Idaho’s K-12 Report Card is designed to provide public accountability for the state’s K-12 public education system and presents information required by federal laws implementing the Elementary and Secondary Education Act and current state law, plus other information determined to be helpful for the public to evaluate the state’s schools. Individuals with questions may contact the Assessment and Accountability Department at (208) 332-6877 or email Beverly Bracewell at firstname.lastname@example.org.
Open the PDF file on this page labeled How to Use the Report Card for information on how to navigate the Report Card application.
Throughout the Report Card, some cells will show a set of dots (…) instead of a number. This indicates the information was redacted in accordance with federal and state student data privacy laws. For details on how data is redacted to protect students, click here for the PDF on the Redaction Rules.
The Report Card began in the 2006-2007 school year. Over the years, the accountability measures required to be produced have varied.
Among the measures you will find for various years are tabs for:
The percentage of students participating in the assessment and student achievement on the Idaho Standards Achievement Test (ISAT) and Alternate Assessment, is reported as required under section 1111(h)(1)(C) of the ESEA. Results displayed under the Assessment tab are not the indicators or measures of the accountability system or school improvement status.
In 2014, Idaho field-tested ISAT and Alternate Assessment in ELA and mathematics to align with the Idaho Content Standards. No student achievement data is available from the field tests. Due to the changes in the assessment, ELA and mathematics results prior to 2013 are not comparable to those in 2015 or subsequent years.
In 2015, high school end-of-course science assessment (EOC) replaced grade 10 science assessment. Due to the changes in tested standards and calculation methodologies, high school science results prior to 2014 are not comparable to those in 2015, 2016, and 2017.
All students in Idaho public schools are required to participate in the comprehensive assessment program under IDAPA 08.02.03.111. For more information, read the program inventory.
The Idaho Reading Indicator (IRI) measures basic reading skills of students in kindergarten and first through third grades in the fall and spring. A score of 3 indicates students have met benchmark or better performance for their grade level. Scores of 2 or 1 indicate they qualify for additional instruction and resources to help them achieve benchmark levels.
More information is available at the IRI webpage. (Found in all years of the Report Card)
The National Assessment of Educational Progress is a test given to random samples of schools and students across the nation. All states are required to participate in the English Language Arts and Math assessments every other year. NAEP is the only test that can compare results state by state. (Biannual reports are found in the Report Card for the 2006-7 school year through the 2014-15 school year)
More information is available is available at the NAEP webpage.
Adequate Yearly Progress was the state’s accountability system required by the No Child Left Behind Act of 2001. The national and Idaho’s goal was for all students to reach proficiency in reading and math by 2013-14 and for 90% of students to graduate from high school by 2013-14. AYP monitored the progress of schools, districts, and the state toward those goals. (Found in the Report Card for the years 2006-7 through 2012-13)
This is a measure of the percentage of students who graduate. The definition of a graduate and the definition of the base cohort of students being measured changed significantly for the 2013-14 school year, so comparisons before and after that point are not comparable. (Found in the Report Card for the 2010-11 school year through the present, but results are not reported until the next year)
This offered a measure of educational experience of teachers (bachelor’s, master’s, and doctorate degrees) and rates of High Quality Teachers teaching core subjects in high- and low-poverty schools. (Found in the Report Card for the 2010-11 school year through 2014-15)
Annual Measurable Objectives was a measure of student performance growth targets in reading/language art and math proficiency. (Found in the Report Card for the 2011-12, 2012-13 and 2014-15 school years)
Annual Achievement Gaps measured the difference in academic performance of students who were or were not considered to be "at risk". (Found in the Report Card for the 2011-12 and 2012-13 school years)
This data measured student enrollment in higher education within 16 months of graduating. (Found in the Report Card for the 2013-14 school year).