What factors make up an AQuESTT Classification? I Know you are Wondering!!

Last week the Nebraska Department of Education released district and school accountability results on the Nebraska Education Profile (NEP) website. The results are now public and you can dig in and access all kinds of information as well as comparisons with like districts and schools.  It is important though to be good consumers of the site and read the small print so you know how and when the data was collected. 

In my blog today, I thought I would share with you an overview of what makes up the AQuESTT Classification. Why is this important to know?  Because it provides insight into how our students are doing and a roadmap for continuous school improvement.

So, overall the district received a "Good" classification. You can see the six tenants outlined in the left and if they impacted (or could impact) our classification score. This is a simple view.  I will try to summarize more information below.

"Status" is based on the percentage of eligible students who scored  On Track or higher on the 2019 math and ELA assessments.
Tenants and impact:

• Positive Partnerships, Relationships, and Student Success Adjustment- not included at this time
• Transitions Adjustment-adjust classification based on cut scores <80 = -1 (less than 80% graduation rate can move a school/district down a classification)
• 4-year Graduation and extended Graduation can impact results
• Educational Opportunities and Access Adjustment- may impact only with a +1 based on cut scores (combined ELL and Chronic Absenteeism-any student absent 10% or more))
• College and Career Ready Adjustment-Not included at this time
• Assessment Adjustment (cut scores: -1 if <-1, +1 if >1, HS 1.2, District .8) the results are weighted:
• Improvement(40%)-trend in ELA and Math assessment scores for the last 3 years.
• Growth(30%)-increase compared to the same individuals score in the previous year.
• Non-proficiency (15%)-trend in percentage of ELA and Math assessments scoring at a proficient level the last 3 years.
• Science proficiency (5%) percentage of assessments scored at prof or above
• Science Improvement (10%) trend in assessment scores for the last three years.
• Educator Effectiveness Adjustment-Not included at this time

Additional information:

Status is based on a percentage of eligible students who scored on track or higher in the current year’s Math and ELA Assessments

EBA-maximum score of 120 points for each school/district.  For a school to receive an EBA adjustment, its total response score must be in the top percentiles amongst other schools that share its raw classification.

The formulas are complex, but the state provides a more detailed explanation and definitions in their Business Rules on the AQuestt website if you are interested in learning more.

In addition to classifications, schools can also receive a CSI, TSI, and/or ATSI designation for support. 

This designation highlights subgroups that are in need of additional support based on the state testing results.

Our results are not just about being accountable to meet ESSA and AQuESTT expectations, it is in our Mission that we will be accountable to all of our students, "Every Student, Every Day, A Success".  

We are making progress and need to stay the course "collectively"! Constantly asking the question "What do our students need from me to be successful?" and using the four questions to guide our work will help keep the focus on our goals:
What do students need to know and be able to do?
How will we know if each student has learned it? 
How will we respond when some student do not learn it?
How can we extend and enrich the learning for students who have demonstrated the learning?


We can do this! We already are SEEING the impact in many of our classrooms! Let's continue to support each other in this journey!! It's soooo worth it!