Region
A geographic grouping of districts and charter schools based on the location of their administrative office.
Asian
A category for people who identify as Asian.
Black/African American
A category for people who identify as Black or African American
Hispanic or Latino
A category for people who identify as Hispanic, Latino, or Spanish
Native American or Alaskan Native
A category for people who identify as American Indian or Alaska Native
Native Hawaiian or Pacific Islander
A category for people who identify as Native Hawaiian or Other Pacific Islander.
Multiracial
A category for people who identify with more than one race.
White
A category for people who identify as White.
Spring Enrollment
The Department reports a unique student enrollment count at each entity. The count includes any students in grades kindergarten through 12 who are enrolled on the first Friday of May, as reported by districts and charter schools via ISEE to the Idaho Statewide Longitudinal Data System (SLDS). The count does not show whether a student is enrolled on a half-time or full-time basis.
School Type
For reporting purposes, the Department separates schools into the following five types.
Title 1 Status
The Title 1 program status identifies schools that are eligible and participating in Title 1-A programs. Title 1-A of the ESEA, as amended by the ESSA, provides districts and charter schools with extra resources to help improve education in high-poverty schools and to give all children significant opportunity to receive a fair, equitable, and high-quality education, and to close educational achievement gaps. The Department allocates the Title 1-A funds to districts and charter schools based primarily on poverty data provided by the U.S. Bureau of the Census. Districts and charter schools report each school’s program participation status to the Department via Consolidated Federal and State Grant Application (CFSGA).
Location Setting
The school location identifies schools as rural or non-rural, as defined under I.C.§33-319, based on addresses reported in the Building Directory and Spring Enrollment Count.
Students from Low Income Families
Economically disadvantaged students are students who have ever been identified in the reporting year as Free Lunch Eligible, Reduced Lunch Eligible, Direct Certified, or Survey – Household Income, as submitted in the econDisStatus field by the district or charter school via ISEE. Students whose participation eligibility in the Free Lunch and Reduced-Priced Lunch Programs under the National School Lunch Act of 1946 is not determined due to Provision 2 or the Community Eligibility Option may be included in the “Not Eligible” group.
English Learners
English Learners (ELs) are students who are eligible for the English language instruction educational program (LIEP) on the testing/reporting date, based on the EL Entry Date submitted by the district or charter school in the English Learner Management System (ELMS). Specifically, English Learners have the EL status of L1, LE, or EW on the testing/reporting date.
Students with Disabilities
Students with disabilities are those students who had an active Individualized Education Program (IEP) on the testing/reporting date, as submitted by the district or charter school via ISEE. Students who are only on a 504 plan are not part of this subgroup
Students in Foster Care
Children in foster care are students who have ever been part of the foster care program in the reporting year, as reported by the Idaho Department of Health and Welfare (DHW). Under a data sharing agreement, the Department receives the foster care data from the DHW five days a week.
Students who are Homeless
Homeless children and youth are the students who have ever been identified in the reporting year as homeless in the homeless field submitted by the district or charter school via ISEE.
Students from Migrant Families
Migrant students are students who are eligible for the Migrant Education Program (MEP) on the testing/reporting date based on the Qualifying Arrival Date (QAD) submitted by the district or charter school via Migrant Student Information System (MSIS).
Students from Military Families
Military connected students are students who have ever been identified in the reporting year as having a parent who is a member of the Armed Forces on active duty, which includes a parent on full-time National Guard duty, as reported in the militaryConnected field by the district or charter school via ISEE. Students with a field value of “Unable to provide” are included in the “Not Military Connected” group.
Grades Served
The grades served indicate the grade levels that a school or district or charter school can offer. The Department uses grades-served information for many purposes, including, but not limited to, accountability, reporting, and attendance. For example, a school cannot claim attendance for a student if the school, according to the grades-served indicators, does not offer a grade that the student is assigned. A school may or may not have students enrolled in all grades served.
Idaho Standards Achievement Test - ISAT
Federal and state laws require all Idaho public school students take Idaho Standards Achievement Tests (ISAT) in tested grades. These tests measure how students perform on the Idaho Content Standards. Students take the ISAT in math and English/Language Arts (ELA) in grades 3-8 and once in high school. Students take the ISAT in science in grades 5, 8, and 11. Students with significant cognitive disabilities may take the Idaho Alternate Assessment (IDAA) instead of the ISAT.
English Language Arts/Literacy (ELA)
English Language Arts/Literacy (ELA) is a subject area assessed by the ISAT in grades 3-8 and once in high school. It measures student proficiency in reading, writing, and language skills as defined by the Idaho Content Standards.
Below Basic
Below Basic indicates the student has not yet demonstrated sufficient understanding of the grade-level content standards assessed. This is the lowest of four ISAT proficiency levels.
Basic
Basic indicates the student has demonstrated partial understanding of the grade-level content standards assessed.
Proficient
Proficient indicates the student has demonstrated adequate understanding of the grade-level content standards assessed. Students at this level and above are considered to have met the state standard.
Advanced
Advanced indicates the student has demonstrated thorough understanding of the grade-level content standards assessed. This is the highest of four ISAT proficiency levels.
Idaho Reading Indicator Proficiency
The Idaho Reading Indicator (IRI) is a kindergarten through grade 3 assessment. Idaho State Statute section 33-1806 requires all public school students in kindergarten and grades 1, 2, and 3 have their early literacy skills assessed.
Tier 1
Tier 1 indicates a student is reading at grade level and demonstrates benchmark proficiency in early literacy skills as measured by the Idaho Reading Indicator (IRI).
Tier 2
Tier 2 indicates a student is reading slightly below grade level and may benefit from strategic intervention to strengthen early literacy skills as measured by the Idaho Reading Indicator (IRI).
Tier 3
Tier 3 indicates a student is reading significantly below grade level and may require intensive intervention in early literacy skills as measured by the Idaho Reading Indicator (IRI).
English Learners Achieving English Language Proficiency
English language proficiency refers to a student's ability to communicate effectively in English across academic and social settings, focusing on the key domains of listening, speaking, reading, and writing. English learners are expected to attain English proficiency within 2 to 5 years of being identified as an English learner.
National Assessment of Educational Progress (NAEP)
National Assessment of Educational Progress (NAEP) is a national assessment. It measures student achievement and tracks changes over time. NAEP provides results for the nation and the states, but it does not provide scores for districts, schools, classrooms, or individual students. Idaho includes NAEP for grades 4, 8, and 12 in its state testing program.
Participation Rate
The participation rate is the percentage of students who took the required state assessment out of the total number of students expected to test. Federal law requires that at least 95% of students participate in state assessments.
Student Growth toward Proficiency - ISAT
Academic growth measures how much a student improves each year. It shows progress towards proficiency of grade-level standards. In Idaho, students are considered as successfully meeting their growth goal if they are proficient, or if they are "on track" to reach proficiency within three years.
On Track
A student is considered "on track" when their rate of academic improvement indicates they will reach proficiency within three years, even if they are not yet proficient.
Idaho Reading Indicator Spring Growth
The change in IRI proficiency from fall to spring is calculated only for students who completed both assessments at the entity listed on the page. As a result, this calculation may differ from the separately reported fall and spring proficiency rates.
Chronic Absenteeism
A student is chronically absent if they miss 10% or more of the school days during the year. A student is absent when they are not at school or taking part in academic activities for at least half of the school day.
College and Career Readiness Course Enrollment
College and Career Readiness Course Enrollment gives information about how well high-school graduates are getting ready for life after school, whether that's going to college or starting a job.
Four-Year Graduation Rate
The four-year graduation rate shows the percentage of students who finish high school by meeting Idaho's regular graduation requirements within four years. These rates don't include students who get a GED, but they do count students who move in and out of schools.
Five-Year Graduation Rate
The five-year graduation rate shows the percentage of students who finish high school by meeting Idaho's regular graduation requirements within five years. These rates don't include students who get a GED, but they do count students who move in and out of schools.
Go On Rate
The College-Going rate measures the percentage of Idaho public high school graduates who enroll in 2- or 4-year institutions or job training programs. It tracks high school graduates at intervals after graduation: immediately, 12, 18, 24, and 36 months. Each time period includes all students who enrolled at any point within that interval.
Advanced Placement (AP)
Advanced Placement (AP) courses are college-level classes offered in high school through the College Board. Students who pass AP exams may earn college credit.
International Baccalaureate (IB)
International Baccalaureate (IB) is an internationally recognized program that offers rigorous, college-preparatory coursework for high school students.
Career & Technical Education (CTE)
Career and Technical Education (CTE) courses prepare students for careers in specific industries and occupations through hands-on, applied learning experiences.
Concurrent Enrollment/Dual Credit
Concurrent Enrollment, also known as Dual Credit, allows high school students to enroll in college courses and earn both high school and college credit simultaneously.
Civil Rights Data Collection (CRDC)
The Civil Rights Data Collection (CRDC) is a survey conducted by the U.S. Department of Education. It gathers information from public schools across the country to help ensure that all students have equal access to educational opportunities.
In-School Suspensions
An in-school suspension is a disciplinary action in which a student is temporarily removed from their regular classroom but remains in the school building under supervision.
Out-of-School Suspensions
An out-of-school suspension is a disciplinary action in which a student is temporarily removed from the school and is not allowed to attend classes or school activities for a specified period of time.
Expulsions
An expulsion is a disciplinary action in which a student is removed from the school for an extended period of time, typically for the remainder of the school year or longer.
School-Related Arrests
School-related arrests refer to arrests of students for activities that occur at school, on school grounds, on school transportation, or at school-sponsored events.
Referral to Law Enforcement
A referral to law enforcement is an action by which a student is reported to any law enforcement agency or official for an incident that occurs at school, on school grounds, on school transportation, or at school-sponsored events.
School Identification
The Elementary and Secondary Education Act of 1965 (ESEA), as amended by the Every Student Succeeds Act (ESSA), requires the state to establish a methodology to meaningfully identify schools for additional state assistance and resources.
Comprehensive Support and Improvement (CSI)
Comprehensive Support and Improvement (CSI) identifies the lowest-performing schools (CSI Up), schools with low high school graduation rates (CSI Grad), and schools with a chronically very low-performing subgroup for additional state assistance and resources.
Targeted Support and Improvement (TSI)
Targeted Support and Improvement (TSI) identifies schools with one or more underperforming student subgroups for additional support to address achievement gaps.
Additional Targeted Support and Improvement (ATSI)
Additional Targeted Support and Improvement (ATSI) identifies schools with one or more very low-performing student subgroups for more intensive support and improvement strategies.
Goal Maker
Goal Makers met the annual interim progress target. The state set the same, rigorous target for all schools.
Top Performer
Top Performers performed at the top 10th percentile or above in key performance indicators.