‑performing schools on an annual basis. Low‑performing schools are those that receive a school achievement performance grade of D or F and a school growth score of "met expected growth" or "not met expected growth" as defined by G.S. 115C‑83.15."
SECTION 2.2. G.S. 115C‑218.65 reads as rewritten:
"§ 115C‑218.65. North Carolina School Report Cards.
A charter school shall ensure that
the report card issued for it by the State Board of Education receives wide distribution
to the local press or is otherwise provided to the public. A charter school
shall ensure that the overall school performance scorescores
and gradegrades earned by the charter school for the current and
previous four school years is prominently displayed on the school Web site. If
a charter school is awarded a grade of D or F, the charter school shall provide
notice of the grade in writing to the parent or guardian of all students
enrolled in that school."
SECTION 2.3. G.S. 115C‑238.66(11) reads as rewritten:
"(11) North Carolina School
Report Cards. A regional school shall ensure that the report card issued for
it by the State Board of Education receives wide distribution to the local
press or is otherwise provided to the public. A regional school shall ensure
that the overall school performance scorescores and gradegrades
earned by the regional school for the current and previous four school years is
prominently displayed on the school Web site. If a regional school is awarded a
grade of D or F, the regional school shall provide notice of the grade in
writing to the parent or guardian of all students enrolled in that
school."
SECTION 2.4. G.S. 116‑239.8(14) reads as rewritten:
"(14) North Carolina school
report cards. A lab school shall ensure that the report card issued for it by
the State Board of Education receives wide distribution to the local press or
is otherwise provided to the public. A lab school shall ensure that the
overall school performance scorescores and gradegrades
earned by the lab school for the current and previous four school years is
prominently displayed on the school Web site. If a lab school is awarded a
grade of D or F, the lab school shall provide notice of the grade in writing to
the parent or guardian of all students enrolled in that school."
SECTION 2.5. Notwithstanding G.S. 115C‑83.15(d), as amended by this act, for the 2017‑2018 school year and 2018‑2019 school year only, for all schools, the score for school achievement and the score for school growth shall each be converted by the State Board of Education to a 100‑point scale and used to determine two separate school performance grades, one for school achievement and one for school growth, based on the following scale:
(1) A score of at least 85 is equivalent to a school performance grade of A.
(2) A score of at least 70 is equivalent to a school performance grade of B.
(3) A score of at least 55 is equivalent to a school performance grade of C.
(4) A score of at least 40 is equivalent to a school performance grade of D.
(5) A score of less than 40 is equivalent to a school performance grade of F.
SECTION 2.6. Section 8.19 of S.L. 2016‑94 reads as rewritten:
"SECTION 8.19. Notwithstanding G.S. 115C‑83.15(d),
for the 2016‑2017 school year, the 2017‑2018 school year, and
the 2018‑2019 school year only, for all schools the total school
performance score shall be converted to a 100‑point scale and used to
determine a school performance grade based on the following scale:
(1) A school performance score of at least 85 is equivalent to an overall school performance grade of A.
(2) A school performance score of at least 70 is equivalent to an overall school performance grade of B.
(3) A school performance score of at least 55 is equivalent to an overall school performance grade of C.
(4) A school performance score of at least 40 is equivalent to an overall school performance grade of D.
(5) A school performance score of less than 40 is equivalent to an overall school performance grade of F."
PART III. EFFECTIVE DATE
SECTION 3. This act is effective when it becomes law. Sections 1.1 through 2.3 of this act apply beginning with the 2017‑2018 school year.