The New York State Education Department has recently released the accountability status of all schools in the state under the Every Student Succeeds Act (ESSA). In the new system, which replaces No Child Left Behind, every school in the state receives one of four designations that are based on student performance.
In the Gloversville Enlarged School District, the three elementary schools have been listed as being in “Good Standing”, with Kingsborough making the positive move off the list of schools in need of improvement.
“We should celebrate the strides we have made in improving student achievement,” Superintendent David Halloran said. “However, much more work still needs to be done district-wide, including addressing chronic absenteeism.”
Both secondary schools in the GESD have been noted by the state as needing improvement.
While graduation rates have continued to improve in recent years, Gloversville High School has been designated as a “Targeted Support and Improvement School” because work needs to be done to ensure the success of special education students.
In March, a district-led review of special education services at the high school will be looking at academic programming, instructional practices and how resources are allocated.
Gloversville Middle School has been named a “Comprehensive Support and Improvement School.” This means that improvement needs to be made in math, science, and ELA for all students. Administrators are already working with a state-led review team that will collaborate with teachers, parents, and students to develop and implement a detailed improvement plan.
All public schools in New York state are given one of the following designations:
- Recognition School: A school that is high-performing or rapidly improving. The anticipated release of Recognition School designations is the spring of 2019.
- School in Good Standing: A school that does not have any underperforming student subgroups.
- Targeted Support and Improvement School (TSI): TSI schools have at least one low-performing subgroup.
- Comprehensive Support and Improvement School (CSI): CSI schools either have an “all students” subgroup with underperformance in the bottom 5 percent of all schools in the state, a four-year graduation rate below 67 percent.
ESSA considers students’ performance in each of the following categories:
- Composite Performance: This is a measure of how well elementary and middle school students are performing on the state’s English Language Arts (ELA), math and science exams. For high schools, it is a measure of student performance in ELA, math, science and social studies exams.
- Student Growth: This is a measure of student improvement on statewide assessments in ELA and math for students in grades 3-8. Scores are compared to similar scores in the prior year(s).
- Academic Progress: This is measured by looking at progress on ELA and math state assessments against the long-term and short-term goals assigned by the state.
- Graduation Rates: This indicator is a measure of the four-, five-, and six-year cohort graduation rates, compared to the long-term and short-term goals assigned by the state.
- English Language Proficiency: This indicator measures the progress of English Language Learners (ELLs) in meeting their individual goals on the New York State English as a Second Language Achievement Test (NYSESLAT).
- Chronic Absenteeism: Chronic Absenteeism is determined by comparing the percentage of students who miss 10 percent or more days of instruction against long-term goals and short-term goals set by the state for each school/district.
- College, Career, and Civic Readiness (CCCR): The College, Career and Civic Readiness indicator is determined by the percentage of students who leave school prepared for college, career and civic readiness. The number of diplomas, credentials, advanced course credits and enrollments a school has, as well as the number of careers and technical education certifications, compared in long-term and short-term goals are factored into the school’s score.