Welcome to the School Report Card site. The School Report Card provides an in-depth look at student achievement at the state, local and school level. These reports are a great way for Idaho parents and citizens to see how Idaho schools are performing. We suggest you review the Guide to the School Report Card before you view the data, to better understand the information you will see about each school and district. In addition, we have provided "At a Glance" information below where you can learn more about how to use the Report Card application.
How To Use The Report Card?
Select the Report Card application link. You are given the choice of historical report card information or you can select a school year for the current report card information. After making your year selection, it will open to the "State of Idaho" which provides the results for the entire state by clicking on the "View" link to the right of the screen. If you click on the arrow to the left of the screen it will open up to "District" selections providing a list of "Districts" in the state. Select the "View" link on the right side of the screen for results at a particular district. Again, select the arrow on a district to provide all "Schools" located in that district so you can view results for a particular school. Public charter schools are listed under school district information if they are authorized by the Idaho Public Charter Commission and listed under school if they are authorized by a local district and a part of that district. Below is a brief description of the information you will find.
School Accountability Report Card Information and Guide
The Idaho School Report Card site provides an in-depth look at the academic achievement of schools, districts, and the state. The following is an overview of how the state measures student achievement at the school, district, and state level and guidance to help you read the School Accountability Report Card.
Five-Star Rating System
Schools and districts will be evaluated based on four metrics: absolute performance (percent of students who are proficient), student academic growth to standard for all students, academic growth to standard for equity groups, and postsecondary and career readiness. These metrics are incorporated in a compensatory framework in which schools and districts accumulate points in subdomains along a continuum of performance. Points accumulated will result in annual determinations based on a Five-Star scale. The State's goal is to get all of its schools and districts into the highest two categories: Four and Five Stars. These are reserved for schools and districts that effectively meet the needs of all students across the various metrics of performance.
The One, Two, and Three Star categories will be used to identify schools and districts for differentiated levels of accountability and support. Support mechanisms for all schools and districts focus with the greatest intensity on the lowest-performing systems. The Statewide System of Support's processes and programs strategically determine what the lowest-performing schools and districts need, match resources and supports to those needs, and work to build the capacity of the district in order to improve the outcomes of its schools.
The achievement metric measures school and district performance toward the academic standards assessed on the Idaho Standards Achievement Tests (ISAT) and alternate (ISAT-Alt) in reading, language usage, and mathematics. The determination is based on the percentage of students at the Proficient or Advanced categories. Points are given on a scale indicating higher points for a performance at Proficient or Advanced.
A minimum of 95% of students are required to participate in the Idaho Standards Achievement Tests (ISAT) and alternate (ISAT-Alt) in reading, language usage, and mathematics. State, district and school level participation rates are included in the assessment results.
Annual Measurable Objectives (AMO)
Idaho reports a comparison between student academic achievement levels and the State's AMO's in reading/ language arts and mathematics. Information disaggregates the data by race, ethnicity, disability status, English proficiency, and status as economically disadvantaged, unless the number of students in a category is insufficient to yield statistically reliable information or the results would reveal personally identifiable information about an individual student.
Idaho has defined new AMOs under our ESEA Flexibility Waiver. Idaho reports the percentage of students in each group who are proficient against the new AMOs.
Click Here to View Table
Student Growth to Achievement
Idaho's growth measure uses the Student Growth Percentiles (SGP) to create both a normative measure of growth and a criterion-based measure. This combination is an important distinction in that growth alone is an insufficient measure. Growth must move towards proficiency or the measure of growth provides no better measure than proficiency alone. The first measure, normative growth, provides a median growth percentile for each subject area in each school. The normative growth measure calculates a growth percentile based on comparing like students, or in other words, students who have scored in the same score range on the ISAT in the previous year. The second measure, criterion growth, provides a measure of adequate growth toward proficiency.
Highly Qualified Teacher (HQT): All districts identify teachers within their schools that are designated to be highly qualified. Under the Elementary and Secondary Education Act (ESEA), there are core academic classes that are required to be taught by an HQT. The HQT data in the School Report Card represent full-time equivalents or FTE. Therefore, partial numbers may appear because some teachers are not full-time employees. Current data will not be available until midway through the current school year. For highly qualified requirements or more detailed information, visit the
Department's Certification site.
Under Idaho administrative rules, if a district is unable to find a properly certified and appropriately endorsed person for a position, the state can grant emergency or provisional certification. For more information please visit the Department's Certification site.
Core Academic Subject Elem. & Secondary School Classes not taught
by Highly Qualified Teachers
ESEA outlines core academic classes that are required to be taught by highly qualified teachers. This percentage reflects the classes not taught by a highly qualified teacher, as reported by the school district.
At Idaho's high schools we report a four-year adjusted cohort graduation rate. At Idaho's elementary and middle school levels we report the "other academic indicators" and most schools have chosen Language as their "other academic indicator." Idaho also reports whether our annual targets were met or not met for this "other indicator" including graduation rate.
National Assessment of Education Progress (NAEP)
The National Assessment of Educational Progress (NAEP) is a nationally representative and continuing assessment of what America's students know and can do in various subject areas. Assessments are conducted periodically in mathematics, reading, science, writing, the arts, civics, economics, geography, and U.S. history. NAEP provides results for the nation and for the states, but does not provide scores for individual Idaho school districts, schools, classrooms, or students. The NAEP assessment is conducted every two years for a few grade levels.
To find out more see the Federal NAEP Website
School Improvement Status
Idaho includes on its annual report card the names of Reward (highest performing and high-progress) schools, Priority (lowest 5% in achievement) schools, and Focus (greatest gaps in achievement) schools as well as identifying each school's School Improvement status in the categories of Turnaround (one star or priority), Rapid Improvement, Continuous Improvement, or Annual Measurable Objective (AMO) Continuous Improvement to identify any intervention required under the system of differentiated recognition, accountability, and support.
College-Going and College Credit-Accumulation
(New with the SARC Non-Regulatory Guidance Feb. 2013)
Idaho received an ESEA Flexibility Waiver in October of 2012. College-going and College Credit-Accumulation information reports annually on college-going and college credit-accumulation rates for the "all students" group and disaggregates those data by race, ethnicity, disability status, English proficiency, and status as economically disadvantaged for each LEA and each high school in the state.
* Percent images on this page are for samples only.