_Appendix C - Comparison of State and Federal Systems_

In addition to the state accountability system, which is mandated by the Texas legislature, there is also a federal system of public school accountability. Although the state system has been in place since 1993, the accountability provisions in the federal No Child Left Behind (NCLB) Act were first applied to the Texas public schools in 2003. That year, campuses, districts and the state were evaluated for Adequate Yearly Progress (AYP) for the first time. Texas campuses and districts must meet the federally defined requirements of AYP in order to continue receiving essential federal funding.

The purpose of this appendix is to provide details comparing the state accountability system to the federal (AYP) system. Though there are some similarities and elements in common between the two, there are significant differences. For complete details about the federal system, see the 2005 AYP Guide. The Guide as well as other information about AYP can be found at the AYP website at http://www.tea.state.tx.us/ayp/index.html.

Systems Aligned

The state accountability system and the AYP procedures, mandated by the U.S. Department of Education, are aligned to the greatest extent possible.

Release Date. The release dates for the preliminary state accountability ratings and preliminary AYP status are scheduled to occur prior to the start of the 2005-06 school year.

Labels. The final 2005 AYP status will include the final 2005 state accountability ratings for both standard and AEA procedures. These labels will appear for both Title I and non-Title I campuses and districts.

Appeals Process. The appeals processes for state ratings and AYP status are aligned to the extent possible. See Chapter 16 - Appealing the Ratings of this Manual and the 2005 AYP Guide for more information.

Final Ratings Release. Post-appeals state ratings and AYP status may be released concurrently in the future, but not in 2005.

Comparison

The following two tables provide comparisons of the state and federal systems. Table 21 contains a side-by-side comparison of the indicators, restrictions, requirements, and source data for both systems.

Table 22 is oriented by grade level. With this table, the grades offered by a campus can be isolated and the different uses of the various indicators can be compared. For example, a grade 3-5 campus is evaluated in both the state and federal systems on TAKS reading/ELA, mathematics, and SDAA II, although AYP evaluates more student groups for each of these indicators. In a grade 3-5 campus, its AYP status also depends on attendance and participation indicators, while its state rating is also based on TAKS writing and science results.

Table 21: Comparison of State and Federal Accountability (AYP) by Indicator

	State Accountability	AYP
TAKS
Subjects & Standards	Reading/ELA* -- Exemplary 90% / Recognized 70% / Acceptable 50% Mathematics* -- Exemplary 90% / Recognized 70% / Acceptable 35% Writing -- Exemplary 90% / Recognized 70% / Acceptable 50% Social Studies -- Exemplary 90% / Recognized 70% / Acceptable 50% Science -- Exemplary 90% / Recognized 70% / Acceptable 25% All values rounded to whole numbers. *Includes cumulative pass rate for grades 3 and 5 reading and grade 5 mathematics.	Reading/ELA* Meets AYP 53% Mathematics* Meets AYP 42% All values rounded to whole numbers. *Includes cumulative pass rate for grades 3 and 5 reading and grade 5 mathematics.
Grades	3-11 (English); 3-6 (Spanish)	3-8, and 10 (English); 3-6 (Spanish)
Student Groups	All Students African American Hispanic White Economically Disadvantaged	All Students African American Hispanic White Economically Disadvantaged Special Education Limited English Proficient (LEP)
Minimum Size	All Students -- Any (Special Analysis if small) Student Groups -- 30/10%/50	All Students Any (Special Analysis if small) Student Groups 50/10%/200
Improvement	To Acceptable: Has enough gain to meet Acceptable standard in 2 years. To Recognized: At 65% - 69% and has gain to meet 70% standard in 2 years.	10% decrease in percent not passing and at least 0.1% improvement on "other measure."
Pairing	Paired with feeder campus (or district).	Paired with feeder campus (or district).
SDAA II
Subjects & Standards	Reading + Mathematics + Writing Exemplary 90% / Recognized 70% / Acceptable 50% Number "met expectations" summed across grades and subjects. Results rounded to whole numbers.	SDAA II (grades 3-8 and 10 only) is combined with TAKS and other assessments by subject for performance and participation. See TAKS (above) for standards, subjects, and groups. Note: there is a cap on the percentage of students who can be counted as proficient based on alternative assessment results (i.e. SDAA II, and LDAA).
Grades	3-10
Student Groups	All Students only
Minimum Size	All Students -- At least 30 tests in denominator Student Groups -- N/A
Improvement	N/A: First year of SDAA II results.
Pairing	N/A: No pairing for SDAA II.
Other Assessment Indicators
RPTE and LEP Math	N/A: Indicator not evaluated.	Combined with TAKS and SDAA II results (by subject for students not tested on TAKS or SDAA II) for Performance and Participation.
LDAA	N/A: Indicator not evaluated.
Additional Assessment Features
Mobility Adjustment	District and campus accountability subsets used.	District and campus accountability subsets used.
Exceptions	Allowed for up to 3 of the 26 TAKS and SDAA II measures depending on the number of assessment measures evaluated.* * Only used to move to Acceptable; must be within 5 percentage points of Acceptable standard; other conditions apply.	N/A
Attendance Rate
Standard	N/A: Used only for Gold Performance Acknowledgment (for grades 1-12).	Meets AYP -- 90.0% "Other Measure" for elementary and middle schools. All values rounded to one-tenth.
Student Groups		All Students only
Minimum Size		All Students 7,200 (40 students x 180 days) Student Groups* -- 50/10%/200 * Student groups used only for performance gain.
Improvement		At least 0.1% improvement.
Completion Rate (grades 9-12)
Standards	Grads+cont+GED -- Exemplary 95.0%/Recognized 85.0%/Acceptable 75.0% All values rounded to one-tenth.	Graduate component only -- 70.0% "Other Measure" for high schools and districts. All values rounded to one-tenth.
Student Groups	All Students African American Hispanic White Economically Disadvantaged	All Students only
Minimum Size	All Students -- At least 5 non-completers and 10 in denominator Student Groups -- At least 5 non-completers and 30/10%/50 in denominator	All Students At least 40 in denominator Student Groups* 50/10%/200 * Student groups used only for performance gain.
Improvement	To Acceptable: Has gain to meet 75.0% standard in 2 years To Recognized: At 80.0% - 84.9% and has gain to meet 85% standard in 2 years Minimum Size (All Students and groups): At least 10 in prior year	At least 0.1% improvement
High School w/o completion rate	District completion rate used.	N/A: Indicator not evaluated.
Annual Dropout Rate (grades 7-8)
Standards	Grades 7-8 Exemplary 0.2% / Recognized 0.7% / Acceptable 1.0% All values rounded to one-tenth.	N/A: Indicator not evaluated.
Student Groups	All Students African American Hispanic White Economically Disadvantaged
Minimum Size	All Students At least 5 dropouts and 10 in denominator Student Groups At least 5 dropouts and 30/10%/50 in denominator
Improvement	To Acceptable: Has declined to meet 1.0% standard in 2 years. To Recognized: At 0.8% - 0.9% and has declined to meet 0.7% standard in 2 years. Minimum Size (All Students and groups): At least 10 in prior year.
Middle School w/o dropout rate	N/A: Indicator not evaluated.
Participation Rate: Reading & Mathematics
Standard	N/A: Indicator not evaluated. Monitoring interventions may occur with excessive exemptions.	Tested at campus/district -- 95% All values rounded to whole numbers.
Student Groups		All Students African American Hispanic White Economically Disadvantaged Special Education Limited English Proficient (LEP)
Minimum Size		All Students -- At least 40 in denominator Student Groups -- 50/10%/200
Other Campus and District Situations
Registered Alternative Education Campuses	Rated under new Alternative Education Accountability (AEA) Procedures.	Evaluated under same criteria as regular campuses.
Charter Operators	Evaluated under same criteria as regular districts.* * Charter Operators may be rated under AEA Procedures.	Evaluated under same criteria as regular campuses.
Charter Schools	Evaluated under same criteria as regular campuses. (Charter schools are not paired.)	Evaluated under same criteria as regular campuses.
New Campuses	All campuses (established or new) are rated.	N/A: Not evaluated.
Additional District Requirements	Must have no Unacceptable campuses to be Exemplary or Recognized. Must meet Underreported Student standards to be Exemplary or Recognized.	No additional district requirements.

Table 22: Grade Level Comparison of State and Federal Accountability

†Reading
/ELA

†Math

Writing

Social Studies

Science

‡SDAA II

**HS
Completion

Dropout

Attendance

Participation

Read/ELA

Math

Grade 1 ¥

All Students

AYP

AA/H/W/ED*

Special Ed & LEP

Grade 2 ¥

All Students

AYP

AA/H/W/ED*

Special Ed & LEP

Grade 3

All Students

AYP/State

AYP

AA/H/W/ED*

AYP/State

AYP

Special Ed & LEP

AYP

Grade 4

All Students

AYP/State

State

AYP/State

AYP

AA/H/W/ED*

AYP/State

State

AYP

Special Ed & LEP

AYP

Grade 5

All Students

AYP/State

State

AYP/State

AYP

AA/H/W/ED*

AYP/State

State

AYP

Special Ed & LEP

AYP

Grade 6

All Students

AYP/State

AYP

AA/H/W/ED*

AYP/State

AYP

Special Ed & LEP

AYP

Grade 7

All Students

AYP/State

State

AYP/State

State

AYP

AA/H/W/ED*

AYP/State

State

AYP

State

AYP

Special Ed & LEP

AYP

Grade 8

All Students

AYP/State

State

AYP/State

State

AYP

AA/H/W/ED*

AYP/State

State

AYP

State

AYP

Special Ed & LEP

AYP

Grade 9

All Students

State

AA/H/W/ED*

State

Special Ed & LEP

Grade 10

All Students

AYP/State

State

AYP/State

State

AYP

AA/H/W/ED*

AYP/State

State

AYP

State

AYP

Special Ed & LEP

AYP

Grade 11

All Students

State

AA/H/W/ED*

State

Special Ed & LEP

Grade 12

All Students

AYP/State

AA/H/W/ED*

AYP

Special Ed & LEP

* AA/H/W/ED refers to the student groups African American, Hispanic, White, and Economically Disadvantaged.

** High School Completion is defined differently for AYP: Under AYP, the Graduate component of the Completion Rate II is used, which includes only diploma recipients. Differences also exist between the two systems in the treatment of secondary schools without their own completion data.

¥ Schools are paired when they do not have grades tested. The use of paired data differs between the two systems.

† Performance on TAKS reading/ELA and math include slightly different groups of students for AYP: Minimum size for student groups in AYP is 50/10%/200; for state accountability it is 30/10%/50.

‡ Performance on SDAA II is used differently for AYP: Under AYP, SDAA II performance is combined with TAKS performance. In the state system, SDAA II is evaluated as a separate indicator.

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