District And School Report Cards

Wisconsin’s state accountability system reports on the performance of all public schools and districts, including charter schools, and private school participating in a parental choice program.

Beginning in 2011‐12, a comprehensive accountability index replaced the Adequate Yearly Progress (AYP) system. The index approach uses multiple measures and classifies schools along a rating continuum. The ratings determine the level of support a school receives, ranging from rewards and recognition for high performing schools to state intervention for the lowest performing schools in the state. Accountability scores, ratings, and a 5 star rating system (as of the 2015-16 report cards) are reported annually in the Accountability Report Cards.

Accountability report cards include outcomes in four priority areas:

  • Student Achievement measures the level of knowledge and skills among students in the school, compared to state and national standards. It includes a composite of reading and mathematics performance by the “all students” group in the Wisconsin Student Assessment System (WSAS) for all tested grades in the school.
  • Growth describes how much student knowledge of reading and mathematics in the school changes from year to year. It uses a point system that gives positive credit for students progressing toward higher performance levels, and negative credit for students declining below proficiency. This area focuses not on attainment, but the pace of improvement in student performance, no matter where students begin. All improvement is treated as a positive. Schools with high performance and little room to grow are not penalized.
  • Closing Gaps shows how the performance of student groups experiencing statewide gaps in achievement and graduation is improving in the school. It recognizes the importance of having all students improve, while focusing on the need to close gaps by lifting lower-performing groups. Specific race/ethnicity groups, students with disabilities, economically disadvantaged students, and English language learners are compared against their complementary groups.
  • On-Track to Graduation and Postsecondary Readiness indicates the success of students in the school in achieving educational milestones that predict postsecondary success. It includes the graduation rate for schools that graduate students, or the attendance rate for other schools. It also includes measures of third-grade reading and eighth-grade mathematics achievement, and ACT participation and performance, as applicable to the school.

In addition to the four priority areas, there are two Student Engagement Indicators. Each indicator has a goal, and schools/districts that fail to meet that goal receive a point deduction from their overall score. Schools/districts can meet the goals with a one-year or three-year rate. Goals were set by looking at statewide data and establishing thresholds that identify schools contributing the most to lowering Wisconsin’s overall performance in the areas below.

  1. Absenteeism (below 13%) - Related to attendance, the school’s absenteeism rate is the percentage of students whose individual attendance rate is 84% and below.
  2. Dropout Rates (below 6%)

Schools not meeting the threshold for any Student Engagement Indicator will have points deducted from their index score. The resulting overall accountability score will determine the Accountability Rating a school receives:

Accountability
Rating Category

Accountability
Score Range

Minimum

Maximum

Significantly Exceeds Expectations

83

100

Exceeds Expectations

73

82.9

Meets Expectations

63

72.9

Meets Few Expectations

53

62.9

Fails to Meet Expectations

0

52.9

Existing outside the accountability index but reported alongside it, schools have ambitious but achievable Annual Measurable Objectives (AMOs) in reading and mathematics proficiency and in graduation rate. AMOs are used as part of the exit criteria for Title I Focus Schools as well as accountability for English Language Learners under ESEA Title III.