High School-Level Accountability

High School-Level Accountability


This database provides 50-state information on the indicators, notifications/supports, sanctions and rewards established in state policy in response to federal and state-level accountability initiatives. Policies relate to high school-level (not district-level) accountability.

This database seeks to address the following questions:

1. Indicators

1A . What indicators/measures of quality does the state use to determine high school performance?

Although all states include graduation rate as an indicator, only one state includes college remediation.

1B. What indicators/measures are used for reporting purposes?

Six states report on school safety issues, and one reports on college remediation rate for high schools.

Information on why this issue matters is available through this link.

2. Notification and Supports

2A. Is the state required to provide written warning?

Currently, 33 states provide written warning to low-performing schools.

2B. Is the state or other entity required to provide technical assistance?

Forty-nine states make provisions for technical assistance.

2C. Is the state required to provide additional funding to a low-performing school?

At this time, seven states provide additional funding to a low-performing school.

2D. Is the low-performing school required to create and implement an improvement plan?

Forty-four states require low-performing schools to create and implement an improvement plan.

2E. Is another entity, such as the state, required to create an improvement plan for a low-performing school?

Twenty-seven states and the District of Columbia hold the low-performing school responsible for developing the initial improvement plan. If the school continues to be low-performing, ten states require another entity to create an improvement plan and eight states require another entity to assist in the developent of an improvement plan. Five states require the state, the district or the county board to create the plan.

Information on why this issue matters is available through this link.

3. Sanctions

3A. Does the state have the authority to place a school on probation?

Currently, 19 states have this authority.

3B. Does the state have the authority to remove a low-performing school's accreditation?

Twenty-two states have the authority to remove accreditation.

3C. Does the state have the authority to reconstitute staff?

At present, 43 states can use reconstitution in an effort to not only raise student achievement but also to improve the climate of the school.

3D. Does the state have the authority to reopen the school as a public charter school?

Twenty-two states allow low-performing schools to be closed and reopened as public charter schools.

3E. Does the state have the authority to take over the school?

Twenty-nine states are able to take over a low-performing school.

3F. Does the state have the authority to contract with an outside entity to operate the school?

Currently, 32 states and the District of Columbia have this authority.

3G. Can the state require some other major restructuring?

Twenty-eight states authorize some other form of major restructuring.

Information on why this issue matters is available through this link.

4. Rewards

4A. Does the state reward high-performing schools?

Thirty-nine states currently reward high-performance, and one state is developing a rewards program.

4B. Are the school rewards monetary or nonmonetary?

Sixteen states are have both monetary and nonmonetary rewards.

4C. Are reward recipients school and/or staff?

Schools receive the reward in 33 states, while both schools and staff receive the rewards in four states.

4D. Can school rewards be used for staff bonuses?

Only eight states allow the school reward to be used for staff bonuses.

4E. Are school rewards based on absolute performance or school improvement?

Ten states base the reward on school improvement, and 11 states base the reward on school improvement. Eighteen states base the reward either on school improvement or absolute performance.

Information on why this issue matters is available through this link.

Methodology:
Policies were collected from state statutes, recently enacted legislation (session laws), and rules and regulations. Where necessary, statewide initiatives created outside of policy were collected from state education agencies. The information will be updated as changes occur.

Last updated:
August 2008

Research was conducted by Melodye Bush. Please contact Jennifer Dounay Zinth at 303-299-3689 or jdounay@ecs.org with comments or questions about this database.



Maine

Indicators for High School Accountability
What indicators/measures of quality does the state use to determine high school performance?
  • Maine Educational Assessment results in reading, writing and math
  • Participation rate
  • Graduation/completion rate.
What indicators/measures are used for reporting purposes?
  • Assessment data on all students enrolled in the grades tested in the district as a whole and in the grades tested in each school served by the district. Data is to be from the reading, math and science assessments and must include:

    • Percentage of students tested disaggregated by subgroups of major racial and ethnic groups, students with disabilities, limited English, economically disadvantaged, migrant and gender
    • Student achievement at each level disaggregated by the same subgroups
    • Information comparing student test scores compared to students in other schools in the district and in the state as a whole
    • Most recent two year trend data in student achievement in each grade and each subject area
  • Accountability data used in make adequate yearly progress determinations, including graduation rates for high schools disaggregated by the same subgroups
  • District information for the following three components:

    • Professional qualifications of all secondary school teachers
    • Percentage of secondary school teachers teaching with emergency or provisional credentials
    • Percentage of classes taught by highly qualified teachers in the aggregate and disaggregated by high-poverty compared to low-poverty schools which, for this purpose, means schools in the top quartile of poverty and the bottom quartile of poverty in the state.

Sources Indicators:  ME. REV. STAT. ANN. tit 20-A CH. 3 SEC. 256; ME. CODE R. Sec. 5. 05-071-125, ME. DEPT. OF EDUCATION, Standards and Assessment
Notification and Supports for Low-Performing High Schools
State required to provide written warning? Yes
State or other entity required to provide technical assistance? Yes, once the need has been identified, the commissioner assigns a team with expertise in the areas of need  to assist the unit in planning for improved student performance, for a period of not less than one year.
State required to provide additional funding to low-performing school? No
Low-performing school required to create and implement improvement plan? Yes
Does another entity, such as the state, have to create an improvement plan for a low-performing school? No
Sources Notification: CODE ME. R. §§ 05-071 CH. 138, 05-071 CH. 127
Sanctions for Low-Performing High Schools
Does the state have the authority to place a school on probation? No
Does the state have the authority to remove a low-performing school's accreditation? Yes
Does the state have the authority to reconstitute staff? Yes
Does the state have the authority to reopen the school as a public charter school? No
Does the state have the authority to take over the school? No
Does the state have the authority to contract with an outside entity to operate the school? No
Can the state require some other major restructuring? No
Sources Sanctions: CODE ME. R. §§ 05-071 CH. 125, SECTIONS 13 AND 14, §05-071 CH. 127, Maine Department of Education LEA and School Improvement Responsibilities Under NCLB - Fact Sheet
Rewards
Does the state reward high-performing schools? Yes
School rewards monetary or nonmonetary? Unclear
Are reward recipients school and/or staff? Schools
Can school rewards be used for staff bonuses? No
Are school rewards based on absolute performance or school improvement? Two rewards, one based on absolute performance and the other on school improvement
Sources Rewards:  CODE ME. R. § 05-071-125

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