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Performance Levels and AYP
| State | Subject | Performance levels used during the 2008–09 year | Test used for AYP determination | Performance level used for AYP | Other tests used for AYP determination |
Test used for state accountability | Performance level used for state accountability | First implementation of performance standards for the 2008–09 assessments | Additional information about performance levels used during the 2008–09 academic year |
|---|---|---|---|---|---|---|---|---|---|
| Alabama | Reading | Level I- Does Not Meet Academic Content Standards, Level II- Partially Meets Academic Content Standards, Level III- Meets Academic Content Standards, and Level IV- Exceeds Academic Content Standards | ARMT, AHSGE, AAA | Level III | Alabama Alternate Assessment: Achievement Level III and above. | — | — | 2003-04 School Year | — |
| Alabama | Mathematics | Level I- Does Not Meet Academic Content Standards, Level II- Partially Meets Academic Content Standards, Level III- Meets Academic Content Standards, and Level IV- Exceeds Academic Content Standards | ARMT, AHSGE, AAA | Level III | Alabama Alternate Assessment: Achievement Level III and above. | — | — | 2003-04 School Year | — |
| Alaska | Reading | Far Below Proficient, Below Proficient, Proficient, and Advanced | Standards Based Assessment | Proficient | The Alternate Assessment is also used for students with severe cognitive disabilities. The performance level for AYP is Proficient. | Standards Based Assessment | Proficient | 2004-05 School Year | — |
| Alaska | Mathematics | Far Below Proficient, Below Proficient, Proficient, and Advanced | Standards Based Assessment | Proficient | The Alternate Assessment is also used for students with severe cognitive disabilities. The performance level for AYP is Proficient. | Standards Based Assessment | Proficient | 2004-05 School Year | — |
| Arizona | Reading | Falls Far Below the Standard, Approaches the Standard, Meets the Standard, and Exceeds the Standard | State CRT | Meets the Standard and Exceeds the Standard | — | State CRT | Meets the Standard | Spring 2005 | — |
| Arizona | Mathematics | Falls Far Below the Standard, Approaches the Standard, Meets the Standard, and Exceeds the Standard | State CRT | Meets the Standard and Exceeds the Standard | — | State CRT | Meets the Standard | Spring 2005 | — |
| Arkansas | Reading | Below Basic, Basic, Proficient, and Advanced | State CRT | Proficient | Alternate Learning Portfolio Assessments are used during AYP determination. | State CRT | Proficient | 2005-06 School Year | — |
| Arkansas | Mathematics | Below Basic, Basic, Proficient, and Advanced | State CRT | Proficient | Alternate Learning Portfolio Assessments are used during AYP determination. | State CRT | Proficient | 2005-06 School Year | — |
| California | Reading | Far Below Basic, Below Basic, Basic, Proficient, and Advanced | State CRT | Proficient and Advanced | California Modified Assessments, California Alternate Performance Assessment, and California High School Exit Examination. | State CRT | Proficient and Advanced | 2001 | — |
| California | Mathematics | Far Below Basic, Below Basic, Basic, Proficient, and Advanced | State CRT | Proficient and Advanced | California Modified Assessments, California Alternate Performance Assessment, and California High School Exit Examination. | State CRT | Proficient and Advanced | 2002 | — |
| Colorado | Reading | Unsatisfactory, Partially Proficient, Proficient, and Advanced | CSAP | Partially Proficient, Proficient, and Advanced | CSAPA (Alternate Test for eligible students): Performance level used for AYP: Emerging, Developing, and Novice. | CSAP and CSAPA | Proficient and Advanced | Grade 4: 1996-97 School Year; Grade 8: 2000-01 School Year | — |
| Colorado | Mathematics | Unsatisfactory, Partially Proficient, Proficient, and Advanced | CSAP | Partially Proficient, Proficient, and Advanced | CSAPA (alternate test for eligible students): Performance level used for AYP: Emerging, Developing, and Novice. | CSAP and CSAPA | Proficient and Advanced | Grade 4: 2004-05 School Year; Grade 8: 1999-00 School Year | — |
| Connecticut | Reading | Below Basic, Basic, Proficient, Goal, and Advanced | CMT Reading (Combination of DRP and Reading Comprehension) | Proficient | Results of the Skills Checklist are also included in the AYP calculations. This assessment is reserved for students with significant cognitive impairments (approximately less than one percent of the population). Proficient is the performance level used for AYP. | CMT Reading (Combination of DRP and Reading Comprehension) | Goal | June 2005 | — |
| Connecticut | Mathematics | Below Basic, Basic, Proficient, Goal, and Advanced | CMT Mathematics | Proficient | Results of the Skills Checklist are also included in the AYP calculations. This assessment is reserved for students with significant cognitive impairments (approximately less than one percent of the population). Proficient is the performance level used for AYP. | CMT Mathematics | Goal | June 2005 | — |
| Delaware | Reading | Well Below Standard, Below Standard, Meets Standard, Exceeds Standard, and Distinguished | Delaware Student Testing Program | Meets Standard | For Grade 8 Reading, the Delaware Alternate Portfolio Assessment is also used for AYP and state accountability purposes. The performance level for accountability purposes on the Delaware Alternate Portfolio Assessement is Meets Standard. | Delaware Student Testing Program | Meets Standard | 1999 | — |
| Delaware | Mathematics | Well Below Standard, Below Standard, Meets Standard, Exceeds Standard, and Distinguished | Delaware Student Testing Program | Meets Standard | For Grade 8 Mathematics, the Delaware Alternate Portfolio Assessment is also used for AYP and state accountability purposes. The performance level for accountability purposes on the Delaware Alternate Portfolio Assessement is Meets Standard. | Delaware Student Testing Program | Meets Standard | 1999 | — |
| District of Columbia | Reading | Below Basic, Basic, Proficient, and Advanced | DC CAS and DC CAS Alternate | Proficient and Advanced | — | DC CAS and DC CAS Alternate | Proficient and Advanced | 2005 | — |
| District of Columbia | Mathematics | Below Basic, Basic, Proficient, and Advanced | DC CAS and DC CAS Alternate | Proficient and Advanced | — | DC CAS and DC CAS Alternate | Proficient and Advanced | 2005 | — |
| Florida | Reading | Levels 1, 2, 3, 4, and 5 | FCAT Reading | Achievement Level 3 and above | Florida Alternate Assessment. Achievement Level 4 and above. | FCAT Reading | Achievement Level 3 and above | 1999 | — |
| Florida | Mathematics | Levels 1, 2, 3, 4, and 5 | FCAT Mathematics | Achievement Level 3 and above | Florida Alternate Assessment: Achievement Level 4 and above. | FCAT Mathematics | Achievement Level 3 and above | Grade 4: 2002; Grade 8: 1999 | — |
| Georgia | Reading | Does Not Meet Standards, Meets Standards, and Exceeds Standards | Criterion-Referenced Competency Tests (CRCT) | Meets Standards | The Georgia High School Graduation Tests (GHSGT) are used for AYP determination for high schools and the Georgia Alternate Assessment (GAA) is the AYP determination for the most severely cognitively impaired students for elementary, middle, and high schools. On the GHSGT - ELA, the Basic Proficiency level and above are used to identify students as proficient for AYP. The GAA uses the performance levels of Establishing and Extending for AYP and Meets and Exceeds for students who have a severe cognitive impairment. | CRCT | Meets Standards | 2005-06 School Year | Above response is for CRCT and EOCT. GHSGT: ELA Below Proficient, Basic Proficient, Advanced, and Honors; GAA: Emerging, Establishing, and Extending; GKIDS: information is reported for each student on the number of curricular standards and elements assessed and whether student did not meet, met, or exceeded. |
| Georgia | Mathematics | Does Not Meet Standards, Meets Standards, and Exceeds Standards | CRCT | Meets Standards | The Georgia High School Graduation Tests are used for AYP determination for high schools and the Georgia Alternate Assessment is the AYP determination for the most severely cognitively impaired students for elementary, middle, and high schools. The GHSGT has two sets of performance levels. One used for student accountability (diploma) and the second for school accountability (AYP and state accountability system). This is because this test is still on prior curriculum. The GHSGT for student accountability uses Fail, Pass, and Pass Plus. The GHSGT for school accountability uses Fail, Proficient, and Advanced. The GAA uses the performance levels of Establishing and Extending for AYP and Meets and Exceeds for students who have a severe cognitive impairment. | CRCT | Meets Standards | 2007-08 School Year | Above response is for CRCT and EOCT. GHSGT Math: Fail, Pass, and Pass Plus; GAA: Emerging, Establishing, and Extending; GKIDS: information is reported for each student on the number of curricular standards and elements assessed and whether student did not meet, met, or exceeded. |
| Hawaii | Reading | Well Below Proficiency, Approaches Proficiency, Meets Proficiency, and Exceeds Proficiency | State CRT | Meets Proficiency and Above | — | — | — | Spring 2007 | — |
| Hawaii | Mathematics | Well Below Proficiency, Approaches Proficiency, Meets Proficiency, and Exceeds Proficiency | State CRT | Meets Proficiency and above | — | — | — | Spring 2007 | — |
| Idaho | Reading | Below Basic, Basic, Proficient, and Advanced | State CRT (ISAT) | Proficient | Students who meet Reading objectives on the ISAT alternate assessment (ISAT-Alt) are included in the AYP report. | State CRT (ISAT) | Proficient | 2007 | — |
| Idaho | Mathematics | Below Basic, Basic, Proficient, and Advanced | State CRT (ISAT) | Proficient | Students who meet Mathematics objectives on the ISAT alternate assessment (ISAT-Alt) are included in the AYP report. | State CRT (ISAT) | Proficient | 2007 | — |
| Illinois | Reading | Academic Warning, Below Standards, Meets Standards, and Exceeds Standards (ISAT and PSAE) | ISAT and IAA | Meets or Exceeds Standards for ISAT, Satisfactory or Mastery for IAA | ISAT, IAA, and PSAE are used for AYP determination across grades 3-8 and 11. | ISAT and IAA | Meets or Exceeds Standards for ISAT, Satisfactory or Mastery for IAA | 1999 | For the IAA: Entry, Foundational, Satisfactory, and Mastery. |
| Illinois | Mathematics | For ISAT and PSAE: Academic Warning, Below Standards, Meets Standards, and Exceeds Standards | ISAT and IAA | Meets or Exceeds Standards for ISAT, Satisfactory or Mastery for IAA | ISAT, IAA, and PSAE are used for AYP determination across grades 3-8 and 11. | ISAT and IAA | Meets or Exceeds Standards for ISAT, Satisfactory or Mastery for IAA | 1999 | For the IAA: Entry, Foundational, Satisfactory, and Mastery. |
| Indiana | Reading | Did Not Pass, Pass, and Pass+ | ISTEP+ | Pass and Pass+ | — | ISTEP+ | Pass and Pass+ | September 2006 | — |
| Indiana | Mathematics | Did Not Pass, Pass, and Pass+ | ISTEP+ | Pass and Pass+ | — | ISTEP+ | Pass and Pass+ | Grade 4: September 2006; Grade 8: September 2002 | — |
| Iowa | Reading | Low, Intermediate, and High | Iowa Tests of Basic Skills | Intermediate | Iowa Alternate Assessment also used for AYP determination. Performance level is Proficient. | Iowa Tests of Basic Skills | Intermediate | 2002 | — |
| Iowa | Mathematics | Low, Intermediate, and High | Iowa Tests of Basic Skills | Intermediate | Iowa Alternate Assessment also used for AYP determination. Performance level is Proficient. | Iowa Tests of Basic Skills | Intermediate | 2002 | — |
| Kansas | Reading | Academic Warning, Approaches Standard, Meets Standard, Exceeds Standard, and Exemplary | Kansas Reading Assessment | Meets Standard and Above | AYP and state accountability use the same test and the same performance level: Grades 4 and 8 Kansas Assessment of Modified Measures (KAMM) uses Meets Standard or Above, and grades 4 and 8 Kansas Alternate Assessment (KAA) uses Meets Standard or Above. | Kansas Reading Assessment | Meets Standard and Above | August 2006 | — |
| Kansas | Mathematics | Academic Warning, Approaches Standard, Meets Standard, Exceeds Standard, and Exemplary | Kansas Mathematics Assessment | Meets Standard and Above | AYP and state accountability use the same test and the same performance level: Grades 4 and 8 Kansas Assessment of Modified Measures (KAMM) uses Meets Standard or Above, and grades 4 and 8 Kansas Alternate Assessment (KAA) uses Meets Standard or Above. | Kansas Mathematics Assessment | Meets Standard and Above | August 2006 | — |
| Kentucky | Reading | Novice, Apprentice, Proficient, and Distinquished | Kentucky Core Content Test (KCCT) | Proficient | — | KCCT | Proficient | July 2006 | — |
| Kentucky | Mathematics | Novice, Apprentice, Proficient, and Distinquished | Kentucky Core Content Test (KCCT) | Proficient | — | KCCT | Proficient | July 2006 | — |
| Louisiana | Reading | Unsatisfactory, Approching Basic, Basic, Mastery (Proficient), and Advanced | LEAP | Basic | GEE, iLEAP, and LAA 2 are also used for AYP determination. | LEAP | Basic | Spring 1999 | — |
| Louisiana | Mathematics | Unsatisfactory, Approching Basic, Basic, Mastery (Proficient), and Advanced | LEAP | Basic | GEE, iLEAP, and LAA 2 are also used for AYP determination. | LEAP | Basic | Spring 1999 | — |
| Maine | Reading | Does Not Meet the Standard, Partially Meets the Standard, Meets the Standard, and Exceeds the Standard | State CRT | Meets the Standard and Exceeds the Standard | Additional information at http://www.maine.gov/ education/lsalt/paap/ resources/index.htm |
State CRT | Meets the Standard and Exceeds the Standard | 2006 | — |
| Maine | Mathematics | Does Not Meet the Standard, Partially Meets the Standard, Meets the Standard, and Exceeds the Standard | State CRT | Meets the Standard and Exceeds the Standard | Additional information at http://www.maine.gov/ education/lsalt/paap/ resources/index.htm |
State CRT | Meets the Standard and Exceeds the Standard | 2006 | — |
| Maryland | Reading | Basic, Proficient, and Advanced | Maryland School Assessment | Proficient | End-of-course assessment in English is also used for AYP determination. Alternate Maryland School Assessment and Modified Maryland School Assessment are used for AYP determination as well. | Maryland School Assessment | Proficient | 2002-03 School Year | — |
| Maryland | Mathematics | Basic, Proficient, and Advanced | Maryland School Assessment | Proficient | End-of-course assessment in Algebra is also used for AYP determination. Alternate Maryland School Assessment and Modified Maryland School Assessment are used for AYP determination as well. | Maryland School Assessment | Proficient | 2002-03 School Year | — |
| Massachusetts | Reading | Warning (Grades 3-8), Failing (High School), Needs Improvement, Proficient, Above Proficient (Grade 3), and Advanced (Grades 4-HS) | Grade 4: MCAS (and MCAS-Alt) ELA Reading Comprehension and Composition; Grade 8: MCAS (and MCAS-Alt) ELA Reading Comprehension | All performance levels are used in AYP determinations. Massachusetts uses the Composite Performance Index (CPI), a 100-point index that assigns 100, 75, 50, 25, or 0 points to each student participating in MCAS and MCAS-Alt tests based on their performance. The total points assigned to each student are added together; the sum is divided by the total number of students assessed. The result is a number between 0 and 100, which constitutes a district, school or subgroup’s CPI for that subject and student group. CPIs are generated separately for ELA and Mathematics tests and at all levels: state, district, school, and student subgroup. | — | Grade 4: MCAS (and MCAS-Alt) ELA Reading Comprehension and Composition; Grade 8: MCAS (and MCAS-Alt) ELA Reading Comprehension | State accountability is determined using the same calculations as those used for AYP determinations. | Grade 4: 2001; Grade 8: 2006 | — |
| Massachusetts | Mathematics | Warning (Grades 3-8), Failing (High School), Needs Improvement, Proficient, Above Proficient (Grade 3), and Advanced (Grades 4-HS) | MCAS (and MCAS-Alt) Mathematics | All performance levels are used in AYP determinations. Massachusetts uses the Composite Performance Index (CPI), a 100-point index that assigns 100, 75, 50, 25, or 0 points to each student participating in MCAS and MCAS-Alt tests based on their performance. The total points assigned to each student are added together; the sum is divided by the total number of students assessed. The result is a number between 0 and 100, which constitutes a district, school. or subgroup’s CPI for that subject and student group. CPIs are generated separately for ELA and Mathematics tests, and at all levels: state, district, school, and student subgroup. | — | MCAS (and MCAS-Alt) Mathematics | State accountability is determined using the same calculations as those used for AYP determinations. | 1998 | — |
| Michigan | Reading | Not Proficient, Partially Proficient, Proficient, and Advanced | MEAP, MI-Access | Proficient and Advanced | — | MEAP, MI-Access | Proficient and Advanced | 2006 | — |
| Michigan | Mathematics | Not Proficient, Partially Proficient, Proficient, and Advanced | MEAP, MI-Access | Proficient and Advanced | — | MEAP, MI-Access | Proficient and Advanced | 2006 | — |
| Minnesota | Reading | Does Not Meet the Standards, Partially Meets the Standards, Meets the Standards, and Exceeds the Standards | MCA-II | Meets the Standards | The MTAS in Reading is also used for AYP determination. The performance level used for AYP is Meets the Alternate Achievement Standards. | MCA-II | Meets the Standards | 2006 | — |
| Minnesota | Mathematics | Does Not Meet the Standards, Partially Meets the Standards, Meets the Standards, and Exceeds the Standards | MCA-II | Meets the Standards | The MTAS in Math and the MTELL in Math are also used for AYP determination. The performance level used for AYP for these tests is Meets the Alternate Achievement Standards. | MCA-II | Meets the Standards | 2006 | — |
| Mississippi | Reading | Minimal, Basic, Proficient, and Advanced | Mississippi Curriculum Test - Second Edition | Proficient, Advanced and 1/2 of Basic | The Mississippi Alternate Assessment of Extended Curriculum Frameworks is also used for AYP determination and uses the same performance levels as listed above. | Mississippi Curriculum Test - Second Edition | Basic, Proficient and Advanced | July 2010 | — |
| Mississippi | Mathematics | Minimal, Basic, Proficient and Advanced | Mississippi Curriculum Test - Second Edition | Proficient, Advanced and 1/2 of Basic | The Mississippi Alternate Assessment of Extended Curriculum Frameworks is also used for AYP determination and uses the same performance levels as listed above. | Mississippi Curriculum Test - Second Edition | Basic, Proficient and Advanced | July 2007 | — |
| Missouri | Reading | Below Basic, Basic, Proficient, and Advanced | MAP Communication Arts Grade-Level Assessment | Proficient | MAP-Alternate Communication Arts is used for both AYP determination and state accountability. The performance level used for both is Proficient. | MAP Communication Arts Grade-Level Assessment | Proficient | 1996 | — |
| Missouri | Mathematics | Below Basic, Basic, Proficient, and Advanced | MAP Mathematics Grade-Level Assessment | Proficient | MAP-Alternate Mathematics is used for both AYP determination and state accountability. The performance level used for both is Proficient. | MAP Mathematics Grade-Level Assessment | Proficient | 1996 | — |
| Montana | Reading | Novice, Nearing Proficiency, Proficient, and Advanced | MontCAS CRT | Proficient | MontCAS CRT-Alt: Proficient for all grades and subjects. | MontCAS CRT | Proficient | July 2006 | — |
| Montana | Mathematics | Novice, Nearing Proficiency, Proficient, and Advanced | MontCAS CRT | Proficient | MontCAS CRT-Alt: Proficient for all grades and subjects. | MontCAS CRT | Proficient | July 2006 | — |
| Nebraska | Reading | Beginning, Progressing, Proficient, and Advanced | Local district CRT | Proficient and Advanced | — | Local district CRT | Proficient and Advanced | September 2001 | — |
| Nebraska | Mathematics | Beginning, Progressing, Proficient, and Advanced | Local district CRT | Proficient and Advanced | — | Local district CRT | Proficient and Advanced | December 2000 | — |
| Nevada | Reading | Emergent/Developing, Approaches Standard, Meets Standard, and Exceeds Standard | CRT | Meets Standard | — | CRT | Meets Standard | Grade 4: 2005-06; Grade 8: 2003-04 | — |
| Nevada | Mathematics | Emergent/Developing, Approaches Standard, Meets Standard, and Exceeds Standard | CRT | Meets Standard | — | CRT | Meets Standard | Grade 4: 2005-06; Grade 8: 2003-04 | — |
| New Hampshire | Reading | Substantially Below Proficient, Partially Proficient, Proficient, and Proficient with Distinction | NECAP and NH - Alt | Individual student scores in all performance levels are combined and converted to an Index Score: Substantially Below Proficient = 0, or 20, or 40; Partially Proficient = 60 or 80; Proficient or Proficient with Distinction = 100. | NH - Alt Index: Substantially Below Proficient = 0, or 20, or 40; Partially Proficient = 60 or 80; Proficient or Proficient with Distinction = 100. Individual student scores in all performance levels are combined and converted to an index score. | — | — | Fall 2005 | — |
| New Hampshire | Mathematics | Substantially Below Proficient, Partially Proficient, Proficient, and Proficient with Distinction | NECAP and NH - Alt | Individual student scores in all performance levels are combined and converted to an Index Score: Substantially Below Proficient = 0, or 20, or 40; Partially Proficient = 60 or 80; Proficient or Proficient with Distinction = 100. | NH - Alt Index: Substantially Below Proficient = 0, or 20, or 40; Partially Proficient = 60 or 80; Proficient or Proficient with Distinction = 100. Individual student scores in all performance levels are combined and converted to an index score. | — | — | Fall 2005 | — |
| New Jersey | Reading | Partially Proficient, Proficient, and Advanced | New Jersey Assessment of Skills and Knowledge | Proficient | — | New Jersey Assessment of Skills and Knowledge | Proficient | Grade 4: 1998-99; Grade 8: 1999-00 | — |
| New Jersey | Mathematics | Partially Proficient, Proficient, and Advanced | New Jersey Assessment of Skills and Knowledge | Proficient | — | New Jersey Assessment of Skills and Knowledge | Proficient | Grade 4: 1998-99; Grade 8: 1999-00 | — |
| New Mexico | Reading | Beginning Step, Nearing Proficiency, Proficient, and Advanced | New Mexico Standards Based Assessment | Proficient | The Alternate Performance Assessment also provides performance level information for AYP and state accountability. The Symbolic level correlates to Proficient. | New Mexico Standards Based Assessment | Proficient | 2002-03 | — |
| New Mexico | Mathematics | Beginning Step, Nearing Proficiency, Proficient, and Advanced | New Mexico Standards Based Assessment | Proficient | The Alternate Performance Assessment also provides performance level information for AYP and state accountability. The Symbolic level correlates to Proficient. | New Mexico Standards Based Assessment | Proficient | 2002-03 | — |
| New York | Reading | Level 1: Not Meeting Learning Standards; Level 2: Partially Meeting Learning Standards; Level 3: Meeting Learning Standards; and Level 4: Meeting Learning Standards with Distinction | Grades 3-8 English Language Arts Test | Levels 3 and 4 | The New York State Alternate Assessment (NYSAA) is used in determining both the performance index and participation rate calculations; the New York State Second Language Achievement Test (NYSESLAT) is used in determining the participation rate calculations (for grades 3-8 only). | Grades 3-8 English Language Arts Test | Levels 3 and 4 | June 2005 | — |
| New York | Mathematics | Level 1: Not Meeting Learning Standards; Level 2: Partially Meeting Learning Standards; Level 3: Meeting Learning Standards; and Level 4: Meeting Learning Standards with Distinction | Grades 3- 8 Mathematics Test | Levels 3 and 4 | The New York State Alternate Assessment (NYSAA) is used in determining both the performance index and participation rate calculations; the New York State Second Language Achievement Test (NYSESLAT) is used in determining the participation rate calculations (for grades 3-8 only). | Grades 3-8 Mathematics Test | Levels 3 and 4 | June 2005 | — |
| North Carolina | Reading | Level I - IV | Reading End-of-Grade | Proficient- Level III | NCEXTEND2 Proficient - Level III and NCEXTEND1 Proficient - Level III | Reading End-of-Grade | Proficient- Level III | 2007-08 School Year | — |
| North Carolina | Mathematics | Level I - IV | Math End-of-Grade | Proficient- Level III | NCEXTEND2 Proficient - Level III and NCEXTEND1 Proficient - Level III | Math End-of-Grade | Proficient- Level III | 2005-06 School Year | — |
| North Dakota | Reading | Novice, Partially Proficient, Proficient, and Advanced | ND State Assessment | Proficient | ND Alternate Assessment 2 - Proficient (for AYP and state accountability) ND Alternate Assessment 1 - Proficient (for AYP and state accountability). | ND State Assessment | Proficient | 2005-06 School Year | — |
| North Dakota | Mathematics | Novice, Partially Proficient, Proficient, and Advanced | ND State Assessment | Proficient | ND Alternate Assessment 2 - Proficient (for AYP and state accountability) ND Alternate Assessment 1 - Proficient (for AYP and state accountability). | ND State Assessment | Proficient | 2005-06 School Year | — |
| Ohio | Reading | Limited, Basic, Proficient, Accelerated, and Advanced | Ohio Achievement Tests - Reading | Proficient | Grade 4 OAT Alternate Assessments for Students with Disabilities: Proficient Grade 8 OGT Alternate Assessments for Students with Disabilities: Proficient | Ohio Achievement Tests - Reading | Proficient | 2005 | — |
| Ohio | Mathematics | Limited, Basic, Proficient, Accelerated, and Advanced | Ohio Achievement Tests - Mathematics | Proficient | Grade 4 OAT Alternate Assessments for Students with Disabilities: Proficient Grade 8 OGT Alternate Assessments for Students with Disabilities: Proficient | Ohio Achievement Tests - Mathematics | Proficient | Grade 4: 2006; Grade 8: 2005 | — |
| Oklahoma | Reading | Unsatisfactory, Limited Knowledge, Proficient, and Advanced | Oklahoma Core Curriculum Tests (OCCT) | Proficient | Oklahoma uses, in addition to the above OCCT, the Oklahoma Modified Alternate Assessment Program (OMAAP) and the Oklahoma Alternate Assessment Program (OAAP) which is the Portfolio assessment. | OCCT | Proficient | 2008-09 | The OMAAP assessment uses performance levels of Unsatisfactory, Limited Knowledge, Satisfactory, and Advanced. |
| Oklahoma | Mathematics | Unsatisfactory, Limited Knowledge, Proficient, and Advanced | Oklahoma Core Curriculum Tests (OCCT) | Proficient | Oklahoma uses, in addition to the above OCCT, the Oklahoma Modified Alternate Assessment Program (OMAAP) and the Oklahoma Alternate Assessment Program (OAAP) which is the Portfolio assessment. | OCCT | Proficient | 2008-09 | The OMAAP assessment uses performance levels of Unsatisfactory, Limited Knowledge, Satisfactory, and Advanced. |
| Oregon | Reading | Very Low, Low, Nearly Meets, Meets, and Exceeds | OAKS Reading/Literature, OAKS Extended Reading | Meets | — | OAKS Reading/Literature, OAKS Extended Reading | Meets | July 2006 | In some documentation, the Very Low and Low categories are combined into the category Does Not Yet Meet. |
| Oregon | Mathematics | Very Low, Low, Nearly Meets, Meets, and Exceeds | OAKS Mathematics, OAKS Extended Mathematics | Meets | — | OAKS Mathematics, OAKS Extended Mathematics | Meets | July 2006 | In some documentation, the Very Low and Low categories are combined into the category Does Not Yet Meet. |
| Pennsylvania | Reading | Below Basic, Basic, Proficient, and Advanced | PSSA and PASA | Proficient | — | PSSA and PASA | Proficient | Grade 4: June 2006, Grade 8: June 2005 | — |
| Pennsylvania | Mathematics | Below Basic, Basic, Proficient, and Advanced | PSSA and PASA | Proficient | — | PSSA and PASA | Proficient | Grade 4: June 2006; Grade 8: June 2005 | — |
| Rhode Island | Reading | Substantially Below Proficient, Partially Proficient, Proficient, and Proficient with Distinction | NECAP Reading and RIAA Reading | Individual student scores in all performance levels are combined and converted to an index. | — | NECAP Reading and RIAA Reading | Individual student scores in all performance levels are combined and converted to an index. | Fall 2005 | — |
| Rhode Island | Mathematics | Substantially Below Proficient, Partially Proficient, Proficient, and Proficient with Distinction | NECAP Mathematics and RIAA Mathematics | Individual student scores in all performance levels are combined and converted to an index. | — | NECAP Mathematics and RIAA Mathematics | Individual student scores in all performance levels are combined and converted to an index. | Fall 2005 | — |
| South Carolina | Reading | Not Met, Met, and Exemplary | PASS | Met | SC-Alt in grades 3–8; Performance level used for AYP: Level 3 and above (test reports performance levels 1–4). | PASS | Met | 2009 | — |
| South Carolina | Mathematics | Not Met, Met, and Exemplary | PASS | Met | SC-Alt in grades 3-8; Performance level used for AYP: Level 3 and above (test reports performance levels 1-4). | PASS | Met | 2009 | — |
| South Dakota | Reading | Below Basic, Basic, Proficient, and Advanced | DSTEP | Proficient | Dakota STEP-A results are aggregated into the AYP calculations. | DSTEP | Proficient | 2008-09 School Year | — |
| South Dakota | Mathematics | Below Basic, Basic, Proficient, and Advanced | DSTEP | Proficient | Dakota STEP-A results are aggregated into the AYP calculations. | DSTEP | Proficient | 2005-06 School Year | — |
| Tennessee | Reading | Below Proficient, Proficient, and Advanced | TCAP Achievement Test | Proficient and Above | The state also includes the TCAP Writing Assessment scores as part of meeting AYP and for state accountability. The performance level used is Competent and Above. The state also includes the TCAP-ALT Portfolio Assessment as part of meeting AYP and for state accountability. | TCAP Achievement Test | Proficient and Above | 2004-05 School Year | — |
| Tennessee | Mathematics | Below Proficient, Proficient, and Advanced | TCAP Achievement Test | Proficient and Above | The state also includes the TCAP-ALT Portfolio Assessment as part of meeting AYP and for state accountability. | TCAP Achievement Test | Proficient and Above | 2004-05 School Year | — |
| Texas | Reading | Did Not Meet Standard, Met Standard, and Commended Performance | State CRT | Met Standard | TAKS-Modified (TAKS-M): Met Standard; TAKS-Alternate (TAKS-Alt): Met Standard; Linguistically Accommodated Testing (LAT): Met Standard; Texas English Language Proficiency Assessment System (TELPAS) Reading: Beginning, Intermediate, Advanced and Advanced High. | State CRT | Met Standard | 2005 | — |
| Texas | Mathematics | Did Not Meet Standard, Met Standard, and Commended Performance | State CRT | Met Standard | TAKS-Modified (TAKS-M): Met Standard; TAKS-Alternate (TAKS-Alt): Met Standard; Linguistically Accommodated Testing (LAT): Met Standard; | State CRT | Met Standard | 2005 | — |
| Utah | Reading | Minimal, Partial, Sufficient, and Substantial | CRT | Levels 3 and 4 | — | CRT, UBSCT, UAA, DWA, IOWA | Levels 3 and 4 | Grade 4: Summer 2004; Grade 8: January 2009 | — |
| Utah | Mathematics | Minimal, Partial, Sufficient, and Substantial | CRT | Levels 3 and 4 | — | CRT, UBSCT, UAA, DWA, IOWA | Levels 3 and 4 | June 2009 | — |
| Vermont | Reading | Substantially Below Proficient, Partially Proficient, Proficient, and Proficient with Distinction | NECAP and VTAAP | Individual student scores in all performance levels are combined and converted to an index. | — | State has no separate test-based accountability system. | State has no separate test-based accountability system. | Fall 2005 | — |
| Vermont | Mathematics | Substantially Below Proficient, Partially Proficient, Proficient, and Proficient with Distinction | NECAP and VTAAP | Individual student scores in all performance levels are combined and converted to an index. | — | State has no separate test-based accountability system. | State has no separate test-based accountability system. | Fall 2005 | — |
| Virginia | Reading | Fail, Fail/Basic, Pass/Proficient, and Pass/Advanced | Virginia Standards of Learning, Virginia Alternate Assessment Program, and Virginia Grade Level Alternative | Pass/Proficient | — | Virginia Standards of Learning, Virginia Alternate Assessment Program, and Virginia Grade Level Alternative | Pass/Proficient | 2005-06 | The performance levels for End-of-Course tests are Fail, Pass/Proficient, and Pass/Advanced. |
| Virginia | Mathematics | Fail, Fail/Basic, Pass/Proficient, and Pass/Advanced | Virginia Standards of Learning, Virginia Alternate Assessment Program, and Virginia Grade Level Alternative | Pass/Proficient | — | Virginia Standards of Learning, Virginia Alternate Assessment Program, and Virginia Grade Level Alternative | Pass/Proficient | 2005-06 | The performance levels for End-of-Course tests are Fail, Pass/Proficient, and Pass/Advanced. |
| Washington | Reading | Basic, Proficient, and Advanced | State CRT | Proficient | WAAS Portfolio: Per federal regulations, for district AYP calculations, the percentage of students considered proficient via the WAAS (based on alternate achievement standards) cannot exceed 1% of the district's total enrollment in the tested grades, unless an exception is granted using an appeal process. As part of setting standards on the WAAS assessments in January 2003, student results were categorized into four levels of performance (based on alternate academic achievement standards). The percentage of students with disabilities in each of the four achievement levels on the WASL and WAAS will be reported to the public upon completion of data verification. For accountability purposes, performance assessment data for students with disabilities will be included in the state's accountability system in the following manner: Advanced WASL Level 4 and WAAS Level 4; Proficient WASL Level 3 and WAAS Level 3; Basic WASL Level 2 and WAAS Level 2; Below Basic WASL Level 1 and WAAS Level 1. | State CRT | Weighted index using 4 performance levels. | Grade 4: 1997 (revised in 2004); Grade 8: 2006 | — |
| Washington | Mathematics | Basic, Proficient, and Advanced | State CRT | Proficient | WAAS Portfolio: Per federal regulations, for district AYP calculations, the percentage of students considered proficient via the WAAS (based on alternate achievement standards) cannot exceed 1% of the district's total enrollment in the tested grades, unless an exception is granted using an appeal process. As part of setting standards on the WAAS assessments in January 2003, student results were categorized into four levels of performance (based on alternate academic achievement standards). The percentage of students with disabilities in each of the four achievement levels on the WASL and WAAS will be reported to the public upon completion of data verification. For accountability purposes, performance assessment data for students with disabilities will be included in the state's accountability system in the following manner: Advanced WASL Level 4 and WAAS Level 4; Proficient WASL Level 3 and WAAS Level 3; Basic WASL Level 2 and WAAS Level 2; Below Basic WASL Level 1 and WAAS Level 1. | State CRT | Weighted index using 4 performance levels | Grade 4: 1997 (revised in 2004); Grade 8: 2006 | — |
| West Virginia | Reading | Novice, Partial Mastery, Mastery, Above Mastery, and Distinguished | WESTEST 2 | Mastery | The state alternate assessment, APTA, is also used for AYP determination. The performance levels used for AYP and state accountability are the same as WESTEST 2, Mastery and above, except that APTA does not have the performance level of Distinguished. | WESTEST 2 | Mastery | 2008-09 School Year | The alternate assessment does not have the fifth performance level of Distinguished. |
| West Virginia | Mathematics | Novice, Partial Mastery, Mastery, Above Mastery, and Distinguished | WESTEST 2 | Mastery | The state alternate assessment, APTA, is also used for AYP determination. The performance levels used for AYP and state accountability are the same as WESTEST 2, Mastery and above, except that APTA does not have the performance level of Distinguished. | WESTEST 2 | Mastery | 2008-09 School Year | The alternate assessment does not have the fifth performance level of Distinguished. |
| Wisconsin | Reading | Minimal Performance, Basic, Proficient, and Advanced | WSAS: WKCE and WAA-SwD | Proficient | — | WSAS: WKCE and WAA-SwD | Proficient | 2003 | — |
| Wisconsin | Mathematics | Minimal Performance, Basic, Proficient, and Advanced | WSAS: WKCE and WAA-SwD | Proficient | — | WSAS: WKCE and WAA-SwD | Proficient | 2003 | — |
| Wyoming | Reading | Below Basic, Basic, Proficient, and Advanced | PAW and PAWS-ALT | Proficient | — | — | — | 2006 | — |
| Wyoming | Mathematics | Below Basic, Basic, Proficient, and Advanced | PAW and PAWS-ALT | Proficient | — | — | — | 2006 | — |
— Not available or not tested.
Source: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 2009 Survey of State Assessment.
Last updated 09 August 2011 (AA)