Vermont’s matrix evaluates both status and progress to identify schools for comprehensive support that are both low performing and not making progress.
Vermont’s strategy is likely to identify schools that are struggling on the most-important measures. However, the progress measure could be problematic given the limitations of the equity index as discussed above. It will be important for Vermont to clearly communicate what the various performance bands mean to schools and to run simulation data to ensure they are capturing schools most in need of support.
Additionally, Vermont’s approach to schools with large achievement gaps — targeted support schools — may not meet the full definition required by federal law.