Kentucky Department of Education

Outlined below are the indicators and descriptors required by the ARRA for Area D – Supporting Struggling Schools, and where the required information is posted.  If the information is not currently available, the item will indicate “plan”, which will link to the plan outlining how KDE will collect and report on these areas in the future. 

Education Reform Area D - Supporting Struggling Schools

Indicator	Description	Information
(d)(1)	The average statewide school gain in the “all students” category and the average statewide school gain for each student subgroup (as under section 1111(b)(2)(C)(v) of the ESEA) on the State assessments in reading/language arts, and the number and percentage of Title I schools in improvement, corrective action, or restructuring that have made progress on State assessments in reading/language arts, in the last year	NCLB State Gains Progress Data *
(d)(2)	The average statewide school gain in the “all students” category and the average statewide school gain for each student subgroup (as under section 1111(b)(2)(C)(v) of the ESEA) on State assessments in mathematics, and the number and percentage of Title I schools in improvement, corrective action, or restructuring that have made progress on State assessments in mathematics, in the last year	NCLB State Gains Progress Data *
(d)(3)	The number and identity of the schools that are Title I schools in improvement, corrective action, or restructuring that are identified as persistently lowest-achieving schools	Persistently Low Achieving Schools Information *
(d)(4)	Of the persistently lowest-achieving schools that are Title I schools in improvement, corrective action, or restructuring, the number and identity of those schools that have been turned around, restarted, closed, or transformed (as defined in this notice) in the last year	Persistently Low Achieving Schools Information *
(d)(5)	The number and identity of the schools that are secondary schools that are eligible for, but do not receive, Title I funds that are identified as persistently lowest-achieving schools	Persistently Low Achieving Schools Information
(d)(6)	Of the persistently lowest-achieving schools that are secondary schools that are eligible for, but do not receive, Title I funds, the number and identity of those schools that have been turned around, restarted, closed, or transformed in the last year	Persistently Low Achieving Schools Information *
(d)(7)	The number of charter schools that are currently permitted to operate under State law	None
(d)(8)	The number of charter schools currently operating	None indicator-d8.xls
(d)(9)	The number and percentage of charter schools that have made progress on State assessments in reading/language arts in the last year	None
(d)(10)	The number and percentage of charter schools that have made progress on State assessments in mathematics in the last year	None
(d)(11)	The number and identity of charter schools that have closed (including schools that were not reauthorized to operate) within each of the last five years	None
(d)(12)	For each charter school that has closed (including a school that was not reauthorized to operate) within each of the last five years, whether the closure of the school was for financial, enrollment, academic, or other reasons	None

 

Descriptor	Description	Information
(d)(1)	The definition of “persistently lowest-achieving schools” that the State uses to identify such schools	Definition

 * The US DOE does not require any additional data to be posted on these indicators.