Education Week - May 8, 2013 - 23

EDUCATION WEEK

MAY 8, 2013

www.edweek.org

MORE THAN A GOLD STAR
States seeking waivers from provisions of the No Child Left Behind Act had to outline the performance and improvement criteria by
which they would single out schools for rewards. The specifics varied widely among waiver recipients, which so far include
34 states and the District of Columbia, as reflected in this sampling. (In most cases, states specified the schools in their waiver
applications; their lists may have been adjusted subsequent to the application.)

STATE

HIGH-PERFORMING SCHOOLS

HIGH-PROGRESS SCHOOLS

REWARD

SCHOOLS

Delaware

Criteria vary with successive school years. For
2012-13, schools must be in the top 10 percent in
terms of proficiency on state math and English/
language arts tests, both for each tested subgroup
and the population as a whole. During the previous
two years, the school must have been in the top 25
percent statewide, both for all students and for each
tested subgroup. Gaps between subgroups and other
students must be shrinking.

Average annual growth of 2 percent for all students. Have
reduced gaps between student population as a whole and
subgroups between 2011 and 2012.

Certificate, ceremony, and possible monetary
reward of up to $10,000 depending on
availability of funds.

Kansas

Top 10 percent of all Title I schools based
on attainment over four years. Cannot have
significant gaps between the student population
as a whole and subgroups.

Top 10 percent of all Title I schools based on growth
over four years. Cannot have significant gaps between
the student population as a whole and subgroups.

Recognition at state board meeting. If funding
is available, schools will receive “gifts”
such as banners or plaques. Districts with
reward schools can attend state-sponsored
professional-development events at a reduced
fee. Staff from districts with reward schools can
serve as mentors to “priority” or “focus” schools.

Kentucky

Schools scoring in the 90th percentile or higher
overall for accountability purposes. Must meet annual
measurable objectives (AMOs); must have graduation
rates of 60 percent or higher. Can include Title I and
non-Title I schools.

The top 10 percent of Title I and non-Title I schools, as
measured by the difference between one year of student
achievement and the previous year. Can include “focus”
and “priority” schools. Can include Title I and non-Title I
schools.

Allowed to display a state educationdepartment-authorized logo on their websites
corresponding to their status. May receive
financial reward, or professional-development
opportunities, or the chance to partner with a
low-performing school, if funding is available.

215 Total
152 Title I

Louisiana

Schools that receive a letter grade of A and
demonstrate at least 5 points of growth.

Demonstrate that at least 35 percent of the students in the
nonproficient supersubgroup meet or exceed expected
growth in English/language arts and/or mathematics.
Schools that receive a B, C, D, or F on their report cards
must earn at least 10 points of growth per year.

Unspecified financial rewards, which may vary
if the state’s Title I allocation increases. Public
recognition in a press release and a statewide
celebration.

440*

Mississippi

Must be in the top 20 percent of schools in the state
when it comes to achievement for all students and
subgroup students over a three-year period. Must be
in the top 20 percent on graduation rates for current
year. Achievement gap between subgroup students
and others must be among the lowest 25 percent in
state. Must meet AMOs for all students and subgroup
students for the current year.

Gain for overall student achievement is in the top 10 percent
in the state, based on current year vs. two previous years.
Gain in graduation rates in the top 25 percent in the state,
based on current year vs. two previous years. The school
must be in the bottom 25 percent of schools in the state
when it comes to achievement gaps, or among the top 25
percent of schools in the state when it comes to closing
achievement gaps.

Monetary rewards for Title I schools that have
significantly closed the achievement gap, or
have exceeded their AMOs for two or more
years. Opportunity for staff to serve on state task
forces. Can apply for exemptions from some
state standards, including for libraries, science
labs, teacher-student ratios, and the number of
lesson preps a teacher can have.

38*

New Jersey

All Title I and non-Title I schools that have a
schoolwide proficiency rate of 90 percent or higher;
high schools that have a graduation rate
of 90 percent or higher. Additionally, each subgroup
at the school must rank in the top 10 percent in
performance statewide.

The state examined each school’s median growth on
state assessments over a three-year period and assigned
it a score of 1 through 99. Title I and non-Title I schools
that received a 65 or better are considered high-growth.
“Focus” schools can’t be considered “reward” schools.
Schools that do not make adequate yearly progress can
receive rewards.

Up to 10 high-achieving, high-poverty “reward”
schools that do not use selective admissions
criteria will receive grants of up to $100,000. Other
Title I schools will receive monetary rewards in
the form of bonus Title I money. Other reward
schools will get a plaque, and a visit from the
governor or commissioner. Staff will be asked to
present at statewide professional-development
conferences and will be eligible for scholarships
to obtain national-board certification.

57*

New York

All schools must make AYP and must be in the top 20
percent of performers statewide for the past two years,
along with other factors dealing with student growth.
Cannot have seen a widening of achievement gaps in
past three years. High-achieving high schools must
have 80 percent of students receiving a regents (more
rigorous) diploma, and must exceed the state average
when it comes to regents diplomas or meet a career
and technology standard. High schools also must
exceed the state average when it comes to students
who scored at low levels on state math and English
tests as 8th graders, but graduate within four years.

All schools must be in the top 10 percent of schools in
state when it comes to growth of test scores from one
year to another, and have made AYP with all groups for
the past two years, along with other factors dealing with
student growth. High schools must be in the top 10 percent
in student-achievement gains. Sixty percent of students must
earn a regents diploma, and must exceed the state average
when it comes to regents diplomas or career and technology
endorsements. High schools also must exceed the state
average for students who scored at low levels on state math
and English tests as 8th graders, but graduated within four
years.

Public recognition and opportunity to compete
for a dissemination grant of up to $100,000 to
share best practices. Bonus points in state grant
competitions. Possible regulatory flexibility.

250*

Tennessee

Top 5 percent of high schools on end-of-course
exams in English, biology, and algebra. Top 5 percent
of elementary schools on state tests in math, reading,
language arts, and science. Achievement gaps
must be smaller than the state median, or must be
narrowing.

Top 5 percent of schools with the greatest growth on
state tests, based on those tests (for elementary and
middle schools) and end-of-course exams (for high
schools). Achievement gaps must be smaller than the
state median, or must be narrowing.

Public recognition through an annual list.
In-state grant competition for ideas that can
be scaled up statewide and disseminated, and
for which only “reward” schools can compete.
Chance to serve as ambassadors and mentors
to other schools.

169

* Number of schools identified after the application process.
SOURCES: State waiver applications; Education Week

http://www.edweek.org

Education Week - May 8, 2013

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