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SOA
Standards of Accreditation
SQI
School Quality Indicators:
Elementary and middle schools are evaluated on the following indicators:
Achievement:
•
Overall proficiency and growth in English reading/writing achievement (including progress of
English learners toward English-language proficiency)
•
Overall proficiency and growth in mathematics
•
Overall proficiency in science
Achievement Gaps:
•
English achievement gaps among student groups
•
Mathematics achievement gaps among student groups
Student Engagement
•
Absenteeism
High schools are evaluated on the following school-quality indicators:
Achievement:
•
Overall proficiency in English reading/ writing and progress of English learners toward English-
language proficiency
•
Overall proficiency in mathematics
•
Overall proficiency in science
Achievement Gaps:
•
English achievement gaps among student groups
•
Mathematics achievement gaps among student groups
Student Engagement
•
Graduation and completion, Dropout rate, Absenteeism
•
College, career and civic readiness (effective 2021-2022)
Student Growth
The change in student achievement for an individual student between two or more points in time, defined
as—
For grades and subjects in which assessments are required under ESEA section 1111(b)(3): (1) a student's
score on such assessments and (2) other measures of student learning, such as those described in the
second bullet, provided they are rigorous and comparable across schools within an LEA.
For grades and subjects in which assessments are not required under ESEA section 1111(b)(3): alternative
measures of student learning and performance, such as student results on pre-tests, end-of-course tests,
and objective performance-based assessments; performance against student learning objectives; student
performance on English language proficiency assessments; and other measures of student achievement that
are rigorous and comparable across schools within an LEA.
Student-Level
Data
Demographic, performance, and other information that pertains to a single student but cannot be attributed
to a specific student.
Student
Performance
Data
Information about the academic progress of a single student, such as formative and summative assessment
data, coursework, instructor observations, information about student engagement and time on task, and
similar information.
Subgroup
Each category of students identified under ESEA section 1111(b)(2)(C)(v)(II).
Systematic
Instruction
A carefully planned sequence for instruction. The plan for instruction that is systematic is carefully thought
out, builds upon prior learning, is strategic building from simple to complex, and is designed before activities
and lessons are planned.
TA
Technical Assistance - specialized training, cross functional communication, or support designed to assist
participants in acquiring skills or knowledge needed to operate more effectively and bridge gaps among
research, policy, and practice.
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