Current through Register Vol. 51, No. 3, March 20, 2025
A. Beginning in the 2017-2018 school year
(2018 SPS), the progress index will be calculated for Algebra I, geometry,
English I, and English II assessments as follows.
B. Progress is measured between a student's
eighth grade ELA and math assessments and the LEAP 2025 ELA and math
assessments for Algebra I, geometry, English I, and English II.
1. If a student took only the high school
LEAP 2025 assessment in middle school, the middle school progress index results
will carry forward to the high school.
2. Retests will not be counted in the
progress index.
C. For
students scoring unsatisfactory, approaching basic, or basic on the baseline
assessment, the progress index will award 150 points for each English and math
score meeting or exceeding the growth to mastery target.
1. The growth to mastery target for students
taking their first high school LEAP 2025 assessment in a content area will be
calculated by adding to the baseline scaled score the difference between the
scaled score required for mastery (750) and the baseline scaled score divided
by two. The growth to mastery target for students taking their second high
school LEAP 2025 in a content area will be mastery (750).
2. Growth to mastery targets will be rounded
to the nearest whole number but must be at least one point above the baseline
scaled score.
D. For
students scoring mastery on the baseline assessment, the progress index will
award 150 points for meeting or exceeding the "continued growth" target.
1. The continued growth target will be
calculated by adding to the baseline scaled score the difference between the
English II and geometry scores required for advanced and the prior year
assessment scaled score divided by two. For students taking their second high
school LEAP 2025 in a content area, the continued growth target is a score of
advanced.
2. Continued growth
targets will be rounded to the nearest whole number but must be at least one
point about the baseline scaled score.
3. If the continued growth target as
calculated above exceeds the minimum score for advanced in the current
assessment, the target is advanced.
E. A score of advanced in the current year
will be awarded 150 points in the progress index.
F. If a student does not earn 150 points in
Subsections A.-E. of this Section, the value-added model will be used to
measure individual student performance relative to similar peers.
1. For the purpose of alternative school
performance score calculations, the value-added model uses student
characteristics including but not limited to prior academic achievement up to
three years, special education exceptionality, economically disadvantaged
status, English learner status, gifted status, Section 504 status, suspensions,
mobility, and absences to estimate typical outcomes for comparable students in
ELA and math based on a longitudinal dataset from all students who took
Louisiana state assessments in third through twelfth grades. Based on typical
outcomes for comparable students, each student is assigned an expected
score.
2. The difference between
each student's actual achievement and that student's expected score is the
growth result. If actual achievement for a student was higher than expected
achievement for that student with that history, then the result would be
positive. In contrast, if the actual score was less than the expected score,
the growth result would be negative.
3. Each student growth result will be
compared to all other student residuals in the same subject area of ELA or math
and percentile ranked from the 1st to 99th percentile.
4. Value-added model points will be awarded
for student growth percentiles as follows.
a.
80-99th percentile-150 points;
b. 60-79th
percentile-115 points;
c.
40-59th percentile-85 points;
d. 20-39th
percentile-25 points; and
e.
1-19th percentile-0 points.
5. Students scoring mastery in the current
year shall be awarded up to 150 points, but no fewer than 85 points in the
progress index, including students who score in the 1st to 3 9th percentiles of
VAM.
G. The progress
index calculation will include all students who meet the inclusion requirements
outlined in Chapter 19 and have eligible LEAP 2025 assessment results in both
the current and prior school year for the same content area. Student scores
will be excluded from the progress index if any of the following are true:
1. student did not take the ELA or math
assessment or assessment result was voided in current or prior year;
2. student has more than one missing prior
year score in the available subject tests. The value-added model uses tests in
all contents available to analyze any given content;
3. assessment results for current or prior
school year are in multiple grade levels in the same year;
4. current or prior year assessment results
could not be matched to a valid student enrollment record needed for student
characteristics used in the model;
5. insufficient numbers of comparable
students for valid calculations within the value-added model; and
6. student is dually enrolled in Algebra I
and geometry courses (applies to geometry only).
H. The progress index will combine the
results of two school years.
1. If only one
year of data is available for a school, the progress index will be calculated
based on one year only.
2. All
students who meet the inclusion rules at an alternative school for each
individual school year will be included in the combined
calculation.
I. When
considering prior academic achievement up to three years in the value-added
models, the three most recently available years may be considered in instances
where assessments were not administered statewide for a given school
year.
AUTHORITY
NOTE: Promulgated in accordance with
R.S.
17:10.1.
