Decrease the percentage of schools that receive an “F” on the Oklahoma A-F Report Card from 11.2% in 2014 to 6% by 2018.

Increase the percentage of schools that receive an “A” on the Oklahoma A-F Report Card from 15.4% in 2014 to 20% by 2018.

The Iowa School Performance Profiles is an online tool showing how public schools performed on required measures. The website was developed to meet both federal and state requirements for publishing online school report cards: The federal Every Student Succeeds Act and House File 215, adopted by Iowa lawmakers in 2013. The website includes: Scores on school accountability measures required under ESSARatings based on those scores: Exceptional, High Performing, Commendable, Acceptable, Needs Improvement, and PriorityIdentification of schools for support and improvement based on accountability scores (Comprehensive and Targeted schools)Additional education data that must be reported by law but do not figure into school accountability scores To learn more about school scores, measures, rankings and other data, visit the “Help” section for a user guide, technical guide and other resources.

This dataset denotes values of the School Proficiency Index. The index illustrates school-level data to describe neighborhoods relative to nearby school performance. Specifically, the data is on the performance of 4th grade students on state exams to describe which neighborhoods have high-performing elementary schools nearby and which are near lower performing elementary schools.

The following dataset presents the students' performance in mathematics for level 6 students over three semesters. Each semester contains a number of assessment blocks

This dataset contains the school performance indices (SPIs) for 2009-10 (2010), 2010-11 (2011), and 2011-12 (2012) for all schools that administered the Connecticut Mastery Test (CMT). These data were published in the School Performance Reports released by the CT State Department of Education (CSDE) in December 2013 (see http://www.csde.state.ct.us/public/performancereports/20122013reports.asp) Note: Cells are left blank if there is no SPI, which happens when there are small N sizes for a particular subgroup or subject.

The School Quality Reports share information about school performance, set expectations for schools, and promote school improvement. Due to size constraints only partial data is reflected, to view entire data open up the excel file that shown with data set name. These reports include information from multiple sources, including Quality Reviews, the NYC School Survey, and student performance. The School Quality Reports are organized around the Framework for Great Schools, which includes six elements Rigorous Instruction, Collaborative Teachers, Supportive Environment, Effective School Leadership, Strong FamilyCommunity Ties, and Trust—that drive student achievement and school improvement.

This dataset contains the details of key school performance indicators like the drop-out rate, retention rate, repetition rate, and the promotion rate by levels of education for all schools.

This dataset tracks annual distribution of students across grade levels in School For Creative And Performing Arts

Performance of NYC High Schools

This dataset tracks annual distribution of students across grade levels in Performance Based School

The education data displayed in this theme of the Florida’s Roadmap to Living Healthy are measures utilized by the Florida Department of Education and the U.S. Department of Education to quantify educational opportunities and accountability in Florida. School grades provide an easily understandable way to measure the performance of a school. Parents and the general public can use the school grade and its components to understand how well each school is serving its students. In addition to school grades, this themed map includes Career/Technical Education Statistics, Graduation Rates, School District Grades, School Improvement Ratings, the 300 Lowest Performing Elementary Schools, Persistently Low Performing Schools, Head Start Centers, Title I Part A Program Recipients, and other education-related topics. This unique breakdown of education data can be used to better identify the specific educational needs of individual communities in Florida in relation to other social determinants that may be indicative or correlated to academic achievement and attainment.

Abstract (en): While numerous studies have found that school accountability boosts test scores, it is uncertain whether estimated test score gains reflect genuine improvements or merely “gaming†behaviors. This paper brings to bear new evidence from a unique five-year, three-round survey conducted of a census of public elementary schools in Florida that is linked with detailed administrative data on student performance. We show that schools facing accountability pressure changed their instructional practices in meaningful ways, and that these responses can explain a portion of the test score gains associated with the Florida school accountability system. (JEL H75, I21, I28)

This dashboard shows snapshots of individual districts and schools on a variety of indicators, including enrollment, demographics, staffing, MCAS scores, graduation rates and more.

Surveyed shortly before the start of the school year in September 2022, more than three out of five French people considered that improving teacher training and evaluation should be a priority measure to increase the performance of the education system. The second priority mentioned was the recruitment of more teachers: ** percent of respondents considered this measure to be a priority, while only ** percent did so in October 2013.

Since President Obama took office, Congress has appropriated more than $4 billion to help turn around the nation's lowest-performing schools. States were awarded nearly $3.5 billion in School Improvement Grant funds in 2010 to turn around their persistently lowest achieving schools. School districts then applied to state for the funds this spring. When school districts applied, they were required to indicate that they would implement one of the following four models in their persistently lowest achieving schools: Turnaround Model: Replace the principal, screen existing school staff, and rehire no more than half the teachers; adopt a new governance structure; and improve the school through curriculum reform, professional development, extending learning time, and other strategies. Restart Model: Convert a school or close it and re-open it as a charter school or under an education management organization. School Closure: Close the school and send the students to higher-achieving schools in the district. Transformation Model: Replace the principal and improve the school through comprehensive curriculum reform, professional development, extending learning time, and other strategies.