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. Public Schools of North Carolina . . State Board of Education . . Department Of Public Instruction .

2000-01 ABC PROGRAM INFORMATION

THE 2000-2001 ABCs ACCOUNTABILITY MODEL


I. Weighted Growth/Gain Composite

The total weighted growth/gain composite for a school will be the sum of the weighted growth/gain components. The composite must be equal to or greater than zero to meet the expected and exemplary growth/gain standards.

  1. End-of-Grade (EOG) growth/gain
    For schools with any combination of grades 3 through grades 8: growth is computed using pretest to posttest differences in grades 3 through 8 in reading and mathematics on a matched set of students, and the 91-day membership rule will be used to determine inclusion in the cohort.

  2. Growth in Reading and Mathematics from Grade 8 to Grade 10
    For this component, cohort growth is computed from the grade 8 EOG test in reading and mathematics to the North Carolina Comprehensive Test in reading and mathematics administered in grade 10, and the 160 day membership rule will be used to determine inclusion in the cohort.

  3. End-of-Course (EOC) growth/gain
    Using the EOC prediction formulas, the school’s ABCs goal, or expected EOC score, is determined for each course. This expected score is based on the state’s average EOC score plus an adjustment based on the proficiency of the school’s cohort of students on specific EOC and/or EOG tests.

  4. End-of-Course (EOC) index gain for English II
    Gain is based on a comparison of the current year’s index and the baseline (average of the two previous years). For exemplary gain, the target index is 5% of the difference between the baseline and 100.

  5. College University Prep/College Tech Prep Component
    For this component, the percentage of 2000-2001 diploma recipients, who have completed either a college university prep or a college tech prep course of study (or both) are compared to a baseline average of the 2000 and 1999 percents. (All computations are based on unduplicated counts.)

  6. Gain in competency passing rates
    The gain in the percentage of students meeting the North Carolina Competency Standard will be computed as part of the growth/gain composite. This will be compared to the same group’s (cohort) competency passing rate in grade 10. The baseline rate is the percent of students who scored at or above Level III on the grade 8 EOG tests in reading and mathematics.

  7. Dropout rates
    Computations based on changes in the rates will be included in the composite gain scores for high schools in the current 2000-01 accountability year. The ABCs dropout rate will be incorporated into ABCs reporting on a one-year lag basis. That is, the 2000-01 ABCs report will show changes in dropout rates between the 1998-99 and 1999-2000 school years.


II. Performance Composite

The performance composite for any school is the total number of scores at or above Level III (or at or above grade level) in each subject included in the ABCs model, divided by the total number of valid scores. The performance composite is reported as a percentage. Schools that do not meet their growth/gain standards AND that have a performance composite below 50% may be identified as low-performing. A confidence interval is applied to the performance composite of low-performing schools to ensure that it is significantly below 50%. (Calculations of the confidence interval are completed by DPI and are not part of the ABC Tools software.)

  1. For a school with any combination of grades 3 through grades 8 and/or grade 10
    The performance composite for the school is the total number of students who score at or above grade level (i.e. in Level III or IV) in reading and mathematics including the North Carolina High School Comprehensive Test, writing, and any course with an EOC test that may be offered at the school. (In a K-8 school, that offers Algebra I, for example, the number of students who score at or above Level III on the Algebra I EOC test is included in the computation.)

    In addition to the above, the number of students in grade 8 who meet the computer proficiency standard are included in the school’s performance composite. Results of students participating in the Alternate Assessment Portfolio will be included in the performance composite as well.

  2. For a school that offers only high school courses
    The performance composite is the percent of students at or above Level III in

     Algebra I (see Note below)  English II
     Algebra II  Geometry
     Biology  Physical Science
     Chemistry  Physics
     ELPS  U.S. History
     English I  NCHS Comprehensive Test
     
    Note: Algebra I scores of current ninth grade high school students who took the course prior to high school are included in this computation for the high school where they are currently enrolled. For senior high schools, students who took Algebra I prior to tenth grade are included in the computation for the senior high school.



III. Reported Items

These items are included in publications reporting the results of the ABCs. They are not included in any computations that determine growth/gain, performance composite, award or sanction.

  1. SAT results and participation rates
    SAT results and participation rates are reported (for information purposes only) for three years.

  2. Limited English Proficiency
    Language proficiency test results will be reported reflecting changes in proficiency of the same students over time.

  3. Other
    Test results (e.g. students with disabilities, number absent and number of LEP students) may be reported as required by the SBE in compliance with requirements of the US Department of Education.