Below is a summary of the school report card changes in House Bill 82.
GENERAL
- Revises the state report card system for school districts, beginning with the report card issued for the 2021-2022 school year
- Requires the State Board of Education, in consultation with stakeholders and advocates, to adopt rules by March 31, 2022, to establish the performance criteria, benchmarks, and rating systems necessary to implement the new state report card; stakeholders include:
- Parents, community members, students, business leaders, and educators from different school typologies
- Establishes a 12-member state report card committee on July 1, 2023. The committee consists of:
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- Two members of the House of Representatives appointed by the Speaker of House who are not of the same political party
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- Two members of the Senate appointed by the Senate President who are not of the same political party
- The Superintendent of Public Instruction, or the state Superintendent’s designee
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- The following members appointed by the state Superintendent:
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- An elementary school teacher
- A high school teacher
- An individual with experience providing services to gifted students
- An individual with experience providing special education and related services to children with disabilities
- A chartered nonpublic school representative
- A business community representative; and
- The parent of a child enrolled in any of grades K-12
The committee must conduct a study of the state report cards issued for the 2022-2023 school year and prior school years and, based on that study, make recommendations for:
- improvements
- corrections, and
- clarifications to the report card
By June 30, 2024, the committee must submit a report of its findings to the State Board and the chairpersons of the House and Senate committees that consider education legislation
- Requires the Department, by December 31, 2024, to issue a report regarding the effectiveness of the state report card
- The report must include the Department’s recommendations for changes or improvements to the state report card
RATING SYSTEM
- Replaces the A to F letter grade system with a rating system that uses “stars” to indicate a district’s or school’s overall performance and performance for the individual components that are factored into the overall rating
- Component ratings will use 1 through 5 stars
- The overall rating will use 1 through 5 stars along with half stars (1 ½, 2, 2 ½ , etc.)
- In addition to the star ratings, the report card must include:
- A graphic that depicts the performance ratings of a district or school on a color scale:
- Green = three stars
- Red = one star
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- An arrow graphic that shows performance rating data trends for at least the three most recent years
RATED COMPONENTS
- Achievement;
- Progress;
- Gap Closing;
- Graduation;
- Early Literacy
- College, Career, Workforce, and Military Readiness
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- This component is reported only and not rated for the 2021-2022, 2022-2023, and 2023-2024 school years. However, beginning with the report card issued for the 2024-2025 school year, it may be rated
- An overall rating will be assigned beginning with the 2022-2023 school year
- For the overall rating:
- Achievement and Progress must be given the same weight, and Gap Closing, Graduation, and Early Literacy must be weighted equally
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- The individual weights of Gap Closing, Graduation, and Early literacy also must equal one-half of the weight given to Achievement
REPORTING REQUIREMENTS
- Within 30 days after the Department issues state report cards, each school district must:
- Notify parents that the state report card has been released and how parents can access it
- Include a link to the state report card on its website
- Within 30 days after the Department issues state report cards, each district superintendent must present the report card results to the district’s board of education
ACHIEVEMENT
- Rating is based on the school’s or district’s overall Performance Index
- Also included in the calculation of the Performance Index:
- End-of-course exams in science, American history, and American government
- Substitute AP or IB exams in science, American history, and American government
- To the extent possible, the summer administration of the third-grade English language arts assessment
- The maximum performance index score will be established each year by averaging the performance index scores achieved by the top 2% of all schools and the top 2% of districts for the school year for which a report card is issued
- Report Only Data:
PROGRESS
- Rating is based on overall value-added score from the most recent three years
- Most recent year is 50% of the score
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- Years 2 and 3 are each 25% of the score
- Report Only Data:
- The overall value added data for the most recent year
- Requires ODE to explore the feasibility of the value-added progress dimension using the gain index and effect size to improve differentiation and interpretation of the measure
- Authorizes the State Board to update its rules regarding value-added progress dimension to implement the use of gain index and effect size, if the Department determines that it is feasible
GAP CLOSING
- Indicates if each of the following measures was met or not met:
- The gifted performance indicator, which includes:
- The performance of gifted students on state assessments, as measured by the performance index and the value-added growth measure
- The identification of gifted students
- The level of services provided to gifted students
- The chronic absenteeism indicator
- An English language proficiency improvement indicator for English Learners
- Subgroup graduation targets
- Subgroup achievement targets in both math and English language arts
- Subgroup progress targets in both math and English language arts
- N-size for subgroups = 15
- Students in the lowest quintile for achievement statewide (“lowest 20%”) as a subgroup is eliminated
- There are no subgroup demotions in either the value-added or the gap closing components
GRADUATION
- Includes both the 4-year and 5-year adjusted cohort graduation rates
- The 4-year adjusted cohort rate is weighted at 60%
- The 5-year adjusted cohort rate is weighted at 40%
Report Only Data:
- The percentage of students in the 4- and 5-year adjusted cohort graduation rates of a district or school who completed all of grades 9-12 in the district or school
- The percentage of students who did not graduate but are still enrolled in the district or school and receiving general education services
- The percentage of students with an individualized education program (IEP) who satisfied the conditions for a high school diploma, but opted not to receive a diploma and are still receiving education services
- Students with an IEP who have not yet satisfied conditions for a high school diploma and who are still receiving education services
- Students who are no longer enrolled in any district or school
- Students who, upon enrollment in the district or school for the first time, had completed fewer units of high school instruction than other students in the 4- or 5-year adjusted cohort rate
EARLY LITERACY
- The “Kindergarten through Third Grade Literacy” component is renamed as “Early Literacy”
- The rating is determined by three components:
- The percentage of students who score proficient or higher on the reading segment of the third-grade English language arts assessment
- Whether a district or school is making progress in improving literacy in grades K-3, as determined using a method prescribed by ODE
- Must be based on the reduction in the total percentage of students scoring below grade level on the KRA, state diagnostics, and third grade English language arts assessment
- Prohibits including the making progress in improving literacy measure on the report card of a district or school in which less than 10% of students have scored below grade level on the kindergarten diagnostic assessment
- The percentage of students who are promoted to the fourth grade and not subject to retention under the Third Grade Reading Guarantee
- If all of the three measures are included in the component, they must be given the following weights in determining the rating for the component:
- 40% for the percentage of students who score proficient or higher
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- 25% for whether a district or school is making progress in improving literacy
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- 35% for the promotion of students to 4th grade
- If the making progress in improving literacy measure is not included in the calculation, then the proficiency and promotion measures must be given a weight of 60% and 40%, respectively
- Requires ODE to the extent possible, to include the results of the summer administration of the third-grade English language arts assessment in the Early Literacy measure
Report Only Data:
- The results of the Kindergarten Readiness Assessment
- The percentage of students who:
- Are promoted to fourth grade
- Are not subject to retention under the Third Grade Reading Guarantee
- Completed all of the grade levels offered prior to 4th grade in the district or school
COLLEGE, CAREER, WORKFORCE, AND MILITARY READINESS
- The “Prepared for Success” component is renamed as “College, Career, Workforce, and Military Readiness”
- For the 2021-2022, 2022-2023, and 2023-2024 school years, the College, Career, Workforce, and Military Readiness component is not assigned a performance rating, nor is it factored into the overall rating; the data is reported only
- ODE must analyze the data for the “report only” school years and develop and propose rules for a method to assign a performance rating to the component; the rules must prohibit a tiered structure or per student bonuses
- ODE must submit the proposed rules to the Joint Committee ln Agency Rule Review (JCARR), which must conduct at least one public hearing on them
- JCARR must approve or disapprove the rules
- If it approves the rules, the State Board must adopt them
- If rules are adopted, ODE must assign a performance rating to the component for the 2024-2025 school year and each school year thereafter
- The readiness measures include:
- Attaining a remediation-free score on the ACT or SAT
- Attaining required scores on three or more advanced placement (AP) or international baccalaureate (IB) exams
- The required score for an AP exam is a three or higher
- The required score for an IB exam it is a four or higher
- Earning at least 12 college credits through advanced standing programs, such as College Credit Plus, an early college high school program, or state-approved career-technical courses offered through dual enrollment or statewide articulation, in any course that is not remedial or developmental and which counts toward the curriculum requirements for a degree
- Receiving an honors diploma
- Earning an industry-recognized credential or a state-issued license for practice in a vocation that requires an exam
- Completing a pre-apprenticeship in the student’s chosen career field that is aligned with standards established under continuing law
- Completing a pre-apprenticeship in the student’s chosen career field that is aligned with standards established under continuing law
- Completing an apprenticeship in the student’s chosen career field that is registered with the Ohio State Apprenticeship Council
- Providing evidence of acceptance into an apprenticeship program after high school that is restricted to participants who are 18 years old or older
- Earning a cumulative score of proficient or higher on three or more state technical assessments
- Earning an OhioMeansJobs-readiness seal and completing 250 hours of an internship or other work-based learning experience approved by the district’s or school’s business advisory council
- Providing evidence of military enlistment
Report Only Data:
- The percentage of students who:
- Enrolled in a post-secondary educational institution. This data must be disaggregated, to the extent possible, by four-year institution, two-year institution, Ohio technical center, or other types of institutions
- Entered into an apprenticeship program, which may include other job training programs with similar rigor and outcomes
- Attained gainful employment, as determined by the Department or enlisted in the military
ADDITIONAL REPORT-ONLY INFORMATION
- The number and percentage of high school seniors in each school year who completed the Free Application for Federal Student Aid (FAFSA)
- The positive behavior intervention and supports (PBIS) indicator
- Marked with a “yes” or “no” whether the district or school has implemented a PBIS framework in compliance with continuing law
STUDENT OPPORTUNITY PROFILE
- Beginning with the state report card issued for the 2022-2023 school year, the act prescribes a student opportunity profile measure that reports data regarding the opportunities provided to students by a district or school
- To the extent possible, and when appropriate, the data must be disaggregated by grade level and subgroup
- It must also include data regarding the statewide average, the average for similar school districts, and, for a school, the average for the district in which the school is located
- The act requires the Department to include opportunity measures for school buildings only if the district determines the data is available
- The measure must include the following data for a district or school:
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- The average ratio of teachers of record to students in each grade level;
- The average ratio of school counselors to students;
- The average ratio of nurses to students;
- The average ratio of licensed librarians and library media specialists to students;
- The average ratio of social workers to students;
- The average ratio of mental health professionals to students;
- The average ratio of paraprofessionals to students;
- The percentage of teachers with fewer than three years of experience teaching in any school;
- The percentage of principals with fewer than three years of experience as a principal in any school;
- The percentage of teachers who are not teaching in the subject or field for which they are certified or licensed;
- The percentage of kindergarten students who are enrolled in all-day kindergarten;
- The percentage of students enrolled in a performing or visual arts course;
- The percentage of students enrolled in a physical education or wellness course;
- The percentage of students enrolled in a world language course;
- The percentage of students in grades 7-12 who are enrolled in a career-technical education course;
- The percentage of students participating in one or more co-curricular activities;
- The percentage of students participating in AP courses, IB courses, Honors courses, or courses offered through CCP;
- The percentage of students identified as gifted and receiving gifted services;
- The percentage of students participating in enrichment or support programs offered by the district or school outside of the normal school day;
- The percentage of eligible students participating each school day in school breakfast programs;
- The percentage of students who are transported by a school bus each day; and
- The ratio of portable technology devices that students may take home to the number of students.
OTHER REVISED CODE PROVISIONS IMPACTED BY THE REPORT CARD CHANGES
Eligibility for Alternative Diagnostic Assessments
Current: Authorizes a school district, community school, or STEM school that receives a grade of “A” or “B” for performance index score or overall value-added progress dimension in the prior school year to use alternative diagnostic assessments
New: Changes the triggering condition to a performance rating of four stars or higher for the Achievement component or the Progress component
Exemptions from Certain Rules and Statutes
Current: Requires the State Board of Education to adopt rules exempting school districts from specified state mandates if the district receives an overall grade of “A”
New: Changes the triggering condition to an overall performance rating of five stars
Reading Achievement Improvement Plans
Current: Requires a school district or a community school to submit to the Department an annual reading improvement plan that meets requirements prescribed by the State Board if, for two consecutive state report cards, both of the following apply to the district or school:
- It receives a grade of “D” or “F” for the improving K-3 literacy performance measure; and
- Less than 60% of its students attained at least a proficient score on the third grade English language arts assessment
New: Changes the triggering conditions to:
- A performance rating of less than three stars for the Early Literacy component; and
- Less than 51% of its students attained at least a proficient score on the third grade English language arts assessment
Current: Specifies a district or school no longer needs to submit an improvement plan if, on the most recent state report card, both of the following apply to the district or school:
- It received a grade of “C” or higher for the improving K-3 literacy performance measure; and
- Not less than 60% of its students attained at least a proficient score on the third grade English language arts assessment
New: Changes the triggering conditions to:
- Three stars or higher for the Early Literacy component; and
- Not less than 51% of its students attained at least a proficient score on the third grade English language arts assessment
Exempt School Districts From Certain Requirements
Current: Exempts a school district from a series of statutory requirements related to teacher licensure if, on the most recent state report card, the district:
- Received at least 85% of the total possible points for performance index score;
- Received a grade of “A” for the performance indicators performance measure; and
- Has a 4-year adjusted cohort graduation rate of at least 93% and a 5-year adjusted cohort graduate rate of at least 95%
New: Eliminates the requirement to receive a grade of “A” for performance indicators for the 2021-2022 school year or any school year thereafter
Establishment and Operation of Academic Distress Commissions
Current: Requires the Superintendent of Public Instruction to establish an academic distress commission (ADC) for any school district that receives an overall grade of “F” for three consecutive school years
New: Changes the triggering condition to an overall performance rating of less than two stars
Current: Specifies that a district must begin to transition out of being subject to an ADC if the district receives an overall grade of “C” or higher
New: Changes the triggering condition to an overall performance rating of three stars or higher
Current: Specifies that the transition period must last until the district receives an overall grade of higher than an “F” for two consecutive years after the transition period begins
New: Changes the triggering condition to an overall performance rating of two stars or higher
Current: Specifies that a district that has entered a transition period must be subject to an ADC again if, during that period, the district receives an overall grade of “F”
New: Changes the triggering condition to an overall performance rating of less than two stars