Adequate Yearly Progress (AYP)

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What is AYP?
What are AYP decisions based on?
How is AYP calculated?
How are AYP decisions used?
How is AYP reported?

What is AYP?

State and federal laws require the annual review of school performance to determine if student academic achievement and progress is adequate. Each year under the federal education law No Child Left Behind (NCLB), all Wisconsin public schools and districts must meet the state’s four Adequate Yearly Progress (AYP) Objectives. Each objective and the methods used to determine if each objective has been met are described below.

AYP Objectives 2008-10

Graduation or Attendance — Elementary and middle schools must have an attendance rate of at least 85% or show growth over the prior year. High schools that graduate students must have graduation rates of at least 80% or show growth over the prior year.

Test Participation — 95% of all students enrolled in the tested grade(s) during the testing window must participate in the Wisconsin Student Assessment System (WSAS), which includes the Wisconsin Knowledge and Concepts Examinations (WKCE) and the Wisconsin Alternate Assessment for Students with Disabilities (WAA-SwD). The test participation objective is met using the current year’s participation rate or a two-year average.

Reading — A school or district must achieve a proficiency index of 74%.

Mathematics — A school or district must achieve a proficiency index of 58%.

The Test Participation, Reading, and Mathematics objectives above apply to all students in the tested grades and to subgroups of sufficient size. The subgroups include five major ethnic groups, students with disabilities, English Language Learners, and economically disadvantaged students.

What are AYP decisions based on?

AYP calculations are based on WSAS reading and mathematics achievement levels as compared to Wisconsin's annual measurable objectives (AMO). These annual measurable objectives were based on actual achievement levels of Wisconsin students in the 2001-02 school year. While they increase over time, the same annual measurable objectives apply to all districts, schools, and student groups in the Wisconsin public school system. The goal of NCLB is that all students are proficient in Reading and Mathematics by 2013-14.

Annual Measurable Objectives for Reading and Mathematics 2002-03 through 2013-14 PERCENT OF WI STUDENTS WHO NEED TO SCORE AT PROFICIENT/ADVANCED
Annual Measurable Objectives (AMO)
		READING	MATHEMATICS
Starting Point	2001-02	61%	37%
	2002-03	61%	37%
	2003-04	61%	37%
Intermediate Goal	2004-05	67.5%	47.5%
(Begin new 3-8 tests)	2005-06	67.5%	47.5%
	2006-07	67.5%	47.5%
Intermediate Goal	2007-08	74%	58%
	2008-09	74%	58%
	2009-10	74%	58%
Intermediate Goal	2010-11	80.5%	68.5%
Intermediate Goal	2011-12	87%	79%
Intermediate Goal	2012-13	93.5%	89.5%
Goal: All Proficient	2013-14	100%	100%

How is AYP calculated?

A proficiency index is calculated by assigning one point for each full academic year (FAY) student who scores in the Proficient or Advanced categories on the WSAS plus one-half point for each student scoring in the Basic category. The total points are divided by the total number of FAY students tested to calculate the proficiency index.

In Reading and Mathematics, a confidence interval may be applied to the AYP calculation. A confidence interval increases consistency of accountability decisions similar to the margin of error associated with an opinion poll.

The Reading and Mathematics objectives also include Safe Harbor provisions for those missing the annual AYP objective. Safe Harbor allows a school or district to demonstrate growth by showing a 10% reduction in the percent of students scoring below proficient (in the Basic/Minimal range) and reaching the criteria for another academic indicator: graduation, attendance or science. When there is a decrease in the non-proficient percentage, a confidence interval is also applied to Safe Harbor calculations.

How are AYP decisions used?

State and federal laws require the publication of school and district performance reports, and the identification of schools and districts that do not make AYP. Schools that miss the same AYP objective for two consecutive years are identified for improvement, and must begin a school improvement process that includes writing a school improvement plan. In addition, the school must offer parents the opportunity to send their child to another higher-performing school in the district. District AYP determinations are based on the aggregate of all students at each grade span: elementary, middle, and high school. Districts that miss the same objective at all three grade spans for two consecutive years are identified as in need of improvement. Schools and districts identified for improvement face federal sanctions if they receive Title I funds.

How is AYP reported?

Summary AYP reports are available for each Wisconsin school and district as well as examples and technical details. Care should be taken at all times when communicating test results and AYP calculations to protect student privacy.

For a two page overview of AYP policy, review the AYP Primer. For more information on accountability in Wisconsin please visit the accountability webpage.

For questions about this information, contact oeamail@dpi.wi.gov

Last updated on 11/9/2009 8:40:13 AM