Definitions for School Report Card Pages
Definitions for School Report Card Pages
Note: Most, but not all, of the data included in the building- and district-level report cards are submitted to the Department of Elementary and Secondary Education, pursuant to Section 160.522, RSMo, by school districts at different times during the year through the Missouri Student Information System (MOSIS) and Core Data Collection System.
Accreditation Status. School districts are accredited according to standards set by the State Board of Education. The three levels of accreditation are: Accredited, Provisionally Accredited, and Unaccredited.
Preschool enrollment. All children enrolled in any district-sponsored prekindergarten, activity, including early childhood special education.
K-12 Enrollment. Head count taken the last Wednesday of September of all resident and non-resident students in grades K through 12 enrolled in the attendance center. Each student (part-time, full-time or kindergarten) should be counted as one. Desegregation transfer students are reported as residents of the district in which they attend school. Enrollment for students attending alternative schools and area vocational schools should be reported at the students’ regular school in their home district.
Proportional Attendance Rate. Attendance targets use the individual student's attendance rate and set the expectation that 90% of the students are in attendance 90% of the time.
Student Eligible for Free or Reduced-Price Lunch. The percentage of resident pupils who are reported by the district as eligible for free or reduced-price meals on the last Wednesday in January.
Four-Year Graduation Rate. The four-year adjusted cohort graduation rate is the number of students who graduate in four (4) years with a regular high school diploma divided by the number of students who form the adjusted cohort for the graduating class rounded to the tenth. From the beginning of 9th grade, students who are entering that grade for the first time form a cohort that is subsequently “adjusted” by adding any students who transfer into the cohort later during the 9th grade and the next three (3) years and subtracting any students who transfer out, emigrate to another country, or die during that same period.
Five-Year Graduation Rate. The five-year adjusted cohort graduation rate is calculated the same as the four-year with the exception that it includes both four- and five-year graduates in the fifth-year cohort.
Dropout Rate. For grades 9-12 the number of dropouts divided by the total of September enrollment, plus transfers in, minus transfers out, minus dropouts, added to September enrollment, then divided by two.
Where Our Graduates Go. The percentage of the previous year’s graduates who are reported as attending a community college, a four-year institution, or a technical school 180 days after graduation.
Placement Rates for Career-Technical Education Students. The percentage of graduates who complete a career-technical education program and are placed in a related occupation or training program 180 days after graduation.
Staffing Ratios. The September enrollment divided by the number of teachers or administrators:
- Students to Classroom Teachers. The ratio of students in grades K-12 to regular classroom teachers (Core Data position code 60), excluding special education, remedial reading, Title I and vocational teachers.
- Students to Administrators. The ratio of students in grades K-12 to central office and building-level administrators (Core Data position codes 10 and 20).
Years of Experience of Professional Staff. The average years of public school experience for all members of the district’s professional staff (Core Data position codes 10-60).
Professional Staff with Advanced Degrees. The percentage of the professional staff (Core Data position codes 10-60) whose highest degree is above a bachelor’s degree.
Average Teacher Salaries. The average regular term (base) salary of teachers (Core Data position code 60) and the average “total” salary (includes extended-contract salary, Career Ladder supplement and extra-duty pay) for teachers in the district. Fringe benefits are not included.
Average Administrator Salaries. The average administrator salary (Core Data position codes 10 and 20). Fringe benefits are not included.
Average Current Expenditures per ADA. The average current expenditure per pupil, in average daily attendance (ADA), for the district.
Adjusted Tax Rate of the District. Actual tax rates (after rollbacks) levied by the district, for each fund (incidental, teachers, debt service and capital projects), and filed with the county clerk by September 1.
Assessed Valuation of the District. The total assessed property value of the school district minus tax-increment-financed valuation, as of December 31 of the previous calendar year.
Sources of Revenue. The percentage of the district’s total operating budget received from each of these sources:
- Local. All local and county revenues (including “Proposition C” money), received in the General, Special Revenue and Capital Projects funds, divided by total revenues received in these funds.
- State. All state revenues received in the General, Special Revenue and Capital Projects funds, divided by total revenues received in these funds.
- Federal. All federal revenues received in the General, Special Revenue and Capital Projects funds, divided by total revenues received in these funds.
Missouri Assessment Program (MAP) Results. Summary and detailed results from MAP exams are provided for each school and district. Disaggregated results for various subgroups of students also are provided, as required by federal law.
ACT Results. The percentage of graduates taking the ACT, along with the average composite ACT score. These statistics are provided to DESE by ACT.
Disciplinary Actions. The number of students who are suspended for 10 or more consecutive days and the number of students who are expelled for disciplinary reasons. DESE calculates the rate of these actions, based on the district’s enrollment.
Adequate Yearly Progress. As required by No Child Left behind, an indication if the school: receives federal Title I funding; achieved Adequate Yearly Progress (AYP) in the previous year; and if the school has been identified as "in school improvement" or other special status. In 2013 with the Department's NCLB waiver this measure was changed to ESEA-Annual Measurable Objective.
NCLB - Core Courses Taught by Highly Qualified Teachers. As required by No Child Left Behind, the percent of free of reduced-price lunch for each building, poverty, number of core content courses, number of core content courses taught by highly qualified teachers, and the percent of core content courses not taught by highly qualified teachers.
Students in Gifted Education Programs. Percent and number of students currently being served in the district's state-approved gifted education program.