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Painesville City Schools Teaching Case

Other Measures of District Performance

Test Scores

The proportion of students judged proficient on statewide accountability tests is an important indicator of district performance. For the purpose of this case study, the percentage of overall proficiency is calculated by averaging all of the district’s available proficiency rates (i.e., percent proficient) on accountability tests. As in other states, Ohio’s accountability tests are changed periodically, and these changes can affect proficiency rates.

Painesville City Local Schools’ overall accountability test scores declined over the five-year period 2012-13 through 2016-17, from 67% proficient in 2012-13 to 39% proficient in 2016-17. The 2016-17 scores range from an average of 21% proficient for high school math to an average of 50% proficient for the Grade 3 average of reading and math. The district received an “F” on achievement from the Ohio Department of Education.

Reflective Questions

Over the five-year period 2012-13 through 2016-17, Painesville’s overall accountability test scores declined from 67% to 39% proficient

  • If your district had performance declines on state accountability measures that were similar to those observed in Painesville, what would your concerns be?
  • What factors might be contributing to Painesville’s declining performance on statewide accountability tests?
  • Over which of these factors does the district have the most control?
  • Other than using accountability scores or state performance ratings, how else might Painesville educators determine whether or not their improvement efforts are working?

Graduation Rates

Graduation rates are another indicator of school outcomes. One accepted method for calculating this statistic is to determine the proportion of entering ninth-grade students who graduate four years later. Over the five school years from 2011-12 through 2015-16, Painesville’s graduation rates have risen by about 10% of 9th grade students. The proportions of graduating Hispanic, Black, and White students over those years show some year-to-year variability, but remain much the same from the beginning to the end of the period measured.