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The Governor’s A-F School Grading Framework (Executive Order 26-01)

The Governor’s A-F School Grading Framework (Executive Order 26-01)

Governor Mike Kehoe, in his January 13, 2026, State of the State address, announced the signing of Executive Order 26-01, which established a A–F school grade card system. His executive order directed the State Board of Education and the Department of Elementary and Secondary Education to create school and district grading framework using academic achievement level, growth-to-proficiency, value-added growth, Success Ready Graduate measures, and four-year graduation rate data. Find the Governor’s executive order at the Secretary of State website.

Executive Order 26-01 outlines the following requirements for the A-F School and District Grading Framework:

Development of an A–F School Grading Framework

The State Board of Education is hereby requested to direct DESE to develop, for the Board's consideration and adoption, an annual A–F school and district grading framework that:

1. Assigns to each public school district, public school, and public charter school an overall rating of A, B, C, D, or F based on a 0–100 point scale, with the following descriptors:
   1. “A” – producing excellent student outcomes;
      1. “B” – producing more than satisfactory student outcomes;
      2. “C” – producing satisfactory student outcomes;
      3. “D” – producing less than satisfactory student outcomes; and
      4. “F” – failing to produce adequate student outcomes.
   2. Provides that any public school district, public school, or public charter school that does not test at least ninety-five percent (95%) of its students on required state assessments shall have its rating lowered by one letter grade.
   3. Allows for private schools to have the choice to opt-in to the letter grading framework to highlight their school performance by opting in to the state assessment.

The A–F framework submitted to the State Board shall, at a minimum, include the following components:

2. A “growth to proficiency” measure that evaluates, for each student with two consecutive years of Missouri Assessment Program performance levels, whether that student is on a trajectory to reach grade-level proficiency within three years in addition to existing normative value-added growth measures.
   1. Elementary and middle schools (K–8). For K–8 schools, the rating shall be based entirely on overall student academic achievement with the majority based on growth measures, including proficiency in English language arts, literacy, mathematics, and science as measured across the following categories:
      1. academic achievement level;
      2. value-added growth;
      3. growth toward proficiency.
   2. High schools (9–12). For high schools, the rating shall be based on overall student academic achievement, including proficiency in English language arts, mathematics, and science, as measured across the following categories:
      1. academic achievement level;
      2. value-added growth;
      3. Success Ready Graduate measure;
      4. four-year graduation rate.
   3. For districts, an analogous rating shall be calculated using the same method as for schools, aggregated at the district level.

The proposed framework shall ensure that accountability grade cards are provided in a standardized, clear, and easily accessible form, designed to be easily understood by parents, taxpayers, school personnel, legislators, and the media, consistent with all state and federal law.

Publication Timelines and Transparency

DESE is directed, consistent with law and subject to State Board approval of the framework described in Section 1, to:

3. Provide an embargoed version of the school and district accountability grade cards for the previous school year to each public school district, public school, public charter school, and participating private school no later than September 15 of each year; and
   1. Require each public school district, public school, and public charter school to publish in a clear and easily accessible location on its website the school and district accountability grade cards from the previous school year no later than September 30 of each year.
   2. Provide a statewide report card that provides the following:
      1. The percentages of Missouri students annually attending schools rated “A,” “B,” “C,” “D,” and “F,” with the objective of increasing the percentage of students attending more highly rated schools each year; and
      2. The performance of Missouri students on state assessments relative to the National Assessment of Educational Progress (NAEP), with the objective that proficiency rates on both assessments be reasonably aligned.

Continuous Improvement of the Grading Scale

The State Board of Education is urged to adopt rules providing that the A–F grading scale shall automatically increase in rigor such that, when sixty-five percent (65%) of schools earn an A or B, the thresholds for earning an A, B, C, and D increase by five percentage points in the subsequent school year, to prevent stagnation and ensure continued improvement in student outcomes.

Initial Implementation 

DESE is directed to submit to the Governor and the State Board of Education, no later than June 30, 2026, a comprehensive implementation plan outlining rule changes and a proposed schedule for first publication of A–F school and district grade cards aligned with this Order.

Additional Information

Resources and updates will be provided here as they become available.

Competency-Based Education Grant Program

Competency-Based Education Grant Program

The department administers these grants for local competency-based education programs. Districts may apply for grants to support eligible programs, which offer students flexible opportunities to progress, demonstrate mastery and earn course credit; provide individual learning options; assess proficiency based on attainment of critical knowledge and skills; and assess mastery through performance tasks.

• Competency-Based Education Grant Application
• Competency-Based Education Grant Guidance
• Competency-Based Education Grant Awards

Competency-Based Education Grant Program Q&A

Thursday, November 17, 2023
3:00 - 4:00 pm
WebEx Link

During this meeting, participants have a chance to ask questions to learn more about the CBE Grant Program with Stuart Smith, Improvement and Accountability Manager from the Office of Quality Schools.

Competency-Based Education Task Force

Competency-Based Education Task Force

The Competency-Based Education Task Force was established to study and develop competency-based education programs in public schools. The task force is made up of members appointed by the governor, the speaker of the house of representatives, the president pro tempore of the senate, and the commissioner of education.  The objectives outlined in legislation to guide its work include:

• Work toward implementing competency-based education courses statewide and devising a plan for Missouri to lead the way in competency-based education courses;
• Solicit input from individuals and organizations with information or expertise relevant to the task force's objective, including experts and educators with experience related to competency-based education programs;
• Hold at least three public hearings to provide an opportunity to receive public testimony including, but not limited to, testimony from educators, local school boards, parents, representatives from business and industry, labor and community leaders, members of the general assembly, and the general public;
• Identify promising competency-based education programs;
• Identify obstacles to implementing competency-based education programs in Missouri public schools;
• Develop comprehensive graduate profiles that describe meaningful and critical knowledge skills that students should have upon graduation that can be implemented into a diploma designation;
• Develop findings and recommendations for implementing competency-based education models and practices in Missouri public schools, including recommending changes to existing legislation, rules, and regulations; and
• Develop findings and recommendations for implementing a competency-based performance assessment.

Four-Day School Week

Impact of Four-Day School Week on Student Achievement and School Growth

In 2011, under the authority in Section 171.031, RSMo, the first local education agency (LEA) in Missouri adopted a four-day school week. The number of LEAs operating a four-day week schedule increased modestly until 2020, when the numbers began to grow significantly each year. In order to understand the implications of these changes, DESE’s Office of Quality Schools commissioned SAS® Institute to investigate student outcomes with regard to the four-day school week. This report presents the key findings of the study, summarizes similar investigations, and proposes an outline for further study of the four-day school week.

• Four-Day School Week Study – Brief/Summary
• Four-Day School Week Study – Full Report
• Report to the State Board of Education, February 2024

Additional Information:

• Districts implementing a four-day school week

Missouri Data Visualization Tool (MO DVT)

MO DVT is a web-based application that offers easy-to-use reports and analysis on academic performance, including achievement and growth data aggregated by subject, year, and grade. See the introductory video to learn more.

MO DVT will be available to Missouri educators on February 9, 2024.

• FAQ
• Recommendations for Configuring Email

MO DVT Training Sessions for Missouri Educators

February 15, 2024, 9:00 – 11:00 a.m. – live web session

June 17 – 20, 2024

In-person trainings in Kansas City, Springfield, Columbia, and St. Louis. Registration will be available in March 2024. Check back for more information

Recovery High Schools

The Department of Elementary and Secondary Education (DESE) is seeking proposals to pilot the Recovery High School Program (§ 167.850, RSMo.). The pilot program will allow up to four public high schools to design and specifically serve eligible students diagnosed with substance use disorder or dependency. Successful proposals will outline a high school model that provides both a comprehensive four-year high school education in an alternative public school setting while also delivering a structured plan of recovery for each student.

• Recovery High School Information Session (slides)
• Recovery High School Informational Session (recording)
• Recovery High School Pilot Program Guidance
• Recovery High School Pilot Program Application
• Recovery High School Grant Program Guidance
• Recovery High School Grant Program Application

Recovery High School Weekly Office Hours 

Recovery High School Weekly Office Hours are held Tuesdays at 10am-11am. Please see all of the upcoming meetings below. 

• February 4, 2025, 10am-11am
• February 11, 2025, 10am-11am
• February 18, 2025, 10am-11am
• February 25, 2025, 10am-11am

During these sessions, representatives from DESE, DMH, and the Association of Recovery Schools will present information and answer questions regarding the Recovery High School Pilot Program.
Join our office hours here.

School Innovation Waiver Program

School Innovation Waiver Program

Through the School Innovation Waiver program, schools or districts may apply to the Missouri State Board of Education for waivers of certain statutes or rules for these purposes:

• Improving student readiness for employment, higher education, vocational training, technical training, or any other form of career and job training
• Increasing the compensation of teachers
• Improving the recruitment, retention, training, preparation, or professional development of teachers

When granted, waivers are effective for three years and require annual reports to the department.

• School Innovation Waiver Application

Turnaround Schools

Content to be updated.