Table 5.1. State-level accountability and reporting on Every Student Succeeds Act (ESSA) plans, by state: 2021

Compiles and disseminates data on state education practice activities

State		Indicators and weights in ESSA plan
State	Rating in ESSA Plan	Elementary/middle school	High school
Alabama	Federal tiers of support	Achievement (40%) Growth (40%) English language proficiency (5%) Chronic absenteeism (15%)	Achievement (20%) Growth (25%) English language proficiency (5%) Graduation rates (30%) Chronic absenteeism (10%) College and career readiness (10%)
Alaska¹	Index rating system	Schools with students in grades K-6: Achievement (30%) Growth (40%) English language proficiency (15%) Chronic absenteeism (10%) Grade 3 English language arts (ELA) proficiency (5%)	Schools with students in grades 7 and above: Achievement (20%) Growth (40%) English language proficiency (10%) Graduation rate: 4-year (15%) Graduation rate: 5-year (5%) Chronic absenteeism (10%)
Arizona²	Federal tiers of support	Achievement (60%) Growth (20%) English language proficiency (proficiency and growth) (10%) Chronic absenteeism (10%)	Proficiency (60%) Graduation rates (20%) English language proficiency (proficiency and growth) (10%) Dropout (10%)
Arkansas³	Index rating system	Achievement (35%) Growth (growth indicator academic and growth English language progress) (50%) English language proficiency (proportionately weighted in student growth score by number of English learners) School quality and student success (SQSS) indicator (15%)	Achievement (35%) Growth (35%) English language proficiency (proportionately weighted in school growth score by number of English learners) Graduation rate: 4- or 5-years (15%) SQSS indicator (15%)
California⁴	Dashboard	Achievement (includes growth) English language proficiency Chronic absenteeism Suspension rate	Achievement (includes growth) English language proficiency Graduation rates Suspension rate College/career readiness
Colorado	Federal tiers of support	Achievement (23%) Growth (40%) English language proficiency (20%) Science achievement (12%) Chronic absenteeism (5%)	Achievement (20%) Growth (20%) English language proficiency (20%) Graduation rate: 4- or 5-years (15%) Science achievement (10%) Dropout rates (15%)
Connecticut⁵	Index Rating System 1-5	Elementary school: Achievement (300 points) Growth (400 points) English language proficiency (100 points) Chronic absenteeism (100 points) Physical fitness (50 points) Middle school: Achievement (300 points) Growth (400 points) English language proficiency (100 points) Chronic absenteeism (100 points) On-track to graduation (50 points) Physical fitness (50 points)	High school: Achievement (800 points) English language proficiency (100 points) Graduation rate: 4-year (100 points) Graduation rate: 6-year (100 points) Chronic absenteeism (100 points) Preparation for postsecondary and career readiness coursework (50 points) Preparation for postsecondary and career readiness exams (50 points) On-track to graduation (50 points) Postsecondary entrance (100 points) Physical fitness (50 points) Arts access (50 points) Middle/high school: Achievement (300 points) Growth (400 points) English language proficiency (100 points) Chronic absenteeism (100 points) Preparation for postsecondary and career readiness coursework (50 points) Preparation for postsecondary and career readiness exams (50 points) On-track to high school graduation (50 points) Graduation rate: 4-year (100 points) Graduation rate: 6-year (100 points) Postsecondary entrance (100) Physical fitness (50) Arts access (50)
Delaware	Descriptive	Achievement (30%) Growth (40%) English language proficiency (10%) On-track attendance (10%) Science achievement (5%) Social studies achievement (5%)	Achievement (30%) English language proficiency (10%) Graduation rate: 4- 5- or 6-years (20%) On-track attendance (5%) College and career readiness (15%) Science achievement (biology) (5%) Social studies achievement (5%) On-track to graduation (10%)
District of Columbia⁶	1-5 stars	Achievement (30 points) Growth (40 points) English language proficiency (5 points) School environment: Chronic absenteeism (8 points) In-seat attendance (5 points) Re-enrollment (8 points) Access and opportunities measure	Achievement (40 points) English language proficiency (5 points) Graduation rate: 4-year (11 points) School environment: Chronic absenteeism (8 points) In-seat attendance (5 points) Re-enrollment (8 points) Access and opportunities measure AP and IB participation (5 points) AP and IB performance (5 points) Alternate graduation metric (9 points)
Florida⁷	Index rating system	Elementary school: Achievement (200 points) Growth (400 points) English language proficiency (100 points) Science achievement (100 points) Middle school: Achievement (180 points) Growth (400 points) English language proficiency (100 points) Science achievement (100 points) Social studies achievement (100 points) Middle school acceleration (120 points)	Achievement (600 points) English language proficiency (100 points) Graduation rate: 4-year (80 points) Science achievement (100 points) Social studies achievement (100 points) College and career readiness (120 points)
Georgia⁸	Index rating system	Achievement (30%) Growth (35%) English language proficiency Closing gaps (15%) Readiness (20%): Literacy (Lexiles) Chronic absenteeism Beyond the core	Achievement (30%) Growth (30%) English language proficiency Graduation rates (10%) Closing gaps (15%) Readiness (15%): Literacy (Lexiles) Chronic absenteeism Accelerated enrollment Pathway completion College and career readiness
Hawaii	Index rating system	Achievement (40%) Growth (40%) English language proficiency (10%) Chronic absenteeism (10%)	Academic achievement (30%) English language proficiency (10%) Graduation rate: 4-year (50%) Chronic absenteeism (10%)
Idaho	Federal tiers of support	Achievement (36%) Growth (36%) English language proficiency (18%) School quality (10%)	Achievement (45%) English language proficiency (23%) Graduation rates (23%) School quality (10%)
Illinois	Descriptive	Achievement (15%) Growth (50%) English language proficiency (5%) Science achievement (5%) Chronic absenteeism (5-10%) Climate surveys (5%) Elementary/middle grade indicator (5%) P-2 indicator (5%) Fine arts indicator (0-5%)	Achievement (15%) Graduation rates (50%) English language proficiency (5%) Science achievement (5%) Chronic absenteeism (3-8%) Climate surveys (5%) On-track to graduation (6%) College and career readiness (6%) Fine arts indicator (0-5%)
Indiana⁹	A-F rating system	Achievement (43 points) Growth (43 points) English language proficiency (10 points) Chronic absenteeism (5 points)	Achievement (15 points) Growth (15 points) English language proficiency (10 points) Graduation rates (30 points) College and career readiness (30 points)
Iowa	Index rating system	Achievement (12%) Growth (36%) English language proficiency (10%) Participation (10%) Average scale scores (14%) Conditions for learning (18%)	Achievement (39%) English language proficiency (10%) Graduation rates (15%) Participation (10%) Average scale scores (10%) Conditions for learning (8%) College and career readiness (8%)
Kansas¹⁰	Descriptive	Achievement Academic gap English language proficiency Student success	Achievement English language proficiency Graduation rates Student success
Kentucky	1-5 stars	Elementary school: Assessment results in reading and mathematics (51%) Assessment results in science, social studies and writing (40%) English learner progress towards proficiency (5%) Quality of school climate and safety (4%) Middle school: Assessment results in reading and mathematics (46%) Assessment results in science, social studies and writing (45%) English learner progress towards proficiency (5%) Quality of school climate and safety (4%)	Achievement (includes growth) (45%) English language proficiency (5%) Graduation rates (20%) Assessment results in science, social studies and writing (20%) Quality of school climate and safety (4%) College and career readiness (6%)
Louisiana	A-F rating system	Elementary school: Achievement (50%) Growth (25%) English language proficiency (weight comes from relationship to academic content assessments) Student success - science and social studies (25%) Middle school: Achievement (47%) Growth (25%) English language proficiency (weight comes from relationship to academic content assessments) Student success – science and social studies (28%) Student success – dropout/credit accumulation (5%)	Achievement (21%) English language proficiency (weight comes from relationship to academic content assessments) Graduation rates (42%) Student success – science and social studies (4%) Student success – ACT WorkKeys (25%) Student success – strength of diploma credentials (8%)
Maine¹¹	Descriptive	Achievement Growth English language proficiency Chronic absenteeism	Achievement English language proficiency Graduation rate: 4-year Graduation rate: combined 5/6-year Chronic absenteeism
Maryland	1-5 stars	Achievement (20%) Growth (25%) Credit for completion of a well-rounded curriculum (10%) English language proficiency (10%) Chronic absenteeism (15%) School climate (10%) Access to a well-rounded curriculum (10%)	Achievement (30%) English language proficiency (10%) Graduation rate (15%) Chronic absenteeism (15%) School climate (10%) Access to a well-rounded curriculum (10%) College and career readiness (10%)
Massachusetts	Descriptive	Achievement (40%) Growth (25%) English language proficiency (10%) SQSS (25%)	Achievement (33%) Growth (20%) Graduation rates (6%) English language proficiency (5%) SQSS (36%)
Michigan¹²	A-F rating system	Achievement (29%) Growth (34%) Graduation rates (10%) English language proficiency (10%) SQSS (14%) Assessment participation (3%)	Academic proficiency (29%) Academic growth (34%) Graduation rates (10%) English learner progress (10%) SQSS (14%) Assessment participation (3%)
Minnesota¹³	Descriptive	Achievement Growth English language proficiency Consistent attendance	Achievement English language proficiency Graduation rates Consistent attendance
Mississippi	A-F rating system	Achievement (190 points) Growth (380 points) English language proficiency (35 points) Science achievement (95 points)	Achievement (190 points) Growth (380 points) English language proficiency (50 points) Graduation rates (190 points) College and career readiness (48 points) Science achievement (48 points) Social studies achievement (48 points) Acceleration (48 points)
Missouri	Index rating system	Achievement (4 points) Growth (3 points) English language proficiency (2 points) Chronic absenteeism (1 point)	Achievement (4 points) English language proficiency (2 points) Graduation rates (3 points) Chronic absenteeism (1 point)
Montana	Federal tiers of support	Achievement (25%) Growth (30%) English language proficiency (10%) Chronic absenteeism (20%) Science achievement (10%) School climate (5%)	Achievement (30%) English language proficiency (10%) Graduation rates (25%) Chronic absenteeism (15%) College and career readiness (15%) School climate (5%)
Nebraska¹⁴	Descriptive	Achievement Growth English language proficiency Chronic absenteeism Student improvement (3-year trend line) Student non-proficiency (3-year trend line) Assessment participation Science achievement Evidence-based analysis of state accountability system indicators	Achievement (includes growth) English language proficiency Graduation rates Chronic absenteeism Improvement (3-year trend line) Non-proficiency (3-year trend line) Assessment participation Science achievement Evidence-based analysis of state accountability system indicators
Nevada	1-5 stars	Elementary school: Achievement (25 points) Growth (35 points) English language proficiency (10 points) Opportunity gaps- percentage non-proficient meeting ELA and math annual growth percentile (20 points) Student engagement (10 points) Middle school: Achievement (25 points) Growth (30 points) English language proficiency (10 points) Opportunity gaps- percentage non-proficient meeting ELA and math annual growth percentile (20 points) Student engagement (15 points)	Achievement (25 points) English language proficiency (10 points) Graduation rates (30 points) College and career readiness (25 points) Student engagement (10 points)
New Hampshire¹⁵	Federal tiers of support	Achievement Growth English language proficiency Equity	Achievement Growth English language proficiency Graduation rates Equity
New Jersey	Descriptive	Achievement (30%) Growth (40%) English language proficiency (20%) Chronic absenteeism (10%)	Achievement (30%) English language proficiency (20%) Graduation rates (40%) Chronic absenteeism (10%
New Mexico	Index rating system	Achievement (30%) Growth (40%) English language proficiency (10%) Science achievement (5%) Chronic absenteeism (5%) School climate (10%)	Achievement (25%) Growth (30%) English language proficiency (5%) Graduation rate: 4-year (5%) Graduation rate: 5-year (3%) Graduation rate: 6-year (2%) Science achievement (5%) Chronic absenteeism (5%) College and career readiness (10%) School climate (5%) Growth in 4-year graduation rate (5%)
New York¹⁶	Federal tiers of support	Achievement Growth English language proficiency Chronic absenteeism	Achievement Growth English language proficiency Graduation rates Chronic absenteeism College and career readiness
North Carolina¹⁷	A-F rating system	Achievement Growth English language proficiency Science achievement	Achievement Growth English language proficiency Graduation rates College and career readiness Science achievement Algebra II or Math III pass rate
North Dakota	Index rating system	Achievement (30%) Growth (30%) English language proficiency (10%) School climate (30%)	Achievement (25%) English language proficiency (10%) Graduation rates (16%) GED completion (8%) College and career readiness (21%) School climate (20%)
Ohio	A-F rating system	Grades K-3: Achievement (28%) English language proficiency (11%) Chronic absenteeism (2%) K-3 literacy (32%) Gap closing (21%) Gifted indicator (2%) ELA indicators (2%) Math indicators (2%) Grades 4-8: Achievement (22%) Growth (29%) English language proficiency (10%) Chronic absenteeism (1%) Science achievement (6%) Gifted indicator (1%) ELA indicator (3%) Math indicator (3%) Gap closing (20%) Science growth (6%)	Achievement (11%) Growth (23%) English language proficiency (5%) Graduation rate: 4-year (11%) Graduation rate: 5-year (7%) Chronic absenteeism (#%) College and career readiness (18%) Science achievement (#%) Social studies achievement (1%) Gifted indicator (#%) Improvement indicator (#%) ELA indicators (1%) Math indicators (2%) Gap closing: ELA and math (9%) Gap closing: 4-year graduation rate (5%)
Oklahoma	A-F rating system	Achievement (30%) Growth (30%) English language proficiency (15%) Chronic absenteeism (10%) Science achievement (5%)	Achievement (30%) English language proficiency (15%) Graduation rates (10%) Chronic absenteeism (10%) College and career readiness (10%) Science achievement (15%)
Oregon¹⁸	Federal tiers of support	Achievement Growth English language proficiency Chronic absenteeism	Achievement English language proficiency Graduation rates Chronic absenteeism On-track to graduation 5-year high school completion rate
Pennsylvania¹⁹	Federal tiers of support	Achievement Growth English language proficiency College and career readiness Chronic absenteeism	Achievement English language proficiency Graduation rates College and career readiness Chronic absenteeism
Rhode Island	1-5 stars	Achievement (1-4 points) Growth (1-3 points) English language proficiency (1-4 points) Chronic absenteeism (1-3 points) Teacher absenteeism (1-3 points) Suspension rate (1-3 points) Exceeding expectations (1-3 points)	Achievement (1-4 points) Growth (1-3 points) English language proficiency (1-4 points) Graduation rates (1-5 points) Chronic absenteeism (1-3 points) Teacher absenteeism (1-3 points) Suspension rate (1-3 points) Exceeding expectations (1-3 points) Commissioner's Seal (1-3 points) College and career readiness (1-3 points)
South Carolina²⁰	Descriptive	Achievement (35 points) Growth (35 points) English language proficiency (10 points) Preparing for success (10 points) School climate (10 points)	Achievement (25 points) English language proficiency (10 points) Graduation rates (25 points) Preparing for success (10 points) College and career readiness (25 points) School climate (5 points)
South Dakota	Index rating system of 1-100	Achievement (40 points) Growth (40 points) English language proficiency (10 points) Chronic absenteeism (10 points)	Achievement (40 points) English language proficiency (10 points) Graduation rates (13 points) High school completion rate (13 points) College and career readiness (25 points)
Tennessee	A-F rating system	Achievement (45%) Growth (35%) English language proficiency (10%) Chronic absenteeism (10%)	Achievement (30%) Growth (25%) English language proficiency (10%) Graduation rates (5%) Chronic absenteeism (10%) College and career readiness (20%)
Texas²¹	A-F rating system	Student achievement: State of Texas Assessments of Academic Readiness (STAAR) (100%) School progress: Academic growth Relative performance Closing the gaps domain: Academic achievement (30%) Academic growth status (50%) English language proficiency (10%) Student achievement domain score: STAAR component only (10%)	Student achievement: STAAR (40%) College, career, and military readiness (40%) Graduation rates (20%) School progress: Academic growth Relative performance Closing the gaps domain: Academic achievement (50%) Graduation rates (10%) English language proficiency (10%) College, career, and military Readiness (30%)
Utah²²	A-F rating system	Achievement (37%) Growth (37%) English learner progress (9%) Academic growth of lowest performing 25% of students (17%)	Achievement (25%) Growth (25%) English learner progress (6%) Academic growth of lowest performing 25% of students (11%) College and career readiness (33%)
Vermont	Descriptive	Achievement (35%) Growth (35%) English language proficiency (10%) Science achievement (10%) Physical education (10%)	Achievement (40%) English language proficiency (10%) Graduation rates (20%) Science achievement (5%) Physical education (5%) College and career readiness (10%) Postsecondary outcomes (10%)
Virginia²³	Federal tiers of support	Achievement Growth English language proficiency Chronic absenteeism School accreditation rating	Achievement English language proficiency Graduation rates Chronic absenteeism School accreditation rating
Washington²⁴	Index rating system 1-10	Achievement (15-20%) Growth (0-55%) English language proficiency (5%) SQSS (averaged) (5-15%): Chronic absenteeism	Achievement (15-20%) Graduation rates (0-50%) English language proficiency (5%) SQSS (averaged) (5-15%): Chronic absenteeism On-track to graduation College and career readiness
West Virginia²⁵	Descriptive	Achievement Growth English language proficiency Chronic absenteeism Behavior (school discipline)	Achievement English language proficiency Graduation rates Chronic absenteeism On-track to graduation College and career readiness
Wisconsin²⁶	Index rating system	Achievement (38-43%) Growth (38-43%) English language proficiency (5-10%) Chronic absenteeism (15%)	Achievement (38-43%) English language proficiency (5-10%) Graduation rates (38-43%) Chronic absenteeism (15%)
Wyoming	Descriptive	Achievement (25%) Growth (25%) English language proficiency (25%) Equity (25%)	Achievement (20%) Growth (20%) English language proficiency (20%) Graduation rates (20%) College and career readiness (20%)

# Rounds to zero.
¹ For schools that serve grade 12 in Alaska, the academic achievement indicator incorporates student growth.
² In Arizona, the weights change for combination schools including and not including grade 12.
³ For high schools in Arkansas, weighted achievement and academic growth are noted as one indicator in the ESSA plan, totaling 70%. See state ESSA plan for more information: https://dese.ade.arkansas.gov/Files/20201125133841_Arkansas_ESSA_Plan_approved_01_16_2018_amended_03112019.pdf.
⁴ In California, each indicator is given equal weight when meaningfully differentiating schools with ELA and math assessments considered as two separate indicators for school differentiation. In elementary/middle schools, chronic absenteeism is the state's "other academic indicator."
⁵ In Connecticut, science achievement is calculated as part of the achievement indicator, but is used by the SQSS indicator for federal accountability purposes.
⁶ In the District of Columbia, the access and opportunities indicator is not given a weight in the state's technical guide, but the ESSA plan notes that it must be used in formal results for the 2019-20 school year. See ESSA plan for more information: https://osse.dc.gov/sites/default/files/dc/sites/osse/page_content/attachments/OSSE%20ESSA%20State%20Plan_%20August%2028_Clean.pdf.
⁷ In Florida elementary and middle schools, the growth indicator includes a measure of learning gains among the lowest 25% of students in math and ELA. This is worth 200 of the 400 points in the growth indicator. In high schools, the academic achievement indicator includes student growth which includes a measure of learning gains among the lowest 25% of students in math and ELA. This is worth 200 of the 600 points in the growth indicator.
⁸ In Georgia, since English language proficiency is included under growth in the state's ESSA plan, it does not have its own weight here. See state ESSA plan for more information: https://www.gadoe.org/External-Affairs-and-Policy/communications/Documents/Georgia%20State%20ESSA%20Plan%20--%20Amended%2011.21.19.pdf.
⁹ In Indiana, the 0–100 point scale applied to each indicator score is also applied to the overall A-F letter grade. The A-F letter grade is based on the overall score of all indicators in the aggregate, after each indicator is weighted appropriately.
¹⁰ In Kansas, ratings are calculated for each indicator and weighted equally by the department of education. Overall ratings are determined in relation to the state median and standard deviations from the median.
¹¹ Maine does not explicitly weight indicators, but rather uses a series of decision rules to differentiate between schools. These decision rules give the greatest weight to academic achievement and growth (in elementary and middle schools) and academic achievement and graduation rate (in high schools).
¹² In Michigan, schools without a graduation rate indicator will have the weight evenly redistributed proportionally to the remaining components.
¹³ Minnesota uses a stage-based decision process to differentiate between schools across all of the indicators. The greatest weight is placed on academic achievement and progress in English language proficiency. The second stage of weight is placed on academic growth. The third stage of weight is placed on attendance, the SQSS measure.
¹⁴ In Nebraska, schools are identified for support in stages, which gives greater weight to academic indicators in the first stage of review.
¹⁵ New Hampshire does not explicitly weight indicators, but rather uses a series of decision rules to differentiate between schools. These decision rules give the greatest weight to academic achievement and growth (in elementary and middle schools) and academic achievement and graduation rate (in high schools). Progress toward English language proficiency by English learners is weighted more than the SQSS indicators.
¹⁶ In New York, indicators are not weighted, but schools are identified for support through a series of steps which gives more influence to academic achievement and growth.
¹⁷ In North Carolina, schools are awarded points for the percentage of students who meet the requirements for each indicator. These scores are used to determine the final score and corresponding letter grade by using a "composite approach".
¹⁸ In Oregon, the accountability system will apply additional weights to academic growth for elementary and middle schools, and to graduation for high schools.
¹⁹ In Pennsylvania, a three-step process is used for annual meaningful differentiation with academic achievement and growth getting the greatest weight, then English language proficiency and graduation rates, followed by the SQSS measures, college and career readiness and chronic absenteeism.
²⁰ In South Carolina, weights fluctuate based on English language sample size. Weights above are for a sample size of 20.
²¹ In Texas, overall rating is calculated by taking the best of student achievement or school progress, weighted at 70% and the closing the gaps domain which is weighted at 30%.
²² In Utah, the achievement and growth indicators are measured using statewide assessment of ELA, mathematics, and science. For more information on weighting of indicators see Utah Code Ann. § 53E-5-205 and Technical Manual: https://le.utah.gov/xcode/Title53E/Chapter5/53E-5-S205.html; https://utahschoolgrades.schools.utah.gov/Documents/TechnicalManual2019_2.2.pdf.
²³ Virginia’s system of annual meaningful differentiation prioritizes indicators based on the multi-step methodology. In Step 1, achievement and growth are given the greatest weight in the system. In Step 2, English language progress is given significant but less weight than the indicators in Step 1. In Step 3, the indicators of SQSS carry the least weight in the system.
²⁴ In Washington, weight ranges depending on missing indicators due to grade level or small sample size.
²⁵ In West Virginia, the weights for elementary/middle school are achievement, growth and English language proficiency: 71% and SQSS: 29%. For high school, the weights are achievement, graduation rates and English language proficiency: 63% and SQSS: 38%.
²⁶ In Wisconsin, weight ranges are based on the number of English learners in the school.
NOTE: The data in this table are updated as of December 2021. Tiers of Support: No summative rating system to describe school performance is provided in the ESSA plan. The state classifies schools based on the support it will provide, which can fall into one of three categories: Comprehensive Support and Improvement, Targeted Support and Improvement, or None/Universal. Index: Summative rating system to describe school performance. A school’s rating from an index system is a single numeric score from a set range (e.g., 1-10 or 1-100). A-F: Summative rating system to describe school performance. A school’s rating from an A-F system is a single letter grade from a range of A-F. Descriptive: Summative rating system to describe school performance. A school’s rating from a descriptive system includes a brief description of a school’s performance from a set list of descriptors (e.g., Needs Improvement, Average, Good, Great, or Excellent). 1-5 Stars: Summative rating system to describe school performance. A school’s rating from a 1-5 stars system is a single number of “stars” ranging from one star to five stars. Detail may not sum to totals because of rounding.
SOURCE: Education Commission of the States, States' School Accountability Systems 2021, retrieved June 29, 2023 from https://reports.ecs.org/comparisons/states-school-accountability-systems-2021.

Data Tables