Report Card Requirements
Beginning in 2004, NCLB requires all school districts and states that receive Title I funding to prepare and distribute annual report cards for each school. Under the federal law the state’s report card must provide a great deal of detailed information including:
- Achievement results in math and reading;
- Achievement results separated by race/ethnicity, disability, socioeconomic level, gender, migrant status and English language learners;
- Graduation rates;
- Number and names of schools identified as needing improvement; and
- Teacher
qualifications.
School district report cards must include achievement results comparing the district with the state as a whole as well identifying which district schools, if any, need improvement.
This federally required report card is included in the
state-required report card each year.
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Oregon’s Statewide Report Card
The Oregon Statewide Report Card
(SRC) is an annual publication required by law
(ORS
329.115), which reports on the state of public schools and their progress towards the goals of the
Oregon Educational Act for the 21st
Century. The purpose of the Statewide Report Card is to provide an overview of the trends in Oregon schools concerning academic achievement, special program offerings, student and staff characteristics, funding and other significant information. The scope of this publication is statewide, compared to the
School and District Report
Cards, which focus on the individual schools and districts.
Oregon measures student performance and progress in several ways: through the
Oregon State Assessment Tests
(OSAT) administered to grades 3, 5, 8 and 10 in reading, writing, mathematics and science; through national achievement tests, such as the
National Assessment of Educational Progress
(NAEP); and through college admissions tests such as the SAT and
ACT. In addition, graduation and
dropout
rates, as well as a statewide overview of
school and district report
cards, provide useful measures of statewide student performance and progress. (Note: Oregon Benchmarks were NOT included in the 2003-04 Report Card because they were too far out of date.)
The Statewide Report Card has been published since 1992. The
latest
edition is posted on the Department
of Education Web site.
NEW in the 2003-04 edition of the Statewide Report Card
(SRC) were: (Page numbers listed here refer to pages in the printed edition of the Statewide Report Card.)
No Child Left Behind (NCLB)
All State Assessment Charts for Reading and Math now include a specific line for special education students
(SRC pages 4, 5, 8, 9, 12, 13, 16, 17), as well as race/ethnicity
3 years of CIM diplomas, by race/ethnicity
(SRC page 28)
Annual Instructional Hours/Days in Session
(SRC page 56)
Why Teachers Quit (SRC page 55)
Historical Salary Charts for Superintendents, Principals, Assistant Principals, and Teachers
(SRC pages 66-68)
- Actual salaries
- Inflation-adjusted salaries
Latest Resources, including ODE contacts, e-mail addresses, phone numbers and data links
(SRC pages 69 & 70)
SAT scores
- 2004 by race/ethnicity for Oregon and the U.S.
(SRC page 24)
- 2003 vs. 2004 (SRC page 26)
District and ESD Operating Revenues by Source
(SRC page 65)
Also included in the Statewide Report Card:
- Historical Perspective: Twelve Years of Oregon Students (1992-93 to 2003-04, demographics with percent changes)
- Twelve Years of School Staffing (1992-93 to 2003-04, staffing with percent changes)
- Percentage of Student Enrollment by Type of School (Public, Private, Charter, and Home Schools)
- High School Completion rates by race/ethnicity, gender and year
- Dropout rates by race/ethnicity
- Certificate of Initial Mastery
(CIM) requirements
- Certificate of Advanced Mastery (CAM) requirements
- Free and Reduced Price Lunch numbers and percents by school level (elementary, middle, junior high, high, combined)
- District size and student enrollment
- School staff and student demographics
- Student/teacher ratios
- 15 most common languages in Oregon Schools
- Special Program Reports for Special Education, Federal Compensatory Education Programs, Early Childhood Education, Talented and Gifted (TAG), and Alternative Education Programs
- School Funding
- Operating expenditures per student
- Graph that shows the shift in sources of public school funds
- State School Fund Formula Revenue
- District and ESD Operating Revenues by Source
- Historical Salary Charts for Superintendents, Principals, Assistant Principals and Teachers
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Individual School and District Report Cards
Individual school and district report cards include individual report cards for all of the state’s schools and districts.
These report cards are available on the ODE Web site in both English and Spanish
versions. School districts must annually send a copy of the state-provided school and district report cards to the parents or guardians of each student by March 31. These report cards show the percentage of students meeting standards for the year. Average attendance, dropout rates and the percentages of students taking state tests also are included.
In addition to showing the federally required
Adequate Yearly Progress status:
- All school report cards include information on teacher characteristics, including percentage with master’s degrees, average years of experience teaching and average years of experience in the district. High school report cards include
SAT scores. Elementary school report cards include information on class size. Schools may add other local information if they choose.
- District report cards include a list of all schools and their overall ratings; student performance
districtwide; and information on program participation, dropout and graduation rates, staff characteristics and financial information.
For Report Card questions and contact information, see OSBA's
Report
Card Resources, or the ODE Web
site.
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Alternative Programs
Districts must make additional services available for students not meeting the standards or exceeding the standards (e.g., Talented and Gifted programs) in tests given at grades 3, 5, 8 and 10. If, a year later, the student still does not meet or continues to exceed the standards, alternative learning options or other public school placements must be considered.
Oregon schools that receive low or unacceptable ratings must file school improvement plans with the state Superintendent of Public Instruction, the district’s school board and the school’s
21st Century Schools
Council. All schools are required to file improvement plans with their local boards; low performers simply have an added level of reporting.
A limited amount of federal and state funding is available for school improvement grants to assist schools with low ratings. Department staff also provides technical assistance to help these schools improve their performance.
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