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U.S. Department of Education: Promoting Educational Excellence for all Americans

ESEA : Section 1111(h)

Section 1111(h) of the ESEA states, in part, that the State shall include in its annual State report card (i) information, in the aggregate, on student achievement at each proficiency level on the State academic assessments described in subsection (b)(3) (disaggregated by race, ethnicity, gender, disability status, migrant status, English proficiency, and status as economically disadvantaged, except that such disaggregation shall not be required in a case in which the number of students in a category is insufficient to yield statistically reliable information or the results would reveal personally identifiable information about an individual student); (ii) information that provides a comparison between the actual achievement levels of each group of students described in subsection (b)(2)(C)(v) and the State's annual measurable objectives for each such group of students on each of the academic assessments required under this part; (iii) the percentage of students not tested (disaggregated by the same categories and subject to the same exception described in clause (i)); (iv) the most recent 2-year trend in student achievement in each subject area, and for each grade level, for which assessments under this section are required; (v) aggregate information on any other indicators used by the State to determine the adequate yearly progress of students in achieving State academic achievement standards; (vi) graduation rates for secondary school students consistent with subsection (b)(2)(C)(vi); (vii) information on the performance of local educational agencies in the State regarding making adequate yearly progress, including the number and names of each school identified for school improvement under section 1116; and (viii) the professional qualifications of teachers in the State, the percentage of such teachers teaching with emergency or provisional credentials, and the percentage of classes in the State not taught by highly qualified teachers, in the aggregate and disaggregated by high-poverty compared to low-poverty schools which, for the purpose of this clause, means schools in the top quartile of poverty and the bottom quartile of poverty in the State. (D) OPTIONAL INFORMATION- The State may include in its annual State report card such other information as the State believes will best provide parents, students, and other members of the public with information regarding the progress of each of the State's public elementary schools and public secondary schools. Such information may include information regarding (i) school attendance rates; (ii) average class size in each grade; (iii) academic achievement and gains in English proficiency of limited English proficient students; (iv) the incidence of school violence, drug abuse, alcohol abuse, student suspensions, and student expulsions; (v) the extent and type of parental involvement in the schools; (vi) the percentage of students completing advanced placement courses, and the rate of passing of advanced placement tests; and (vii) a clear and concise description of the State's accountability system, including a description of the criteria by which the State evaluates school performance, and the criteria that the State has established, consistent with subsection (b)(2), to determine the status of schools regarding school improvement, corrective action, and restructuring.