{"id":598,"date":"2021-10-05T17:10:08","date_gmt":"2021-10-05T17:10:08","guid":{"rendered":"http:\/\/www.oepiohio.org\/?page_id=598"},"modified":"2024-11-07T21:42:00","modified_gmt":"2024-11-07T21:42:00","slug":"house-bill-82-implements-report-card-changes-for-the-2021-22-school-year","status":"publish","type":"page","link":"http:\/\/www.oepiohio.org\/index.php\/research-reports\/house-bill-82-implements-report-card-changes-for-the-2021-22-school-year\/","title":{"rendered":"HB 82 Implements Report Card Changes for the 2021-22 School Year"},"content":{"rendered":"

House Bill (HB) 82 revises the state report card system for school districts, beginning with the report card issued for the 2021-2022 school year.<\/span><\/p>\n

HB 82 was born of two pieces of legislation\u2014one from each chamber\u2014that would have revised Ohio\u2019s report card system. HB 200 was a bi-partisan effort by Representative Don Jones (R-Freeport) and Representative Phillip M. Robinson Jr. (D-Solon). Among other changes, HB 200 would have created a six-level rating system ranging from \u201cSignificantly Exceeds Expectations\u201d to \u201cIn Need of Support.\u201d Senate Bill (SB) 145, sponsored by Senator Andrew O. Brenner (R-Powell) maintained the A through F grading system.<\/span><\/p>\n

The sponsors of the two bills sought to reach compromise by bringing stakeholders from a variety of organizations together to reach consensus on report card reform. The work of the group resulted in a substitute version of HB 82, which originally sought to eliminate the requirement that high school students take a nationally standardized college admission assessment for graduation. A provision which allows parents to opt their students out of taking the ACT or SAT (beginning with the class of 2026) was ultimately placed in the budget bill. HB 82 can be considered a reflection of provisions from both HB 200 and SB 145 with some new provisions developed by the group.<\/span><\/p>\n

Following is an overview of major report card changes contained in HB 82.<\/span><\/p>\n

Rating System
\n<\/span><\/strong>HB 82 replaces the A to F letter grade system with a rating system that uses \u201cstars\u201d to indicate a district\u2019s or school\u2019s overall performance and performance for the individual components that are factored into the overall rating. The components will be rated with one to five stars. The overall rating for a school or district will also use half stars, making the rating system 1, 1 \u00bd, 2, 2 \u00bd, etc. <\/span><\/p>\n

 <\/span>The following descriptors align with the star rating system: <\/span><\/p>\n

 <\/span>           5 Stars                         \u201cSignificantly meets state standards\u201d<\/span><\/p>\n

            4 or 4 \u00bd Stars            \u201cExceeds state standards\u201d<\/span><\/p>\n

            3 or 3 \u00bd Stars            \u201cMeets state standards\u201d<\/span><\/p>\n

            2 or 2 \u00bd Stars            \u201cNeeds support to meet state standards\u201d<\/span> <\/span><\/p>\n

            1 or 1 \u00bd Stars             \u201cNeeds significant support to meet state standards\u201d <\/span><\/p>\n

In addition to the star ratings, the report card will include a graphic that depicts the performance ratings of a district or school on a color scale. Three stars will equal a color coding of \u201cgreen.\u201d One star will equal a color coding of \u201cred.\u201d The remaining associated colors will be determined by the Ohio Department of Education (ODE).<\/span><\/p>\n

An arrow graphic will provide a visual of performance rating data trends for at least the three most recent years for each of measured components.   <\/span><\/p>\n

Rated Components
\n<\/span><\/strong>Rated components will include Achievement, Progress, Gap Closing, Graduation, and Early Literacy. \u201cPrepared for Success\u201d will now be titled \u201cCollege, Career, Workforce, and Military Readiness.\u201d This component will not be rated initially; however, ODE will analyze data for the 2021-22, 2022-23, and 2023-24 school years and make a recommendation to the Joint Committee on Agency Rule Review (JCARR), which will determine if a rating for \u201cCollege, Career, Workforce, and Military Readiness\u201d will begin with the 2024-25 school year.<\/span><\/p>\n

An overall rating for schools and districts will not begin until the 2022-23 school year. For the overall rating, Achievement and Progress will be given the same weight, and Gap Closing, Graduation, and Early Literacy must be weighted equally (along with College, Career, Workforce, and Military Readiness if it becomes a rated component). Achievement and Progress will account for 50% of the overall rating, while the remaining components will comprise the other 50%.<\/span><\/p>\n

Achievement
\n<\/span><\/strong>The Achievement rating is based on the school\u2019s or district\u2019s overall Performance Index (PI). Also included in the calculation of the Performance Index will be end-of-course exams in science, American history, and American government. The PI will also use scores from AP or IB exams and final grades in College Credit Plus courses in science, American history, and American government to substitute for end-of-course exam results.<\/span><\/p>\n

The current maximum PI score of 120 will be revised each year. The maximum PI score will be established each year by averaging the PI scores achieved by the top 2% of all districts and the top 2% of schools for the school year for which a report card is issued. Those averages will become the top score upon which all districts and schools are rated.<\/span><\/p>\n

The performance indicators will be \u201creport only.\u201d A district\u2019s or school\u2019s performance indicator results will be compared with the results of similar districts and the state average for each assessment.<\/span><\/p>\n

Progress
\n<\/span><\/strong>The Progress rating will be based on a district\u2019s or school\u2019s overall value added score from the most recent three years. The most recent year results will comprise 50% of the score. Years two and three will each comprise 25% of the score.<\/span><\/p>\n

There will be no subgroups reported in the Progress component. The reporting of performance by students in the lowest quintile for achievement statewide (\u201clowest 20%\u201d) as a subgroup is eliminated in the report card.<\/span><\/p>\n

HB 82 requires ODE to explore the feasibility of the value-added progress dimension using the gain index and effect size to improve differentiation and interpretation of the measure. It authorizes the State Board of Education to update its rules regarding value-added progress dimension to implement the use of gain index and effect size, if ODE determines that it is feasible.<\/span><\/p>\n

Gap Closing
\n<\/span><\/strong>Gap Closing indicates if certain measures are \u201cmet\u201d or \u201cnot met\u201d for various subgroups. This includes the gifted performance indicator, which includes the performance of gifted students on state assessments, the identification of gifted students, and the level of services provided to gifted students.<\/span><\/p>\n

Also included as \u201cmet\u201d or \u201cnot met\u201d indicators are English language proficiency for English Learners and the district\u2019s or school\u2019s chronic absenteeism rate. Subgroup performance will be determined as \u201cmet\u201d or \u201cnot met\u201d for graduation targets along with achievement targets and progress targets in both math and English language arts.<\/span><\/p>\n

A subgroup must have at least 15 students for that subgroup to be measured. The performance of a subgroup can no longer cause a \u201cdemotion\u201d in a school\u2019s or district\u2019s overall rating for the progress or gap closing components.<\/span><\/p>\n

Graduation<\/strong>
\n<\/span>The Graduation component will include both the four-year and five-year adjusted cohort graduation rates. The four-year adjusted cohort rate will be weighted at 60%. The five-year adjusted cohort rate will be weighted at 40%.<\/span><\/p>\n

There are several \u201creport only\u201d items in the Graduation component. Among them will be the graduation rate of students who completed all of grades 9-12 in the district in addition to the percentage of students who did not graduate but are still enrolled in the district and receiving either general education or special education services.<\/span><\/p>\n

Early Literacy
\n<\/span><\/strong>The current \u201cKindergarten through Third Grade Literacy\u201d component will be renamed as \u201cEarly Literacy.\u201d The rating will be determined by three components:<\/span><\/p>\n