How are students performing academically?
Glossary
 
 
ACTAn assessment designed by the American College Testing Corporation of Iowa City, Iowa, to assess high school students' general educational development and their ability to complete college-level work. The tests cover four skill areas: English, mathematics, reading, and science reasoning. Scores are for members of the graduating class who took the test as 10th, 11th, or 12th graders. Only students who completed the entire test are represented in these data.
 
ADJUSTED COHORTThe cohort of students associated with a specific graduating class, adjusted for each school due to changes in the enrollment status of students. Students are assigned to one and only one statewide cohort when they first enroll in a high school grade in WI public schools. At the end of the selected graduation timeframe, adjustments are made to remove any student from the his/her assigned cohort if the most recent WI public school has written confirmation that the student has transferred to another state or a nonpublic WI school, emigrated to another country, or is deceased prior to the end of that timeframe. Each remaining student in the cohort is included in the count of students in the adjusted cohort for the most recent WI public school accountable for the student.
 
ADVANCEDDemonstrates in-depth understanding of academic knowledge and skills tested on the statewide standardized test. "Advanced" is one of five general proficiency categories used in the Wisconsin Student Assessment System (WSAS). The five proficiency levels are as follows: advanced, proficient, basic, minimal performance, pre-requisite skill.
 
ADVANCED PLACEMENT PROGRAM® EXAMS Exams designed by the College Board of Princeton, New Jersey, which represent the culmination of college-level work in a given discipline in a secondary school setting. These Advanced Placement Program (AP®) exams allow high school 9th through 12th graders to earn college credit while still in high school.
 
ALTERNATE ASSESSMENTAn assessment taken instead of a regular WSAS (Wisconsin Student Assessment System) subject area test by (1) students with more severe disabilities who are not able to demonstrate at least some of the knowledge and skills on the regular WSAS test and (2) students whose first language is not English and whose academic English skills are at a beginning level. See "Wisconsin Alternate Assessment."
 
BASICDemonstrates some academic knowledge and skills tested on the statewide standardized test. "Basic" is one of five general proficiency categories used in the Wisconsin Student Assessment System. The five proficiency levels are as follows: advanced, proficient, basic, minimal performance, pre-requisite skill.
 
CERTIFICATE See High School Completion Certificate.
 
COHORT DROPOUTSThe count of dropouts for a graduating class over four years (i.e. 12th grade dropouts for the year reported + 11th grade dropouts for the prior year + 10th grade dropouts for 2 years prior + 9th grade dropouts for 3 years prior).
 
COMPLETED THE SCHOOL TERMSee Students who Completed the School Term.
 
DISABILITYSee Students with Disabilities.
 
ECONOMIC STATUSSee Economically Disadvantaged.
 
ECONOMICALLY DISADVANTAGEDThe status of students in families who meet the income eligibility guidelines for free or reduced-price lunch under the National School Lunch Program. To meet these guidelines, household income must be less than or equal to 185% of the Federal Poverty Guidelines. The adjusted poverty guidelines are issued each year by the U.S. Dept. of Health and Human Services in the Federal Register. The guidelines are a series of income levels with different values for family units of different sizes, below which the family units are considered poor.
 
ELEMENTARY SCHOOLA school which generally offers undifferentiated instruction to a self-contained class, usually involving grades no higher than eight.
 
ELEMENTARY/ SECONDARY COMBINED SCHOOLA school which generally offers instruction at all grade levels through grade 12 in one location due, in most cases, to the size of the district. Although offered at one location, instruction is differentiated as elementary, middle/junior high school, and high school.
 
ENGLISH PROFICIENT STUDENTA student who is NOT limited English proficient.
 
ENROLLMENTCount of students receiving educational services as of a specific date, generally the third Friday of September.

Prior to the 2006-07 school year, enrollment counts by student demographic group came from several sources. Counts for limited English proficient students were as of spring semester. All other counts were fall counts but dates of counting varied by student group.

Beginning with the 2006-07 school year, all counts labeled as "enrollment" on WINSS with the exception of WSAS enrollment counts, are as of the 3rd Friday of September and come from the Individual Student Enrollment System (ISES). See Third Friday Enrollment.

For WSAS reporting purposes enrollment has been and continues to be as of the time of fall testing.

 
FAYSee Full Academic Year
 
FULL ACADEMIC YEARTerm used to describe students who have been enrolled in the same school or district for at least one complete school year. For example, students in grade 4 who have been enrolled for a FAY are normally students who were enrolled in the same school or district during grade 3.
 
GRADUATEAny student who was granted a regular high school diploma. A regular high school diploma is a diploma granted by a school board that meets the requirements of §118.33 (1) (a) or (d), Stats.
 
GRADUATION RATEPrior to the 2003-04 school year: the number of graduates divided by the number of graduates plus cohort dropouts, expressed as a percentage.

Beginning with the 2003-04 school year: the number of graduates divided by the total number of expected high school completers, expressed as a percentage.

 
HIGH SCHOOLA school offering separate classes in different subjects and usually covering grades 9, 10, 11, and 12.
 
HIGH SCHOOL COMPLETERAny student who received any type of high school completion credential. All high school graduates are high school completers but not all high school completers are high school graduates.
 
HIGH SCHOOL EQUIVALENCY DIPLOMA Any high school equivalency credential issued by the State Superintendent under §115.29 (4)(a), Stats. For students enrolled in school districts, this typically involves passing the general educational development test with additional requirements in citizenship, health, career awareness and employability skills. Students often access these programs through contracts between school districts and 3rd party providers e.g. technical colleges. Other routes to a high school equivalency diploma are listed in Chapter PI 5, Wis. Adm. Code.
 
HIGH SCHOOL COMPLETION CERTIFICATE Any high school completion credential granted to any student that is neither a regular diploma issued by a school board under §118.33(1)(a) or (d), Stats., nor a high school equivalency diploma issued by the State Superintendent under §115.29 (4)(a), Stats. Examples include certificates of high school attendance or completion.
 
HIGH SCHOOL COMPLETION RATE Number of high school completers (i.e. recipients of any high school completion credential) divided by the total number of expected high school completers, expressed as a percentage. This rate is also known as the Completion Rate - Combined.
 
HSED See High School Equivalency Diploma.
 
JUNIOR HIGH SCHOOL A school between the elementary- and high-school levels, usually offering at least some separate classes in different subjects and usually covering grades 7, 8, and 9.
 
KNOWLEDGE AND CONCEPTS EXAMINATIONSSee Wisconsin Knowledge and Concepts Examinations.
 
KNOWN TO BE CONTINUINGStatus of a high school noncompleter who, as of the end of the given high school completion timeframe, was known to be continuing in high school. For 4-year rates, this status is generally based on the student's most recent enrollment record as of the end of the 4-year timeframe. For legacy rates, this status does not apply because noncompleters are either cohort dropouts or students who have have reached the maximum age.
 
LEPSee Limited English Proficient Student.
 
LESLimited English Speaking Student. See Limited English Proficient Student.
 
LIMITED ENGLISH PROFICIENT (LEP) STUDENTAny student whose first language, or whose parents' or guardians' first language, is not English and whose level of English proficiency requires specially designed instruction, either in English or in the first language or both, in order for the student to fully benefit from classroom instruction and to be successful in attaining the state's high academic standards expected of all students at their grade level.
 
MAXIMUM AGESee Students Who Reached the Maximum Age.
 
MIDDLE SCHOOLA school with a program designed specifically for the early-adolescent learner, usually beginning with grade 5 or 6.
 
MINIMAL PERFORMANCEDemonstrates very limited academic knowledge and skills tested on the statewide standardized test. "Minimal Performance" is one of five general proficiency categories used in the Wisconsin Student Assessment System. The five proficiency levels are as follows: advanced, proficient, basic, minimal performance, pre-requisite skill.
 
NO WSASStudents at grades 4, 8, and 10 who did not take the statewide standardized test or a Wisconsin Alternate Assessment in a subject area. These students did not participate in the WSAS. All students are expected to take WSAS assessments except students who are excused by their parents. An extended testing window is provided so that students who are absent on any given day can take make-up tests. Some students are not assessed possibly due to long-term absences or other reasons.
 
NOT KNOWN TO BE CONTINUINGStatus of a high school noncompleter who, as of the end of the given high school completion timeframe, was not known to be continuing in high school. For 4-year rates, this status is generally based on the student's most recent enrollment record as of the end of the 4-year timeframe. For legacy rates, any cohort dropout is counted as not known to be continuing.
 
PERCENT (OF STUDENTS) TESTED1) For the Wisconsin Reading Comprehension Test (WRCT) and the Wisconsin Knowledge and Concepts Examinations (WKCE), the number of students tested divided by grade-level enrollment at test time.
2) For the American College Test (ACT), the number of students tested divided by 12th-grade third Friday enrollment.
 
POST-GRADUATION INTENTIONSPlans 12th graders say they will follow after graduation. This is a point-in-time collection.
 
PRE-REQUISITE ENGLISHA category that describes certain LEP students whose academic English skills are not sufficient to take the WKCE test in the subject area with allowable language accommodations. At grades 4, 8, and 10, these students are expected to participate in WSAS by taking Wisconsin Alternate Assessments. Performance on these Alternate Assessments are reporting in terms of proficiency levels that correspond to those used to describe performance of students on statewide standardized tests. See "Wisconsin Alternate Assessment."
 
PRE-REQUISITE SKILLDemonstrates achievement below the range tested on the statewide standardized test. The "Pre-requisite Skill" level describes students with more severe disabilities who are not able to demonstrate some of the knowledge and skills on the WKCE test in the subject area with allowable accommodations. At grades 4, 8, and 10, these students are expected to participate in WSAS by taking Wisconsin Alternate Assessments (WAA). "Pre-requisite Skill" is one of five general proficiency levels used in the Wisconsin Student Assessment System. The five proficiency levels are as follows: advanced, proficient, basic, minimal performance, pre-requisite skill.
 
PROFICIENT Demonstrates competency in the academic knowledge and skills tested on the statewide standardized test. "Proficient" is one of five general proficiency levels used in the Wisconsin Student Assessment System. The five proficiency levels are as follows: advanced, proficient, basic, minimal performance, pre-requisite skill.
 
RACE/ ETHNICITY"Race/ethnicity" groups are based on federally-defined categories: Asian/Pacific Islander, Black Not of Hispanic Origin, Hispanic, American Indian/Alaskan Native, and White Not of Hispanic Origin.
 
REGULAR HIGH SCHOOL DIPLOMAA regular high school diploma is a diploma granted by a school board that meets the requirements of §118.33 (1) (a) or (d), Stats. High school completers who are granted regular high school diplomas are considered graduates.
 
 
RETENTIONSStudents who, by local district policy, must either repeat a grade or need additional time to complete the prescribed program are considered retentions. The number of retentions are reported for grades kindergarten through 12.
 
RETENTION RATEPrior to 2004-05: the number of K-12 retentions at the the end of the school term divided by the K-12 fall enrollment (collected in the PI-1290) for that school term, expressed as a percentage.

Beginning with 2004-05: the number of K-12 retentions at the end of the school term by the K-12 count of students who actually completed that school term, expressed as a percentage. Counts of students completing the school term first became available in 2004-05.

 
SCHOOLAn administrative unit dedicated to and designed to impart skills and knowledge to students. A school is organized to efficiently deliver sequential instruction from one or more teachers. In most cases, but not always, a school is housed in one or more buildings. Also, multiple schools may be in one building.
 
SCHOOL TERMTime commencing with the first school day and ending with the last school day that the schools of a school district are in operation for attendance of pupils in a school year, other than for the operation of summer classes. This definition is based on s. 115.001(12), Stats.
 
STUDENTS WHO COMPLETED THE SCHOOL TERMStudents who finished the school term regardless of whether they were retained or promoted to a higher grade level for the next school term. Generally, students enrolled in a school at the end of the spring semester are counted as completing the school term at that school. Retention, promotion, and high school completion decisions are typically based on the student's academic progress/status as of end of the school term.

"Students who completed the school term" are counted in spring and enrollment is counted in fall so these two counts will not be the same.

 
STUDENTS WHO REACHED THE MAXIMUM AGEStudents who have reached the age after which they are no longer guaranteed the right to a free education. According to Article 10 of the Wisconsin Constitution this right is guaranteed through age 20. Students who turned 21 prior to the beginning of the school term without completing high school are counted as students who reached the maximum age during the preceding school year.
 
STUDENTS WITH DISABILITIES Students who are eligible for special education services by reason of their disabilities. Such students meet the definition of "children with disabilities" under the Individuals with Disabilities in Education Act (IDEA) and s. 115.76(5)(a), Wis. Stats.
 
THIRD FRIDAY ENROLLMENT"Number of students eligible to attend class on the third Friday in September, whether or not those students are in attendance on that day."
 
TOTAL EXPECTED TO COMPLETE HIGH SCHOOLCount of students who were expected to complete high school by any given year whether or not the students actually did. All students who enter high school grades are expected to complete high school. Total expected to complete high school is the denominator used to calculate graduation and completion rates.

The method of counting expected high school completers for individual schools varies by completion timeframe. For four-year rates, the count of expected completers is the adjusted 4-year cohort for the graduating class. For legacy rates (by age 21), the count of expected completers is the sum of actual high school completers, cohort dropouts, and noncompleters who reached the maximum age associated with the right to a free public education.

In 2004, Wisconsin implemented an individual student enrollment system which facitates counting of dropouts and other noncompleters. This system follows in and out transfers of students over time and confirms continued enrollment or completion status. By 2007-08 all data about expected high school completers will come from this system.

"Total Expected to Complete High School" is generally higher than grade 12 enrollment. Grade 12 enrollment is a fall count and is provided for reference purposes only. Grade 12 enrollment is no longer used in the calculation of graduation or completion rates because it does not reflect cohort dropouts, in and out transfers after fall, or students who reached the maximum age.

 
WISCONSIN ALTERNATE ASSESSMENTS Wisconsin Alternate Assessments (WAA) are standards-based alternatives to WKCE tests at grades 3-8 and 10 and consist of DPI-approved protocols and rubrics for the local collection and local scoring of student work. Limited English Proficient students whose academic English skills are not yet sufficient to take the WKCE test in the subject area with allowable language accommodations (Pre-Requisite English), and students with disabilities who are not able to demonstrate some of the knowledge and skills on the WKCE test in the subject area with allowable accommodations (Pre-Requisite Skill), are required to take WAA. One to two percent of students statewide take WAA in lieu of WKCE.
 
WISCONSIN KNOWLEDGE AND CONCEPTS EXAMINATIONSThe Wisconsin Knowledge and Concepts Examinations (WKCE) are statewide achievement tests given annually to students at grades 3-8 and ten. The WKCE measures achievement in reading, language, mathematics, science, and social studies using multiple-choice and short-answer questions. Students also provide a rough draft writing sample. Total WKCE test time varies by grade and may range from 5 to 8.5 hours.
 
WISCONSIN READING COMPREHENSION TESTThe Wisconsin Reading Comprehension Test (WRCT), An Assessment of Primary Reading at Grade 3, is given annually statewide to students at grade 3. The WRCT was developed by Wisconsin educators to identify students who may need additional assistance to improve their reading comprehension skills. Students are given passages to read that are typical of what third graders read in school. Each passage is followed by a set of multiple choice and short answer questions measuring reading comprehension. The test has no specified time limits. This test was last administered in March 2005.
 
WISCONSIN STUDENT ASSESSMENT SYSTEMWisconsin Student Assessment System (WSAS) includes both regular assessments at grades 3-8 and 10 taken by nearly all students and alternate assessments taken by certain students with limited English proficiency or disabilities. WSAS regular assessments are the Wisconsin Knowledge and Concepts Examinations (WKCE) at grades 3-8 and 10. WSAS alternate assessments are alternatives to WSAS regular assessments and consist of DPI-approved protocols and rubrics for the local collection and local scoring of student work.
 
WAASee "Wisconsin Alternate Assessments."
 
WKCESee "Wisconsin Knowledge and Concepts Examinations."
 
WRCTSee "Wisconsin Reading Comprehension Test."
 
WSASSee "Wisconsin Student Assessment System."
 
WSAS Alternate AssessmentsSee "Wisconsin Alternate Assessments."