Assessment (2018-19)
State Release of Assessment Results

Kentucky’s newly redesigned accountability system has students at its center—ensuring they are well-rounded, transition ready, prepared with the knowledge, skills, and essential dispositions to successfully pursue the pathway of their choice after graduating from high school, with an emphasis in providing students with opportunities in career and technical education. Additionally, the system moves away from a culture of competition among schools and districts, and away from a mentality of compliance in favor of a mindset that promotes continuous improvement.

The new system includes an intentional focus on improving low-performing students and closing the achievement gap between student groups. This promotes increased efforts at providing needed supports and rich learning experiences to historically overlooked, under-performing student groups such as minority ethnicities, students with disabilities, and English Learners.  All indicators in the accountability system will be disaggregated and reported by student group if the group size is ten or above.

The system uses multiple academic and school quality measures, not a single test or indicator. An overall rating for each school and district will be determined by setting standards for low to high performance on seven indicators. Additional information will be publicly reported to provide a more complete (with academic and non-academic indicators) and transparent picture of education in Kentucky.

Our accountability system, aligned to the Every Student Succeeds Act (ESSA), has students at its center—ensuring that they are well-rounded, transition ready, and prepared with the knowledge, skills, and essential dispositions to successfully pursue the pathway of their choice after graduating from high school. The indicators of the multi-dimensional system work together to support several important concepts that promote a valuable educational experience for all Kentucky’s students.  The goals of the system included,

  • Stimulate higher levels of student learning and achievement;
  • Reduce achievement gaps and ensure equity;
  • Emphasize opportunity and access for students to receive a quality education;
  • Build a culture of high expectations and continuous improvement; and
  • Communicate a clear and honest understanding of the strengths and opportunities for improvement in Kentucky’s schools and districts.

Rather than relying just on traditional measures of only test scores, the innovative system incorporates more than test scores.  The indicators include Proficiency, Separate Academic Indicator, Growth, Transition Readiness, Achievement Gap Closure, Opportunity and Access and Graduation Rate.

Accountability Standard Setting Final Report presented to the Kentucky Board of Education

"Kentucky Department of Education." : Accountability. N.p., n.d. Web. 3 Dec. 2018.

Accountability Indicators 
Proficiency
Reaching the desired level of knowledge and skills as measured on state-required academic assessments

Separate Academic Indicator
Reaching the desired level of knowledge and skills in science, social studies and writing

Growth (elementary and middle schools only)
Student’s continuous improvement toward the goal of proficiency and beyond

Graduation Rate (high school only)
Percentage of students earning a high school diploma compared to the cohort of students starting in grade 9

Transition Readiness
Attainment of the necessary knowledge, skills and dispositions to successfully transition to the next level of his or her education career.

Achievement Gap Closure 
Reducing the disparity in performance between student groups by moving all students to higher levels and moving those at the lowest levels more rapidly.

Opportunity and Access
Equitable availability to research-based student experiences and school factors that impact student success

"Kentucky Department of Education." : Accountability. N.p., n.d. Web. 3 Dec. 2018.

The public reporting of testing data for the 2017-18 school year will focus on student level data, so schools will NOT receive:
  1. An overall score (combining Next Generation Learners and Program Review components)
  2. Component scores (Learners and Program Review individually)
  3. Classifications or Labels (State: Needs Improvement, Proficient, Distinguished; Federal: Focus, Priority, Distinction, High Performing, High Progress)

 Schools, districts and the state WILL receive:

  1. Data for the components of Achievement, Gap, Growth (elementary and middle), College and Career Readiness and Graduation Rate
  2. 2017-18 Program Review scores, if submitted for schools or districts

 The K-PREP tests will be administered in a five day consecutive window within the last fourteen days of the school year.


2018-19 Testing Plan
  1. For elementary and middle schools:
    1. Continue current assessments, based on Kentucky standards, in Reading, Mathematics,  (grades 3-8) and Social Studies, On-Demand Writing at grades 5 and 8 (see Proposed Testing Plan below);
    2. Use a new operational science assessment at grades 4 and 7; 
  2. For high schools:
    1. Field tests (Online) in Reading and Math for all 10th graders 
    2. Continue the assessment of On-Demand Writing at grade 11 (On-line).
    3. Discontinue the use of ACT WorkKeys as a measure of Transition Readiness.  
    4. Continue the use of ACT (11th graders) for Proficiency and Transition Readiness
    5. Industry-recognized certifications are a focus of SB1 and proposed to be an indicator of technical readiness in the new accountability model under Transition Readiness. KDE will publish a list of industry-recognized certifications, licensures and credentials following approval by the Kentucky Workforce Innovation Board. Industry certifications continue to be one measure of technical skill attainment for federal Perkins accountability.
    6. Career & Technical Education End-of-Program (CTE-EOP) is proposed to be an indicator of technical readiness in the new accountability model under Transition Readiness. Preparatory students in a career and technical education pathway will have the option of taking a (CTE-EOP) assessment that is aligned to appropriate pathways. The appropriate assessments will be identified in June on the Valid Industry Certification List. Where available, students may also earn articulated dual credit in accordance with agreements with post-secondary institutions (http://education.ky.gov/CTE/cter/Pages/ArtAgree.aspx). CTE-EOP continues to be one measure of technical skill attainment for federal Perkins accountability. 
    7. KYOTE reading, writing and mathematics tests are not currently listed as measures for demonstrating academic readiness under Transition Readiness, so DHS will not be administering these assessments.  

Accountability for Elementary / Middle 2018-2019 (5 Star Rating, CSI /TSI)

1. Proficiency
a. Reading and Mathematics
2. Separate Academic Indicator
a. Science, Social Studies and Writing
3. Growth
a. Reading and Mathematics
b. Proficiency/English Attainment (English Learners only)

Accountability for Elementary / Middle 2018-2019 (5 Star Rating, CSI /TSI)

1. Proficiency
a. College Admission Exams (ACT--Reading and Mathematics Subscores)
2. Graduation Rate
a. Indicator (4 and 5 year rate used for CSI)
b. 4 year graduation rate used for CSI II (below 80%)
3. Transition Readiness
a. Academic, Career and EL Readiness

Scheduled Additional Indicators in the future

1. Transition Readiness: Elementary / Middle
2. Achievement Gap Closure: Elementary/Middle/High
3. Opportunity and Access delayed until 2019-2020 by Kentucky Board

State Assessment: District and School Report Card

2018-2019 Assessments Included in Accountability Indicators