No Child Left Behind
Adequate Yearly Progress
Glossary of AYP Terms
Adequate Yearly Progress. An individual state's measure of yearly progress toward achieving state academic standards. "Adequate Yearly Progress" is the minimum level of improvement that states, school districts and schools must achieve each year.
After two years on Title I School Improvement, a school that does not make AYP for the third time, goes on Title I Corrective Action. Along with offering choice and supplemental services, the school must begin planning for restructuring.
The graduation rate is the number of 2002-03 high school graduates divided by the first-time ninth grade 1999 fall enrollment less students transferred out plus students transferred in multiplied by 100. [Numerator = number of graduates; denominator = ninth grade enrollment transfers out + transfers in]. Transfers as used here refer to this specific graduation class and are accumulated over a four-year period. In compliance with deferral No Child Left Behind (NCLB) requirements, graduation rates disaggregated for various student categories were also reported (beginning in 2002).
Grade 2 Assessment:
A test in reading and mathematics administered in schools that (1) provide Title 1 services and also (2) have grade 2 as the highest grade. This test was administered from 2002 until 2006 to comply with federal law.
Administered to students with disabilities whose Individualized Education Programs indicate that participation in the ISAT or PSAE, even with accommodations, is not appropriate.
Students who have been found to be eligible for bilingual education. The percent of limited-English-proficient students is the count of limited-English-proficient students divided by the total fall enrollment multiplied by 100.
Pupils aged 3 to 17, inclusive, from families receiving
public aid, living in institutions for neglected or delinquent children, being
supported in foster homes with public funds, or eligible to receive free or
reduced-price lunches. The percent of low-income students is the count of
low-income students divised by the total fall enrollment multiplied by 100.
Sample size, the number of students (40) being counted to determine AYP.
Percentage of students in a school or district taking a state assessment.
Percentage of students not tested in state testing programs:
The number of students not tested for each state assessment divided by the enrollment on the first day of testing multiplied by 100. This is another NCLB requirement.
The yearly reading and math assessment targets set by the state of Illinois in order to reach proficiency by 2014.
After two years on Corrective Action (year four on improvement), an LEA must begin plans for restructuring the school: reopen the school as a charter school, replace principal and staff, contract for private management company of demonstrated effectiveness, state takeover, and/or any other major restructuring of school governance. The plan must be implemented no later than the first day of school of year five.
Method for making AYP if subgroups do not meet performance targets. It involves reducing the percentage of students scoring at Non-Proficient by at least 10% for each and every subgroup that did not meet performance targets.
An LEA is required to offer public school choice to all students enrolled in any Title I school identified for School Improvement, Corrective Action, or Restructuring. Students must be given the option to attend a public school that is not identified for improvement. Furthermore, districts must provide transportation or pay for the transportation costs associated with transporting students to the choice school.
Once a school fails to make AYP for two consecutive years it goes on Title I School Improvement. In the first year of Title I School Improvement, the school must offer choice. In the second year of School Improvement the school must provide supplemental services.
See Performance Targets.
One of the subgroups that must be reported for AYP. Indicated by students with IEPs (Individualized Education Programs).
Groups for which assessment data must be disaggregated. Includes: Native American/Alaskan Native, Asian/Pacific Islander, Black, Hispanic, White, Limited English Proficiency, Economically Disadvantaged, and Students with Disabilities.
If a school fails to make AYP for a third year (second year on School Improvement), students from low-income families in the school must be given the option to use Title I funds to obtain Supplemental Services selected from a list of state-approved providers. Services include academic assistance in reading and math, to take place before school, after school or during the summer.