Top-to-Bottom Ranking & Priority/Focus/Reward Designations

Top-to-Bottom Ranking &Priority/Focus/RewardDesignationsUnderstanding the

How Is the Top to Bottom Ranking CalculatedFor grade 3-8 reading and mathematics

Two-Year Average Standardized Student Scale (Z) ScoreTwo-Year Average Performance Level Change IndexTwo-Year Average Bottom 30% - Top 30%Z-Score GapSchool AchievementZ-ScoreSchool Performance Level ChangeZ-ScoreSchool Achievement Gap Z-ScoreSchool ContentArea Index1/21/41/4Content Index Z-score

How do we get Standardized Scale Scores for Each Student?Step #1: Take each students score on the test they took and compare that score to the statewide average for students who took that same test in the same grade and yearThis creates a student-level z-score for each student in each content areaCompareMEAP to MEAPMEAP-Access to MEAP-AccessMME to MMEMI-AccessParticipation to ParticipationSupported Independence to Supported IndependenceFunctional Independence to Functional Independence

What do we do with those Standardized Scores?Step #2: Once each student has a z-score for each content area (based on the test they took), we take all of the students in a each school, and rank order the students within the school.Z-scores will have come from different tests, and compare students to statewide average for that grade, test, and subjectBut they can now be combined for the schoolStep #3: Add up all z-scores and take the average. This is now the average standardized student scale score.Step #4: Define the top and bottom 30% subgroups, based on that rank ordering.

StudentTest Taken Z-scoreTommyMi-Access, Participation2.5SallyMEAP2.0MauraMI-Access, SI1.9FredMEAP1.5IchabodMEAP-Access1.0FreudMEAP0.8MaybelleMI-Access, FI0.7DestinyMEAP0.5HaroldMEAP-0.2BickfordMI-Access, FI-0.5TalledagaMEAP-Access-0.7FrancineMEAP-1.2JoeyMEAP-1.9WilliamMEAP-2.2

Average Z-score (average standardized student scale score): 0.28(sum all z-scores, divide by 14)


Top 30% Bottom 30%


How Is the Top to Bottom Ranking Calculated?For grade 3-8 reading and mathematics

Two-Year Average Standardized Student Scale (Z) ScoreTwo-Year Average Performance Level Change IndexTwo-Year Average Bottom 30% - Top 30%Z-Score GapSchool AchievementZ-ScoreSchool Performance Level ChangeZ-ScoreSchool Achievement Gap Z-ScoreSchool ContentArea Index1/21/41/4Content Index Z-score

What is Important to Show Schools?For grade 3-8 reading and mathematics

Two-Year Average Standardized Student Scale (Z) ScoreTwo-Year Average Performance Level Change IndexTwo-Year Average Bottom 30% - Top 30%Z-Score GapSchool AchievementZ-ScoreSchool Performance Level ChangeZ-ScoreSchool Achievement Gap Z-ScoreSchool ContentArea Index1/21/41/4Content Index Z-scoreStep #1: AchievementHow well did the school do in that subject? Positive number = better than averageNear zero = averageNegative number = worse than average

What is Important to Show Schools?For grade 3-8 reading and mathematics

Two-Year Average Standardized Student Scale (Z) ScoreTwo-Year Average Performance Level Change IndexTwo-Year Average Bottom 30% - Top 30%Z-Score GapSchool AchievementZ-ScoreSchool Performance Level ChangeZ-ScoreSchool Achievement Gap Z-ScoreSchool ContentArea Index1/21/41/4Content Index Z-scoreStep #2: ImprovementIs the school improving in that subject?Positive number = greater rate of improvement than averageNear zero = average improvementNegative = slower rate of improvement than average; can also mean they are declining

For grade 3-8 reading and mathematics

Two-Year Average Standardized Student Scale (Z) ScoreTwo-Year Average Performance Level Change IndexTwo-Year Average Bottom 30% - Top 30%Z-Score GapSchool AchievementZ-ScoreSchool Performance Level ChangeZ-ScoreSchool Achievement Gap Z-ScoreSchool ContentArea Index1/21/41/4Content Index Z-scoreWhat is Important to Show Schools?Raw value is also meaningful:Positive number: More students improving than decliningNegative number: More students declining than improving


Two-Year Average Standardized Student Scale (Z) ScoreTwo-Year Average Performance Level Change IndexTwo-Year Average Bottom 30% - Top 30%Z-Score GapSchool AchievementZ-ScoreSchool Performance Level ChangeZ-ScoreSchool Achievement Gap Z-ScoreSchool ContentArea Index1/21/41/4Content Index Z-scoreWhat is Important to Show Schools?Step #3: Achievement GapIs the gap in that subject between top 30% and bottom 30%:(positive number) = smaller gap than average(negative number) = larger gap than average(near zero) = average gap

Once you have Looked at each Component, Discuss:Whats the overall pattern?Low achievement? Declining achievement?Large gaps?Where are the actionable areas?Which subjects need the most attention?Is everyone doing poorly (small gap, low achievement) or are some students doing well and others falling behind (decent achievement, but large gap)


Two-Year Average Standardized Student Scale (Z) ScoreTwo-Year Average Performance Level Change IndexTwo-Year Average Bottom 30% - Top 30%Z-Score GapSchool AchievementZ-ScoreSchool Performance Level ChangeZ-ScoreSchool Achievement Gap Z-ScoreSchool ContentArea Index1/21/41/4Content Index Z-scoreFocus Schools Reward Schools (for improvement)What is Important to Show Schools?

Weighted Performance Level Change (PLC)A weighted composite of individual student performance level change is used to calculate improvement in grades 3-8 reading and mathematics

Rewards large improvements more heavily, rewards maintenance of proficiency if a student was already proficient

Previous ProficiencySignificant DeclineDeclineMaintainImprovementSignificant ImprovementNot Previously Proficient-2-1012Previously Proficient-2-1112

How is the Top-to Bottom Ranking Calculated?For science, social studies, writing, and grade 11 all tested subjects

Two-Year Average Standardized Student Scale (Z) ScoreFour-Year Achievement Trend SlopeTwo-Year Average Bottom 30% - Top 30%Z-Score GapSchool AchievementZ-ScoreSchool Performance Achievement TrendZ-ScoreSchool Achievement Gap Z-ScoreSchool ContentArea Index1/21/41/4Content Index Z-score

How is the Top-to-Bottom Ranking Calculated?For graduation rate

Two-Year Average Graduation RateFour-Year Graduation Rate Trend SlopeSchool Graduation Rate Z-ScoreSchool Graduation Rate TrendZ-ScoreSchool Graduation Rate Index2/31/3Grad Index Z-score

How is the Top-to-Bottom Ranking Calculated?Calculating a four-year slope (e.g., graduation rate)

Plot the schools graduation rate for the last four yearsPlot a linear regression line through the pointsCalculate the slope of the line (gives the schools annual improvement rate)

How is the Top-to-Bottom Ranking Calculated?Calculating a four-year slope (e.g., graduation rate)

Plot the schools graduation rate for the last four yearsPlot a linear regression line through the pointsCalculate the slope of the line (gives the schools annual improvement rate)Slope = 2.3%

How is the Top-to-Bottom Ranking Calculated?Calc an overall rank for a school with a grad rate

School Graduation Rate Std IndexSchool Mathematics Std IndexSchool Reading Std IndexSchool Science Std IndexSchool Social Studies Std IndexSchool Writing Std IndexOverall Standardized School Index18%18%18%18%18%10%Overall School Percentile Rank

How is the Top-to-Bottom Ranking Calculated?Calculating an overall ranking for a school without a graduation rate

School Mathematics Std IndexSchool Reading Std IndexSchool Science Std IndexSchool Social Studies Std IndexSchool Writing Std IndexOverall School Standardized Index20%20%20%20%20%Overall School Percentile RankLook at each subject index. Help schools understand which subjects are strong/weak for them.Positive number: better than averageNegative number: below averageNear zero: near average

How is the Top-to-Bottom Ranking Calculated?Calculating an overall ranking for a school without a graduation rate and without a writing score

School Mathematics IndexSchool Reading IndexSchool Science IndexSchool Social Studies IndexOverall School Standardized Index25%25%25%25%Overall School Percentile Rank

Which years of data are in the ranking?

For elementary and middle schoolsMichigan tests in the fall.These fall tests reflect the learning of students in the previous school year.

Fall 2011 TestingFall 2010 TestingFall 2009 TestingFall 2008 TestingSY 2009-2010SY 2010-2011SY 2011-2012

For High SchoolsMichigan tests in the springThe spring test (MME and MI-Access) measures what students have learned from grades 9, 10 and grade 11 prior to the MME testing.

What do the 2012 Rankings reflect?For elementary/middle schools:

MEAP and MI-Access tests from fall 2011

For high schools:

MME and MI-Access tests from spring 2012

Resources AvailableList of all schools and their rankingIndividual school look-up to see school-specific resultsOverview presentation with voice overFAQBusiness rules by which the rankings were calculatedComplete data file and validation file

You can access these resources at www.mi.gov/ttb

You can also request individual assistance by calling the Evaluation, Research and Accountability unit at 517-373-1342, or emailing [email protected]

Priority School StatusSchools in the bottom 5% of the Top-to-Bottom Ranking

MDE ensures that the number of schools identified as Priority Schools includes >=5% of the states Title I schools.

MDE will also add schools with a grad rate of

How does a school EXIT Priority School status?For a school to exit priority school status, it has to receive a Green, Lime, Yellow or Orange on the Accountability Scorecard at the close of its third year in the Priority School intervention system. A school must either meet aggressive proficiency targets (toward 85% of students proficient by 2022), or must have demonstrated significant improvement.

The proficiency and/or improvement gains must be demonstrated all nine traditional ESEA subgroups as well as in the new bottom 30% subgroup.

How does a school EXIT Priority School status?This means that a priority school who achieves a Green, Lime, Yellow or Orange on the Accountability Scorecard and exits Priority School status has:

Met all interim measurements of progress for priority schools (approved plan, leading and lagging indicators).

Met proficiency and/or improvement targets on average as a school.

Increased the proficiency rate of all traditional subgroups.

Increased the proficiency rate of their very lowest performing students.

Focus School Status10% of Schools with the largest achievement gaps in scale score between the top 30% of students and bottom 30% of students within a school from the Top-to-Bottom Ranking.Focus schools may have high average performance overall, but have a significantly large gap, suggesting struggles addressing low achieving students

The Purpose ofIdentifying Focus SchoolsCritical component to closing achievement gaps within schools and statewide.Highlight where changes in teaching and learning practices need to be undertaken to respond to the learning needs of low-achieving students.These changes are difficult; both accountability and support need to be differentiated.

Focus Schools: Achievement GapsTop-to-Bottom list includes a component that examines the gap in achievement scores between top 30% and bottom 30% of students within a schoolGaps are standardized between all students using a common assessment within a school, and then averaged for the schoolGaps are calculated for all subject areas and combined to form a composite gap

How are Focus Schools Identified?

Average gap is then standardized and ranked among all schools

The 10% of schools with the largest achievement gaps are identified as Focus Schools

Focus Schools: Common Concerns Are Focus Schools only high-achieving schools?

Are Focus Schools only high socioeconomic status schools?

Is the bottom 30% subgroup in Focus Schools actually high performing?

Are schools more likely to be Focus Schools if they have [fill in the blank group] kids?

Focus Schools are NOTJust High Achieving...

Focus Schools are NOT ExclusivelyHigh (or Low) Socioeconomic Status...

Bottom 30% Students are NOT High Achieving ...Across all subject areas and grade levels, the bottom 30% subgroup consistently had average achievement z-score below zero, and most of them are between -0.5 and -1.5. (This example: E/MS Reading) Non-Focus SchoolsFocus Schools

Bottom 30 are Not Dominated by any 1 SubgroupFocus schools have higher concentrations of subgroups in bottom 30% than other schools

Focus Designation vs. AYPAchievement gap between top 30% and bottom 30% of students within a school.

This approach targets ACHIEVEMENT gaps and THEN asks the demographic question.

Methodology detects differences in achievement within subgroups; between subgroups; or with small populations.Limited by the size of groups and demographic status only.

Methodology detects differences in achievement within a subgroup as a whole or as an overall student population

Reward School StatusIdentification as a Reward School results from achieving one or more of the following distinctions:

Being in the top 5% of the Top-to-Bottom RankingBeing in the top 5% of improving schools from the improvement metric in the Top-to-Bottom rankingBeing a school identified as Beating the Odds (BTO).BTO schools will be public following the November 20th State Board Meeting!

Identifying Schools Beating the Odds2 separate studies of schools Beating the Odds using considerably different methodologiesSchools performing above their predicted levels based on these factors:Percent economically disadvantagedPercent students with disabilitiesPercent English language learnersPercent minoritySchools performing above a comparison group of the most demographically similar schools in the stateProvides a strong basis for concluding that these schools are indeed beating odds

What happens once a school is named a Reward School?Receive public recognition for their achievements through a communication to local media.

Have their practices highlighted at conferences and other events, such as MDEs School Improvement Conference.

MDE is seeking other supports for Reward Schools, including increased flexibility in the use of federal grant funds, corporate and philanthropic support, and networking meetings for school leaders and educators.

Summary of Ranking-Related Designations

Were here to [email protected] 877-560-8378, Option 6

*The brackets show how the index is created for reading and mathematics in grades 3-8.As shown at the top left, a standardized scale score is created for each student taking a test. A standardized scale score comes from calculating the student z-score of each student against all students statewide who take the same test in the same grade level in the same year. This assures that each student is compared only to students taking the same type of test in the same year and grade level. The average standardized scale score for each school is then calculated across the two most recent years.Following the arrow to the right, a school achievement z-score is calculated by comparing the schools two-year average standardized scale score to all other schools in the state on that content area. That quantity is then multiplied by to contribute to the overall school index in the content area.As shown in the middle box on the left side of the brackets, a two-year average performance level change index is calculated using scores displayed in the chart on the next slide.

For each the school, the performance level change scores are summed across students and an average is taken to create the two-year average performance level change index. The index for each school is then compared to the rest of the schools in the state to create a school-level performance level change z-score. That z-score is then multiplied by to contribute to the overall school index in the content area.Finally, as shown on the bottom left of Figure 1, a two-year average bottom 30% minus top 30% z-score gap is created by obtaining the average z-scores of the bottom 30% of z-scores in the school and subtracting from that the average of the top 30% of z-scores in the school. This gives a negative number which when compared to all schools in the state assures that schools with the highest achievement gap receive the lowest z-scores as intended. The school z-score for achievement gap is then multiplied by 1/4 to contribute to the overall school index in the content area.

Combining these elements together creates a school content area index. This is then translated into a final z-score, in order to compare that schools content area index to other elementary/middle schools or other high schools. *Why do we do this?Puts all student test scores on a metric that can be combined, regardless of which test they tookAllows us to compare similar students to each other, before we begin to summarize into schools and compare schools to schoolsMeans that we do not rank schools on the percent of students proficient but instead on their average standardized achievement

Key takeaway to share with schools: the students are compared with similar students first, before the school is ranked at all. This helps level the playing field across test types.

NOTE ON NEXT SLIDES: Only use these with a school if you feel it benefits your conversation. They are placed here primarily for your own reference.****Rank order all kids. Find top 30 and average.Find bottom 30 and average.Subtract top number from bottom number to get gap. Always a negative number.

*The brackets show how the index is created for reading and mathematics in grades 3-8.As shown at the top left, a standardized scale score is created for each student taking a test. A standardized scale score comes from calculating the student z-score of each student against all students statewide who take the same test in the same grade level in the same year. This assures that each student is compared only to students taking the same type of test in the same year and grade level. The average standardized scale score for each school is then calculated across the two most recent years.Following the arrow to the right, a school achievement z-score is calculated by comparing the schools two-year average standardized scale score to all other schools in the state on that content area. That quantity is then multiplied by to contribute to the overall school index in the content area.As shown in the middle box on the left side of the brackets, a two-year average performance level change index is calculated using scores displayed in the chart on the next slide.

For each the school, the performance level change scores are summed across students and an average is taken to create the two-year average performance level change index. The index for each school is then compared to the rest of the schools in the state to create a school-level performance level change z-score. That z-score is then multiplied by to contribute to the overall school index in the content area.Finally, as shown on the bottom left of Figure 1, a two-year average bottom 30% minus top 30% z-score gap is created by obtaining the average z-scores of the bottom 30% of z-scores in the school and subtracting from that the average of the top 30% of z-scores in the school. This gives a negative number which when compared to all schools in the state assures that schools with the highest achievement gap receive the lowest z-scores as intended. The school z-score for achievement gap is then multiplied by 1/4 to contribute to the overall school index in the content area.

Combining these elements together creates a school content area index. This is then translated into a final z-score, in order to compare that schools content area index to other elementary/middle schools or other high schools. *How to use this to help schools:

Look at this metric for each available subject (math, reading, writing, science and/or social studies)See if the value in this box is positive (meaning their achievement is above state average for similar schools); near zero (meaning their achievement in that subject is near the state average); or negative (meaning their achievement is below state average in that subject).Help them evaluate in which subjects they have the greatest need. The greater the distance from zero (positive or negative) is meaningfulso if achievement in math is 0.12 and achievement in reading is -0.88, you can interpret that as a school having greater challenges in terms of reading achievement than math achievement.

POSSIBLE SCRIPT:In [insert subject], your school has [better than average, about average, below average] rates of achievement, when compared to other [elementary/middle schools OR high schools].*How to use this to help schools:

Look at this metric for each available subject (math, reading, writing, science and/or social studies)See if the value in this box is positive (meaning their improvement rate is above state average for similar schools); near zero (meaning their improvement rate in that subject is near the state average); or negative (meaning their improvement rate is below state average in that subject).Help them evaluate in which subjects they have the greatest need. The greater the distance from zero (positive or negative) is meaningfulso if achievement in math is 0.12 and achievement in reading is -0.88, you can interpret that as a school having greater challenges in terms of reading achievement than math achievement.

POSSIBLE SCRIPT:In [insert subject], your school has [better than average, about average, below average] rates of improvement, when compared to other [elementary/middle schools OR high schools].

*The actual raw value (not the z-score) is also meaningful on this metric.

For elementary/middle schools in reading and math, this is the value of the number of students who are improving minus the number that are declining in terms of their performance level change in reading and math. If the number is positive, it means that the school has more students who improved than declined; if negative, they had more students who declined than improved.

POSSIBLE SCRIPT(If school is an elementary/middle school AND the subject is reading or math):This value right here shows you the ratio of students improving to students declining. You can see that your number is [positive/negative]. (If positive)Your school has more students improving than declining in [reading/math]. (If negative)Your school has more students declining than improving in [reading/math].

(All other casesscience/writing/social studies in elementary/middle schools and all subjects in the high school)This value tells you what your four year improvement slope is, when looking at average achievement over time. You can see that your slope is [positive/negative]. (If positive)This means your school is improving over time. (If negative)This means your school is declining over time. (If very near zero)This means your school is relatively stagnant over timenot improving or declining.

For high schools and for science, social studies, and writing, the number is the four year slope. If it is positive, it means that over time, the schools achievement levels are rising. If it is near zero, it means the slope is flat; the schools achievement levels are stagnant over time. If it is negative, the schools achievement is actually declining.*Schools also need to examine their achievement gap in each subject. To do this,

Look at the achievement gap z-score for each subject.Rememberwe subtract the average achievement for the top 30% from the bottom 30%, so the raw metric will always be negative. Dont look at the raw metric. Look at the z-score.Figure out where you have the largest gaps. This will be indicated by a NEGATIVE number in the z-score slot. A negative number means your gap is LARGER than average for similar schools.

POSSIBLE SCRIPT:In [insert subject], your school has [better than average, about average, below average] achievement gaps, when compared to other [elementary/middle schools OR high schools].

One way to improve all three components of the metric (achievement, improvement, and gap) is to improve the achievement of the bottom 30% subgroup. You can figure out who these students are by using their Student Data File; BAA is developing a tool to assist with this that will be available by the time of the lists release.*Use the Top to Bottom Diagnostic worksheet (Top to Bottom Resource, found at ww.mi.gov/ttb) to work through your own schools data.*These components will be used separately to generate the Focus list and the Reward list (not discussed in this presentation).*In reading and math in grades 3-8, where we have that performance level change available, we do weight that raw metric as described above.

The weighted performance level change metric is designed to heavily reward significant improvements, reward improvements, reward maintenance of performance level for students who were already proficient, and disincentivize all declines and significant declines. A ceiling clause is also implemented here such that any student who declines in performance level but remains in the top performance level can be considered to have maintained his or her performance level.*This slide shows how the index is created for science, social studies, writing in all grades; and for reading and mathematics in grade 11. The only difference between this slide and the previous slide is that rather than performance level change, a four-year achievement trend slope is calculated by regressing two-year average z-scores on school year. This improvement slope is then compared to the improvement slopes for all other schools to derive a school performance achievement trend z-score, which is then multiplied by to contribute to the overall school index in the content area.Combining these elements together creates a school content area index. This is then translated into a final z-score, in order to compare that schools content area index to other elementary/middle schools or other high schools.

*This slide shows how the index for graduation rate is created for schools that have a graduation rate.Starting at the top left of the schematic, the two-year average graduation rate is calculated, and compared to all other schools graduation rates to create a school graduation rate z-score. That z-score is multiplied by 2/3 to contribute to the school graduation rate index. Moving to the bottom left of the schematic, a four year graduation rate trend slope (or annual improvement rate) is calculated by regressing graduation rate on year. That slope is then transformed into a z-score by comparing the schools slope to the slopes of all other schools. That graduation rate trend z-score is then multiplied by 1/3 to contribute to the school graduation rate index.

*The following three slides demonstrate how a four year slope is calculated. First, you plot the schools values from each year. In this slide, graduation rate is highlighted. *Next, you plot a linear regression line through the plots. *The final step is to calculate the slope of that line. This gives you the schools annual improvement rate. In the example shown, the school has a slope of 2.3%, which means they have improved an average of 2.3% each year of the four previous years.*All of the standardized school content area indices and the standardized graduation rate index, where applicable, are then combined to create an overall school index as shown in the slide above.To create an overall standardized school index, the school standardized graduation rate index is multiplied by 10% to contribute to the overall index. The remaining 90% is equally divided among the content areas for which the school has an index.

In the case presented above, for example, the remaining 90% is divided five ways to account for the five content areas in which the school has an index.

*How to help schools:Look over all available content areas. Which ones are strong? Which ones are weak? Each of those indices is a z-score, meaning positive values of a subject index mean the school is doing better than average, a negative value means worse than average, and near zero is approximately average.

For schools without a graduation rate, 100% of the overall school index is divided equally among the content areas for which the school has an index. For example, in the case of a school that has assessment results in five content areas, each would be weighted 20%

*In the case of a school with results from four content areas, each would be weighted 25%.

Only using 4 year grad rate. Starting this year, will start using 4, 5, or 6 year grad rate, whichever is best. For TTB only uses all student grad rate, not sub-groups.For Early college schools, 5 year grad rate is used. If you have students not in EC, EC students are counted as on track, even though will grad in 5 eyars.

*******School reform office and SSOS comes in here.Once identified, you are in for total of 4 years. *This graph includes all schools and their designations. On the x-axis is the overall percentile rank of the school, and on the y-axis is the overall composite gap measure that was used to identify schools as Focus Schools. The red schools on the far left are Priority Schools; the orange schools are Focus schools, the blue schools are schools with no additional designation aside from their percentile rank, the green schools are high performing reward schools, and the black schools are high progress reward schools.

*This graph shows the relationship between overall percentile rank and the percent of students considered economically disadvantaged in a school. The red triangles are Focus schools and the black xs are non-Focus schools. If there were a strong relationship between low economic disadvantage and Focus schools, we would expect to see all the red triangle Focus schools clustered in the lower portions of the graph. As can be seen, the Focus schools (red triangles) are distributed in a similar pattern as non-Focus schools (black Xs). One thing to note, however, is that there is a general relationship between economic disadvantage and percentile ranking, where schools with lower proportions of students with economic disadvantage tended to have higher percentile ranks, although there are exceptions to this relationship. We do not believe this to be simply a result of the metric, but instead a result of the fact that there is a demonstrated relationship between socioeconomic status and educational achievement that the educational system as a whole is still trying to address. However, the relationship between the ranking displayed here and economic disadvantage is not as strong as the relationship would be if we ranked schools solely on percent of students that are proficient; given that the metric includes growth and achievement gap, the impact of economic disadvantage on percentile rank is less strong.

*On the x-axis, zero indicates the state average. In both Non-Focus and Focus schools, the bottom 30% subgroup is below the state average. In Focus schools, it is entirely below the state average, with no outlier schools above. The bottom 30% subgroup is not high performing.*To produce this graph we calculated for each school the proportion of the bottom 30% subgroup that was marked as being in each traditional demographic subgroup (for example, the proportion of the bottom 30% subgroup that was also economically disadvantaged). We then sorted schools by whether they were or were not flagged as focus schools. Then, for each group of schools (non-focus, focus), we calculated the median proportion of the bottom 30% subgroup that was also marked as being in one of the traditional subgroups.In this graph, the left panel represents non-focus schools and the right panel represents focus schools. The bars then represent the typical proportion of the bottom 30% subgroup in each type of school that are also flagged as being in one of the traditional demographic subgroups. For example, the dark blue bars indicate that in non-focus schools, the bottom 30% subgroup is typically also approximately 38% economically disadvantaged; but that in focus schools the bottom 30% subgroup is also typically approximately 43% economically disadvantaged.This graph demonstrates two main points:The bottom 30% subgroup in Focus schools contains all of the standard ESEA subgroups.Focus schools have a higher representation of students with disabilities (labeled se in the above graphic), limited English proficient (LEP) students, and black and Hispanic students in their bottom 30% subgroup than non-focus schools.

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Documents

Top-to-Bottom Ranking & Priority/Focus/Reward Designations