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About the Data
The Student Profile dashboards utilize both current and historical data to provide a detailed picture of one student's academic environment, behavior and accomplishments. It is displayed by selecting the "student" icon next to the student's name in a student list produced by drilling into any WISEdash dashboard or searching for students using the Student Search dashboard. The profile may only be displayed by users with an appropriate security role and authorization to access data for that student's current or most recent school based on the enrollment data submitted by districts to WISEdata. Data can be displayed for the student if the student is attending (or most recently attended) the user's district/school or the district/school is accountable for the student's academic performance.
The data contained on the Student Profile dashboards are taken from the DPI WISEdash Data Warehouse (DW). This data has been collected from many sources, including school districts via WISEdata beginning in 2016-17, earlier historical data from ISES and from multiple student assessment vendors. While much of the historical data is frozen in time in the DW and cannot be altered or corrected, current student attributes and demographics can be changed frequently by the school districts. Changes made to these data by districts are reflected in these Student Profile dashboards and current-year summaries on all other WISEdash dashboards.
Some charts within the Student Profile may include a value labeled “Unknown”. These result when expected values are not submitted or submitted with errors.
Most charts are relatively wide data grids. The best viewing of this data is on a wider display or landscape mode on a mobile device. Resize individual columns in the data to shrink the ones of less interest. Scroll to the right to view more data.
The Student Profile is divided into sections that are displayed as tabs across the top. Each section begins with the same basic student identifying information, including their current or most recent school enrollment.
This overall dashboard contains a variety of information regarding the student's demographics, language, and other factors that can influence achievement.
Early Warning Outcomes - DEWS: Students in grades 6 through 9 include information from the DPI Dropout Early Warning System (DEWS) on the student profile. DEWS identifies students in grades 6-9 who are at a heightened risk for dropout or an unplanned late graduation from high school. This system leverages data reported to the DPI for federal reporting purposes and provides an individualized risk score for students based on observable factors including attendance, disciplinary removals, student mobility across schools and districts, and performance on state accountability assessments. All students receive a score from 0-100 representing the likelihood of a four-year graduation and are assigned to one of three categories of risk based on this score -- low, moderate, or high.
CCREWS: College and Career Readiness Early Warning System (CCREWS) predictions are available for most students in grades 6 through 9 beginning in 2017-18. CCREWS provides predictions for four college- and career-related student outcomes.
Migrant Status: In years prior to 2019-20 and including the Third Friday of September snapshot for 2019-20, this data was submitted directly by districts. In the 2019-20 Year End snapshot and in subsequent years, this data was gathered directly from the statewide migrant vendor.
Attendance and absence data for the student as reported by the ISES Year End collection and WISEdata beginning in 2016-17.
The Attendance Rate Summary lists the school years the student has been enrolled in Wisconsin public schools since the 2005-06 school year through the most recently available attendance data from WISEdata. The rate is computed from all records for the year regardless of school or district.
The attendance table lists the student's rate of attendance by school year and school attended. The absence table uses the same data to instead list the rate of absences.
The student's involvement in reportable disciplinary incidents are shown in summary and detail. Note that districts typically collect additional information about disciplinary measures taken that are not reported to DPI and are not included in WISEdash. See Discipline Data for more information.
The student's enrollment records are listed by school year and beginning enrollment date. The admission reason is a derived value based on the immediately preceding record, if any. Withdraw reason is taken directly from the exit type reported by the district in the ISES Year End Collection, WISEdata and/or the immediately succeeding record, if any.
Enrollment Indicators show selected reporting attributes for this student for each school year beginning in 2016-17. Enrolled After TFS indicates the student's latest enrollment for that school year began after the third Friday of September (mobility). TFS Count Inclusion shows whether the student is included in Count Date records. OCT1 Count Inclusion shows whether the student is included in the Child Count records (special education reporting). Retained EOY is Yes if the student was retained at the end of the school year. Parentally Placed Private indicates whether this student was reported by the school district as receiving district services while attending a private school. State Asmt Type-Alt shows the value provided by the district for State Assessment Type - Alternate (SATA).
See WISEdash Enrollment Data for more information.
Special education-related data for this student submitted through WISEdata by the school district on or after 2016-17, if any. Current/TFS/OCT1 IEP Indicators show the settings for whether this record qualifies for SPED reporting for the applicable time period: Current (now, or end of the school year); TFS (third Friday of September); and OCT1 (October 1 Child Count).
The student's results from ACCESS for ELLs exam, if any.
- Overall ELP Level Progress graphs the student's overall composite scores for each year/grade of testing.
- Student Growth Percentile (SGP) ACCESS shows the student's overall scale scores for all years with the DPI-calculated growth percentile from year to year (beginning with the 2016-17 school year) as green (high growth), yellow (typical growth) and red (low growth). SGPs were only calculated from the 2015-16 school year onward. Prior scores are shown, but no growth indicator (Low, Typical, High) is shown. SGPs are only calculated for the regular ACCESS for ELLs, and not the Alternate ACCESS for ELLs.
- The predictive projection for the future exam is shown at the right of the scores as color "fan" of possible outcomes. The width of the fan represents the likelihood of students with this growth trajectory falling into each growth level.
- The grayscale in the background plots the ELP categories behind the scale scores. Note that the required scale score for a given ELP category increases slightly with grade, as the language expectations in higher grades continue to grow.
- The ACCESS Proficiency Level Summary shows a crosstab of proficiency levels by tested subject and student grade level/school year beginning with 2006-07. These data do not include results for students that were assessed using the Alternate ACCESS for ELLs.
- The ACCESS for ELLs Progress Tracking table shows growth-to-proficiency data.
- An expected exit year/grade is calculated after a Baseline Year of data based on the student's starting ELP and grade. The scale score which corresponds to ELP 5.0 in the expected exit grade is listed as the Min Prof Scale Score.
- The Target Change is the Scale Score increase a student must have achieved this year to be on track to exit on time. This is calculated each year by taking the Min Prof Scale Score, subtracting that year's Overall Composite Scale Score, and dividing by the number of years left to the expected exit year/grade.
- Target Change is not calculated for students who have reached their expected exit year/grade and who have not reached proficiency. Students who fall in this category need additional support to reach proficiency and exit EL status.
- On Track Status Definitions
- Baseline Year: First year of ACCESS data
- Not Enough Data: Missing last test score
- Progress Goal Met: Met or exceeded scale score growth target
- Achieved Proficiency: Met or exceeded ELP 5.0 at or before expected exit year/grade
- Additional Support Needed: Did not meet scale score growth target
- Further Support Needed to Exit: Scored below ELP 5.0 at or past the expected exit year/grade
- Proficient Past Target Year: Scored ELP 5.0 or greater past expected exit year/grade
The ACCESS for ELLs Detail Results lists all the available test results of every ACCESS test the student has taken since 2006-07 by school year, grade level, test subject and content standard. Raw scores are not provided after 2014-15.
The ACT Aspire exam is administered to all students in grades 9 and 10 beginning in 2014-15. The exam was administered in both the fall (grade 9 only) and spring (grades 9 and 10) of 2014-15 and only the spring thereafter. Students were not tested in 2019-20.
The Latest ACT Aspire charts show selected scores and rankings from the student's most recent examination. ACT Aspire Detail Results list scores and outcomes of all evaluated aspects for all of the student's Aspire examinations.
Color coding on these charts highlight possible areas of concern.
This section includes results for two separate exams administered statewide in grade 11: The ACT with writing exam identified as ACT Statewide in WISEdash, and ACT WorkKeys career readiness exam. ACT Statewide provides scoring, readiness and DPI benchmark performance for each subject area, plus ACT-provided scoring for skills within subjects. ACT WorkKeys provides scoring and certificate levels for the exam. Administration of ACT WorkKeys was discontinued after 2018-19. For more information see http://www.act.org/content/act/en/products-and-services/state-and-district-solutions/wisconsin.html.
Results, if any, for the 2014-15 administration of the Badger statewide exam administered to students in grades 3 through 8. The exam evaluated English Language Arts (ELA) and mathematics. It was only used for one year, and was replaced by the Forward Exam in 2015-16.
The Dynamic Learning Maps (DLM™ assessment) measures the academic progress of students with significant cognitive disabilities in the subject areas of English Language Arts (ELA) and mathematics at grades 3-11, science at grades 4 and 8‑11, and in social studies at grades 4, 8, and 10 in the spring of each school year. Students were not tested in 2019-20.
Performance and scoring by subject area on the statewide Forward Exam starting in 2015-16. Students were not tested in 2019-20.
Results from NWEA's Measures of Academic Performance (MAP) testing, when available. MAP RIT Scores Over Time graphs the student's selected test subject scores for each available test period (Average RIT Score) compared to the District Grade Level average RIT score and the National Mean score. MAP National Percentile Over Time graphs the student's national percentile ranking for each of the available test periods. The RIT Scores and National Percentile charts are drillable. By clicking on one of the data points, a pop-up dashboard is displayed showing the breakout of the student's strand-level scores for that test/subject compared to the district grade level mean. MAP - Data Grid provide scoring and growth details for each of the student's available test results. Students were not tested in the spring of 2019-20.
The Phonological Awareness Literacy Screening (PALS) is a research based screening, diagnostic, and progress monitoring tool for students in grades K4 through 2nd grade. The top row of charts provide a summary of the most recent screening results and the student's progression through each of the applicable screening periods. PALS individual results provides a crosstab of selected scores by each year/screening period along with the proficiency benchmark score for that item (if available).
Results from Renaissance Learning's Star Assessments, if available. The first chart shows all available test results by subject in descending test date order. The RtI Category and Performance Level are color-coded to highlight possible areas of concern. The second through fourth charts graphs all of this student's test scores (left y-axis scale) and national percentile rank (right y-axis scale) for reading, mathematics and early literacy (when available).
The WSAS Proficiency Level Summary shows a crosstab of WKCE/WAA-SwD proficiency levels by tested subject and school year beginning with 2005-06 through 2014-15. The Wisconsin Student Assessment System (WSAS) table lists all the available results of every WKCE/WAA-SwD test the student has taken since 2005-06 by subject and content standard. Details concerning the values, meanings, and usage of each column of the table are available on the Comments display options.
The WKCE/WAA-SwD exam was replaced by the Badger Exam (ELA and math only) in 2014-15 and the Forward Exam beginning in 2015-16. For 2014-15, WKCE/WAA-SwD tested only Science and Social Studies in grades 4, 8 and 10.
The results of the most recent ACT college placement exam, if any, are listed by subject. If the student has not retaken the ACT exam since their statewide testing (see ACT Statewide above), the results will be the same as those results. Writing is an optional section and may not be included. Reading, Mathematics, English, and Science results are characterized as College Ready or Not College Ready using benchmarks provided by ACT, Inc. The results are provided to DPI during the school year the student is projected to graduate from high school.
The results of all College Board Advanced Placement exams, if any, are listed by test name. The results include a categorization of the test result using benchmarks provided by the test vendor. A score of 3 or higher is considered a passing rating.
Data for students that have attended high school (grades 9 - 12). HS Completion Credentials Issued shows the type(s) of credential(s) awarded to this student, if any. Student Grad Cohort Determination shows the detail data used to calculate the student's graduation cohort year (expected normal 4-year completion). HS Completion Rate Report - Details shows the specific HS Completion reporting attributes for each of the reporting years for this student.
Postsecondary Enrollment displays the students' enrollment start and end date dates, institution code, institution name, location, full time equivalence values, graduation status, and degrees. By clicking on the institution code additional details about the institution, such as the address and contact information are available. The Postsecondary Enrollment tab also shows the high school completion details of the student. Contact information for the institution is sourced from the Integrated Postsecondary Education Data System (IPEDS). All other information about the institution is sourced directly from the National Student Clearinghouse (NSC).
DPI displays postsecondary outcome data as received from the National Student Clearinghouse (NSC). The accuracy of these data including enrollment dates, graduation status, degrees and majors is dependent on the source of the data and the accuracy and frequency of the data submitted to the Clearinghouse. For more information, please see Postsecondary Data Disclaimers.
Student Growth Percentile displays scale scores and student growth percentiles (SGPs) as well as a projected student growth percentile for the next exam administration. The calculations use results for reading (or more recently, English language arts) and mathematics taken from the WKCE, Badger, Forward, Aspire and ACT exams. Scores from these exams use different scales. To graph these results on these charts, all scores have been normalized to a 0-100 scale. Each available scale score is plotted on the graph against a gray background that reflects that exam's performance ranges, also normalized. SGPs, when available, are shown with colored arrows between the points used to calculate that percentile. The colors indicate the growth level: red (low growth 1st to 35th percentile); yellow (typical growth 36th to 65th percentile) and green (high growth 66th to 99th percentile).
A growth percentile is a way of understanding student growth over time. Student growth percentiles tell us whether a student grew more or less than other students in the state with similar score histories. Student growth percentiles are calculated for any student with two consecutive scale scores within a given subject (reading/ELA or mathematics), in grades 4-11. One year of growth is equal to two consecutive test scores.
Student growth projections give us slightly different information: instead of measuring the amount of growth a student has demonstrated in relation to similar students, the growth projection shows us where a student's scale score may fall under several different growth scenarios. Projections are only displayed for the most recently completed exam. No projections are produced after grade 10.
Student Growth Percentiles are typically calculated shortly after test results become available each year. During the period of time between test results availability and SGP availability, test scores for the new year may appear on the charts temporarily without growth percentiles or projections. Growth calculations are not available prior to 2008-09 or for 2014-15 (Badger exam).
Roster related data includes student enrollments into courses by term and school year. This listing is not intended to be a full student schedule but rather gives the perspective of the data from a course enrollment standpoint where dates are given to show the duration the student has taken a given course. You may see multiple records for a course and student for a given term. This can happen for a number of reasons the most common of which includes cases where a student has a MWF schedule and TTH schedule and such courses are taken across both schedules. This can also happen if a student drops a course but then re-enrolls.
The bottom portion of this screen shows course related programs with an association between the courses a student took under a given program. An example of what you may see in this section are foreign language courses a student took that fall under the “World Language Program”.
This section is divided into separate dashboards for each type of snapshot, with roster data separated from other year-end snapshot results. Each dashboard shows all available snapshot data for that type of snapshot. When the student has data that was not included in the snapshot, the current data warehouse values are instead displayed. This can occur for years prior to the start of snapshots (before 2016-17) or when the snapshot has not yet occurred for that year. Current data is indicated with "NO SNAPSHOT" in the Snapshot Date column.
A chart is included for each snapshot dashboard showing student demographics captured in that snapshot that are typically used in reporting of other data associated with the snapshot.
TFS Count Date/Oct 1 Child Count Snapshot
Data collected for the third Friday of September (TFS) reporting and the October 1 Child Count federal reporting for students with disabilities. Special education data collected before 2016-17 in the ISES Child Count collection are not included in this dashboard.
Note: In the TFS/Child Count Snapshot for 2020-21, Economic Status data was revised as described in the statewide data errata. For reference, the original submitted value can be seen in the demographic chart in this dashboard under the column "Submitted Economic Disadvantaged Status".
Year End Snapshot
Data collected throughout the year encompassing the entire school year, finalized at the end of the calendar year. Charts include Enrollment, Attendance, Discipline, High School Completion, Student Programs, Education for Homeless Children and Youth, and Dropouts.
Part of the Year End snapshot. This dashboard shows the Career Technical Education (CTE) data, Student Roster data and Student Marks.
Spring Demographics Snapshot
Data collected towards the end of the school year (May) to be used primarily for reporting of assessment data for that year. This data includes student demographics and enrollment (used for calculating Full Academic Year - FAY values for each applicable assessment). This snapshot was not captured for 2019-20.