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Resources for Accountability Reports

Oklahoma School Report Cards give families, community members, educators and policymakers contextual information about student and school performance— to celebrate successes and identify areas for improvement. Report card measures serve as indicators of how well we are supporting students. Measured at different points, indicators work together along a continuum to ensure ALL students graduate ready for life after high school.

These resources guide districts working with and validating data connected to each indicator before it is displayed on the public dashboard at oklaschools.com. 

Oklahoma has established educational performance goals, outlined in the Oklahoma ESSA Plan Long-Term and Intermediate Goals.

A quick guide to using report card information to advance these goals is found in the Oklahoma School Report Card Guide - Measures, Indicators, and Actions.

 

Full Academic Year (FAY)

All grade-bearing indicators, except graduation, on a school's report card are calculated based on the performance of students enrolled for the full academic year (FAY). District and state reports are based on students who are FAY at the district and state levels, respectively. The following documents provide guidance in understanding FAY:

 A student’s FAY determination is based on enrollment, not attendance.

Chronic Absenteeism

Students who miss school miss out on opportunities to learn. Educational research suggests that students who attend irregularly and are absent from school for significant amounts of time tend to achieve less academically. School attendance habits may also translate into work attendance habits later in life.  

What the Chronic Absenteeism Indicator measures: 

Chronic Absenteeism is based on the percentage of students in regular attendance. Chronically absent students attended less than 90% of the instructional days offered by the school. See Determination of the Chronic Absenteeism Indicator (OAR 210:10-13-25)

Schools are expected to adopt local attendance policies to encourage student attendance. OSDE provides this Sample Attendance Policy for local school boards to consider.

Some students are absent for reasons beyond their control. Schools may exempt students with significant health issues from regular attendance. For information on how schools may do this, see:

Additional Resources for Chronic Absenteeism

Data and Relationships Behind Chronic Absenteeism:
Webinar Recording | Slide Deck

For questions about attendance and enrollment codes related to your Student Information System (SIS), email Studentdatainfo@sde.ok.gov.

Academic Achievement and Academic Growth

Academic Achievement

What the Academic Achievement Indicator measures:

Academic Achievement measures how well schools support groups of students in being ready for the next grade, course, or level based on their performance on state summative assessments in English language arts (ELA), math, and science. The measurement is based on annual student performance on subject area tests (English, mathematics, and science) administered through the Oklahoma State Testing Program (OSTP). The Academic Achievement Indicator examines two equally weighted components: Improvement Toward Expectations (ITE) and Performance Level Snapshot (PLS). 

Priority Student Group Improvement Toward Expectations (ITE)

For analysis, Oklahoma students are assigned to Priority Student Groups based on demographic characteristics such as economically disadvantaged, special education, English learner, and standard ethnic/racial groupings. These groupings are prioritized so that each student is only assigned to one priority student group. For example, a student from an economically disadvantaged background is assigned to that group first since it is Oklahoma's highest priority sub-group, and the student's results are not used in the ITE calculation of any other group. 

A student who scores 300 or more on their OSTP subject area test is assigned 1.0 point toward the school's Priority Student Group ITE score. For a few student groups (economically disadvantaged, special ed, etc.) that analysis of historical data reveals to be significantly behind, the score that indicates proficiency is marginally less than 300, and the target score increases annually.  Students who meet the target score for the group but fall short of 300 points earn 0.95 points toward the calculation. 

Academic Acheivement Scale Score Targets for Priority Student Groups

Performance Level Snapshot (PLS)

The Performance Level Snapshot component measures the performance of all students on the Oklahoma School Testing Program (OSTP) as categorized by their demonstrated subject area proficiency. There are four categories of proficiency: Below Basic, Basic, Proficient, and Advanced. A student achieving a Basic score earns 0.5 points, a Proficient score earns 1.0, and an Advanced score earns 1.25 points for use in the school's PLS score. 

 

Academic Growth

What the Academic Growth Indicator measures:

Academic Growth measures how well schools support elementary and middle school students in achieving and maintaining mastery of grade-level academic standards in math and ELA over time. This indicator compares student performance on state tests between consecutive years. Students are expected to improve toward proficiency or maintain proficiency in their subject area knowledge and skills year after year. The measurement compares student proficiency on OSTP subject area tests from one year to the next. Students earn a value of 0-200 based on the growth they have made in English language arts (ELA) and math. Because the Oklahoma Academic Standards include more difficult content from one grade to the next, a student maintaining the same performance level has demonstrated growth. 

Visit the Assessments webpage for information on the Oklahoma School Testing Program (OSTP), including resources for interpreting scores.

ELPA

How well we are supporting our English learners in gaining proficiency in English language based on their WIDA ACCESS Scores.

ELPA Reporting Resources

For  information on the WIDA ACCESS or ALT ACCESS Assessment, including resources and best practices to support English learners, visit The Office of English Langauage Proficiency

Graduation

The Graduation indicator measures the percentage of students who entered ninth grade or transferred into a high school, who graduate with a standard or alternate-standard diploma in 4, 5, or 6 years.

Graduation Reporting Resources

For more information and resources on graduation requirements, visit Achieving Classroom Excellence Resources.
 

Postsecondary Opportunities

The Postsecondary Opportunities indicator measures how well schools support students for life after high school by providing them with opportunities to engage in career-based internships, take advanced (Advanced Placement/International Baccalaureate) coursework, participate in JROTC programs, and enroll in Career and Technical Education (CTE) coursework leading to certification or concurrent college/university courses. Students in the 11th and 12th grades who successfully complete at least one of these opportunities earn a point toward their school's PSO score.

Postsecondary Opportunities Coursework Reporting Resources

For more information and resources on career readiness and individual academic and career planning, visit https://www.okedge.com.

Historical Resources

Last Modified on Apr 11, 2025
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