Federal Accountability
Federal Accountability Indicators
Under ESSA, schools are identified for support and improvement based on multiple performance indicators.
Academic Indicators:
- Academic achievement – measured by pass rates on the Standards of Learning (SOL) and the Virginia Alternate Assessment Program (VAAP) reading and mathematics assessments
- Growth in reading and mathematics for elementary and middle schools – measured by the progress tables
- High school graduation rate – measured by the Federal Graduation Indicator-This is a PDF document.
- Progress in English Learners gaining proficiency in English – measured by the ACCESS for ELLs 2.0 English Language Proficiency assessment
Indicators of School Quality or Student Success:
- Chronic absenteeism
- School Accreditation rating
To identify schools for support and improvement, each of the indicators above must be weighted, with significantly more weight given to the academic indicators than to the indicators of school quality or student success. Virginia’s multi-step identification process is summarized below, and described in detail in Virginia’s ESSA state plan.
Additional information about the calculations for federal accountability indicators can also be accessed through VDOE’s August 2018 webinar on 
state and federal accountability indicators.
Schools Identified for Support and Improvement
- 2020-2021-This is an excel spreadsheet.
- 2019-2020-This is an excel spreadsheet.
- 2018-2019-This is an excel spreadsheet.
Comprehensive Support and Improvement
The lowest five percent of Title I schools, plus any high school with a federal graduation rate below 67 percent, are identified for comprehensive support and improvement based on the performance of all students. Schools are identified every three years.
- Step One: Identify Title I schools that did not meet the interim measure of progress for English (reading), mathematics, and FGI and are in the lowest two quartiles for academic growth in reading or mathematics.
- Step Two: Of those schools identified in Step One, identify schools that did not meet the interim measure for EL progress and are in the lowest two quartiles for EL progress.
- Step Three: Of those schools identified in Step One through Two, identify schools that did not meet the interim measure of progress for chronic absenteeism and have a Standards of Accreditation rating of Accredited with Conditions or Accreditation Denied. Identify a number equal to five percent of Title I schools.
Targeted Support and Improvement
Schools with low-performing student groups are identified for targeted support and improvement annually. Title I schools and non-Title I schools are identified.
- Step One: Identify schools that did not meet the interim measure of progress for two consecutive years in one or more student groups for reading and mathematics and FGI and are in the lowest two quartiles for academic growth in reading or mathematics.
- Step Two: Of those schools identified for the EL subgroup in Step One, identify schools that did not meet the interim measure for EL progress and are in the lowest two quartiles for EL progress.
- Step Three: Of those schools identified in Step One through Two, identify schools that did not meet the interim measure of progress for chronic absenteeism for two consecutive years and have an Standards of Accreditation rating of Accredited with Conditions or Accreditation Denied.
Additional Targeted Support and Improvement
Additional targeted support and improvement schools are identified every three years. From among schools identified for targeted support and improvement, any school with one or more student groups performing below the level of the highest performing comprehensive support and improvement school is identified.
Federal Targets
If fewer than thirty students are present in a student group for any indicator, the student group’s performance is not reported and is excluded from the federal accountability calculation.
Reading
** Subgroups that meet or exceed the target must improve from the previous year.
| N/A | Baseline | Year 1 Targets | Year 2 Targets | Year 3 Targets | Year 4 Targets | Year 5 Targets | Year 6 Targets | Year 7 Targets Long Term Goal |
|---|---|---|---|---|---|---|---|---|
| Assessment Yr. | 2015-2016 | 2017-2018 | 2018-2019 | 2019-2020 | 2020-2021 | 2021-2022 | 2022-2023 | 2023-2024 |
| Accountability Yr. | N/A | 2018-2019 | 2019-2020 | 2020-2021 | 2021-2022 | 2022-2023 | 2023-2024 | 2024-2025 |
| All students | 73 | 73 | 73 | 73 | 74 | 74 | 74 | 75 |
| Asian students | 87 | 87 | 87** | 87** | 87** | 87** | 87** | 75** |
| Black students | 58 | 60 | 62 | 65 | 67 | 70 | 72 | 75 |
| Economically Disadvantaged students | 60 | 62 | 64 | 66 | 68 | 70 | 72 | 75 |
| English Learners | 50 | 53 | 57 | 60 | 64 | 67 | 71 | 75 |
| Hispanic students | 62 | 63 | 65 | 67 | 69 | 71 | 73 | 75 |
| Students with Disabilities | 35 | 39 | 45 | 51 | 57 | 63 | 69 | 75 |
| White students | 81 | 81 | 81** | 81** | 81** | 81** | 81** | 75 |
Mathematics
** Subgroups that meet or exceed the target must improve from the previous year.
| N/A | Baseline | Year 1 Targets | Year 2 Targets | Year 3 Targets | Year 4 Targets | Year 5 Targets | Year 6 Targets | Year 7 Targets Long Term Goal |
|---|---|---|---|---|---|---|---|---|
| Assessment Yr. | 2015-2016 | 2017-2018 | 2018-2019 | 2019-2020 | 2020-2021 | 2021-2022 | 2022-2023 | 2023-2024 |
| Accountability Yr. | N/A | 2018-2019 | 2019-2020 | 2020-2021 | 2021-2022 | 2022-2023 | 2023-2024 | 2024-2025 |
| All students | 74 | 74 | 75** | 75** | 75** | 75** | 75** | 70** |
| Asian students | 89 | 89 | 91** | 91** | 91** | 91** | 91 ** | 70** |
| Black students | 60 | 60 | 60 | 62 | 64 | 66 | 68 | 70 |
| Economically Disadvantaged students | 62 | 63 | 63 | 64 | 66 | 67 | 68 | 70 |
| English Learners | 55 | 57 | 61 | 62 | 64 | 66 | 68 | 70 |
| Hispanic students | 63 | 64 | 65 | 66 | 67 | 68 | 69 | 70 |
| Students with Disabilities | 39 | 42 | 40 | 46 | 52 | 58 | 64 | 70 |
| White students | 81 | 81 | 83** | 83** | 83** | 83** | 83** | 70** |
Chronic Absenteeism
| N/A | Baseline | Year 1 Targets | Year 2 Targets | Year 3 Targets | Year 4 Targets | Year 5 Targets | Year 6 Targets | Year 7 Targets Long Term Goal |
|---|---|---|---|---|---|---|---|---|
| Assessment Yr. | 2015-2016 | 2017-2018 | 2018-2019 | 2019-2020 | 2020-2021 | 2021-2022 | 2022-2023 | 2023-2024 |
| Accountability Yr. | N/A | 2018-2019 | 2019-2020 | 2020-2021 | 2021-2022 | 2022-2023 | 2023-2024 | 2024-2025 |
| All students | 9 | 9 | 14 | 13 | 12 | 12 | 11 | 10 |
| Asian students | 5 | 5 | 10 | 10 | 10 | 10 | 10 | 10 |
| Black students | 9 | 9 | 15 | 14 | 13 | 12 | 11 | 10 |
| Economically Disadvantaged students | 13 | 13 | 19 | 17 | 15 | 13 | 11 | 10 |
| English Learners | 8 | 8 | 13 | 13 | 12 | 12 | 11 | 10 |
| Hispanic students | 9 | 9 | 15 | 14 | 13 | 12 | 11 | 10 |
| Students with Disabilities | 14 | 14 | 20 | 18 | 16 | 14 | 12 | 10 |
| White students | 9 | 9 | 15 | 14 | 13 | 12 | 11 | 10 |
Federal Four-Year Graduation Rate
** Subgroups that meet or exceed the target must improve from the previous year
| N/A | Baseline | Year 1 Targets | Year 2 Targets | Year 3 Targets | Year 4 Targets | Year 5 Targets | Year 6 Targets | Year 7 Targets Long Term Goal |
|---|---|---|---|---|---|---|---|---|
| Assessment Yr. | 2015-2016 | 2017-2018 | 2018-2019 | 2019-2020 | 2020-2021 | 2021-2022 | 2022-2023 | 2023-2024 |
| Accountability Yr. | N/A | 2018-2019 | 2019-2020 | 2020-2021 | 2021-2022 | 2022-2023 | 2023-2024 | 2024-2025 |
| All students | 84 | 84 | 84** | 84** | 84** | 84** | 84** | 84** |
| Asian students | 90 | 90 | 90** | 90** | 90** | 90** | 90** | 84** |
| Black students | 82 | 82 | 82 | 82 | 83 | 83 | 83 | 84 |
| Economically Disadvantaged students | 77 | 78 | 79 | 80 | 81 | 82 | 83 | 84 |
| English Learners | 62 | 65 | 68 | 71 | 74 | 77 | 80 | 84 |
| Hispanic students | 81 | 81 | 81 | 82 | 82 | 83 | 83 | 84 |
| Students with Disabilities | 52 | 56 | 61 | 65 | 70 | 74 | 79 | 84 |
| White students | 86 | 86 | 86** | 86** | 86** | 86** | 86** | 84** |
English Learner Progress
| N/A | Baseline | Year 1 Target | Year 2 Target | Year 3 Target | Year 4 Target | Year 5 Target | Year 6 Target | Year 7 Long Term Goal |
|---|---|---|---|---|---|---|---|---|
| Assessment Year | 2016-2017 | 2017-2018 | 2018-2019 | 2019-2020 | 2020-2021 | 2021-2022 | 2022-2023 | 2023-2024 |
| Accountability Year | N/A | 2018-2019 | 2019-2020 | 2020-2021 | 2021-2022 | 2022-2023 | 2023-2024 | 2024-2025 |
| EL Progress Target | 44 | 46 | 48 | 50 | 52 | 54 | 56 | 58 |
Exit Criteria
Comprehensive support and improvement schools identified as the lowest five percent of Title I schools are eligible to exit after two years. Schools that are eligible to exit, have improved student performance, and are no longer in the bottom five percent will exit comprehensive support and improvement status. Comprehensive support and improvement schools identified due to graduation rate are eligible to exit after one year. To exit, these schools must have an FGI above 67 percent.
Schools identified for additional targeted support and improvement are eligible to exit after one year. To exit additional targeted support and improvement, a school must meet the interim measures of progress in the subgroup or subgroups for which the school was identified. Title I schools that do not exit additional targeted support and improvement status after three years will be identified for comprehensive support and improvement.