Delaware has not articulated a clear strategy for identifying schools in need of additional support.


The state proposes two distinct identification systems. First, it proposes a percentage-based weighting system to identify schools that need “comprehensive” and “targeted” support – but more information is needed to understand how those components will be defined or incorporated. Delaware also proposes converting these metrics into a 500-point scale, which also requires more detail to fully understand.


Delaware is planning to focus its accountability system on school-wide averages, and its rating system does not account for subgroups of students within a school.


Presumably, it will be using these school-wide averages to identify “comprehensive” support schools — and it will rerun its accountability scores for each subgroup of schools in each school to identify schools to be identified for “targeted” support. The state has run extensive models and simulations to ensure that its process captures the “right” schools, but its submitted plan was not clear on that front.




Louisiana’s A-F school rating system provides stakeholders with a single, clear, summative rating to understand school performance and demonstrates how it will identify close to 17 percent of its schools for comprehensive support and improvement, well above the 5 percent required under federal law.



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