Additional information on the DA criteria can be found in Attachment 3 of Revised Item 02.
Teacher Assignment Data
After the SBE approved the teacher assignment definitions for the ESSA State Plan, the California Commission on Teacher Credentialing (CTC) and CDE worked to bring their data sets together for the creation of the Teaching Assignment Monitoring Outcome Reports. These data sets were released on DataQuest on June 30, 2022.
In 2019, Senate Bill 75 (Chapter 51, Statutes of 2019) updated Education Code Section 52064.5 to require that “no later than January 31, 2021, local indicators shall reflect school-level data to the extent the department collects or otherwise has access to relevant and reliable school-level data for all schools statewide.”
Based on this language, CDE reviewed the local indicators and determined that one data point from Priority 1 – Basics: Teachers, Instructional Materials, Facilities – related to the assignment of teachers, met the criteria of SB 75. However, because two years of data are needed to publish within local indicators, the Board approved adding a link to the published DataQuest reports within the Dashboard rather than illustrating it directly on the Dashboard.
Additional information on the inclusion of teacher assignment data can be found in Attachment 4 of Revised Item 02.
CAASPP California Science Test (CAST)
In March 2022, the SBE requested that CDE review options for reporting science results on the Dashboard for informational purposes. At the September meeting, CDE presented the Board with some options for consideration. After some discussion, the Board determined that given educators and students are still adjusting to the California Next Generation Science Standards and since multiple years of test data are needed before adding CAST to the Dashboard can be evaluated, the Board approved inclusion of a link on the Dashboard to the science results that is supported through the CAASPP website.
Additional information on CAST and the Dashboard can be found in Attachment 5 of Revised Item 02.
The look of the 2022 Dashboard will be slightly different than in previous years. Status only will be reported for all state and local indicators with the exception of the College/Career Indicator which will not be reported at all. Status will be illustrated in one color (likely purple) and will look like “cell phone bars.”
In addition, CDE has created several resources for the field, including a 2022 Dashboard Toolkit. Additional information on all the aforementioned items related to the Dashboard can be found in the staff presentation as well as here: Revised Item 02.
Dashboard Alternative School Status (DASS)
During the development of the Dashboard, concerns were raised that the new accountability system did not fairly evaluate the success or progress of alternative schools that serve high-risk students.
So, in 2017, CDE developed indicators for alternative schools that evaluate the success and progress of these schools based on the LCFF state priorities and accountability requirements in ESSA. The intent wasn’t to develop a separate accountability system but rather to include "modified metrics" for indicators on the Dashboard that fairly evaluate and support alternative schools and their progress. Modified metrics were developed for the Graduation Rate Indicator, the College/Career Indicator, and the Academic Indicator; however, DASS schools are held accountable on all state indicators.
In 2020, the federal Department of Education (ED) informed the state that two of the modified methods used for DASS, establishing different cut scores for the Academic Indicator and use of a one-year graduation rate, were not permissible. Since that time, California has been in discussion with ED on how the state might be able to continue utilizing the modified metrics.
Unfortunately, on July 27, 2022, ED declined California’s waiver request that would allow for the continued use of the two modified methods, stating that the waiver did not “sufficiently demonstrate how the request will advance student academic achievement.”
This denial will require DASS schools to receive the 4-year cohort rate on the Graduation Indicator and to be held to the same cut scores on the five-by-five performance level grid as non-DASS schools. It will also impact DASS schools with respect to Comprehensive Support and Improvement and Additional Targeted Support and Improvement eligibility determinations.
Representatives from CDE and the SBE met with ED earlier this month to discuss options for moving forward. They will continue to have conversations but, given the proximity of the end of the year, the Board needed to take action for the 2022 Dashboard.
At the hearing, the Board approved the following short-term options for the 2022 Dashboard:
- Continuing to report modified methods AND non-modified methods on the Dashboard
- Labeling DASS schools that meet the eligibility for CSI low graduation rate or low performance as a DASS Community of Practice to distinguish the uniqueness of these schools and the students served
- Developing differentiated improvement activities for schools that predominantly serve students returning to education after having exited secondary school without a regular high school diploma or who, based on their grade or age, are significantly off track to accumulate sufficient academic records to meet high school graduation requirements.
The Board also delegated authority to CDE, subject to approval of the SBE Executive Director to engage in discussions with ED per SBE’s direction to resolve issues prior to release of the 2022 California School Dashboard.
For the 2023 Dashboard and beyond, California will explore the following flexibilities:
- Use of multi-year (or extended-year) graduation rates for the Graduation Rate Indicator
- Use of multi-year (or extended-year) Graduation Rate Indicator for CSI Low Graduation Rate eligibility determinations
- For CSI lowest-performing, determine 5 percent of Title I schools by school type (i.e., elementary, middle, high, and alternative high schools)
- Explore excluding students who have not attended the same school within a local educational agency for at least half of a school year from the state indicators (except the Graduation Rate indicator). Note: the performance of such students must be included for purposes of reporting on the State and local report cards.
- Explore differentiated funding allocations for schools determined eligible for support (i.e., based on enrollment, school type, etc.)
Additional information on this item can be found in the staff presentation as well as here: Item 03.
California Assessment of Student Performance and Progress System
California Alternate Assessment (CAA) for Science
The Board approved the State Superintendent of Public Instruction’s proposed threshold scores listed below: