PPT Slide
A. How Wisconsin defines “adequate yearly progress”
Wisconsin recently defined adequate yearly progress with what it calls a Continuous Progress Indicator (or “CPI”).3 The state sets a percentage “CPI” that schools must meet, based on their starting point for students who are proficient or advanced in state standards. (See Table below). Instead of looking solely at the progress of a school or a district in moving all students to proficient levels on standards, Wisconsin defines CPI as the combined gains and losses in three categories:
(1) percentage of students who are proficient or advanced in the subject;
(2) percentage of students tested; and
(3) percentage of students moving from minimal (the lowest category) to basic (still major gaps in knowledge) in the subject.
Thus, the Wisconsin accountability system allows schools to offset failure to move students to proficient or advanced levels in subjects with increases in percentages of students tested or percentages of students moving out of the minimal category.
3. See, e.g., State of Wisconsin Department of Public Instruction Office of Educational Accountability, “Using a Continuous Progress Indicator to Review the Progress of Schools” (May 1999); “Wisconsin’s School Accountability System: Measuring the Progress of Schools Overheads and Handouts” (Spring 1999); and “Criteria for the Review of School Performance Over Time” (Spring 1999).