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OSPI logo Office of the Superintendent of Public Instruction, Chris Reykdal
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Port Townsend School District

phone 3603794501

address 1610 Blaine St.
Port Townsend, Washington 98368

Choose a data measure to start

Choose a data measure to start

Enrollment

How many students were enrolled at the beginning of the school year?

The school year begins on different days for different school districts. The first business day in October is used as the enrollment count date for all schools and districts in Washington state. Historical school years reflect October enrollment data (CEDARS) as of June 1st of that school year, the current school year 2023-24 reflects preliminary October enrollment data (CEDARS) as of December 22, 2023. Final October enrollment data (CEDARS) for the current school year 2023-24 will be published in June 2024.

The data visualizations embedded on this page may not be fully accessible for persons with disabilities. However, a copy of the source data is available to download by clicking on the Download Data link above. If you are experiencing difficulty downloading the file or would like assistance obtaining a copy of the information provided on this page, please contact us at reportcardredesign@k12.wa.us

How many students were enrolled at the beginning of the school year?

The school year begins on different days for different school districts. The first business day in October is used as the enrollment count date for all schools and districts in Washington state. Historical school years reflect October enrollment data (CEDARS) as of June 1st of that school year, the current school year 2023-24 reflects preliminary October enrollment data (CEDARS) as of December 22, 2023. Final October enrollment data (CEDARS) for the current school year 2023-24 will be published in June 2024.

The data visualizations embedded on this page may not be fully accessible for persons with disabilities. However, a copy of the source data is available to download by clicking on the Download Data link above. If you are experiencing difficulty downloading the file or would like assistance obtaining a copy of the information provided on this page, please contact us at reportcardredesign@k12.wa.us

How many students were enrolled at the beginning of the school year?

The school year begins on different days for different school districts. The first business day in October is used as the enrollment count date for all schools and districts in Washington state. Historical school years reflect October enrollment data (CEDARS) as of June 1st of that school year, the current school year 2023-24 reflects preliminary October enrollment data (CEDARS) as of December 22, 2023. Final October enrollment data (CEDARS) for the current school year 2023-24 will be published in June 2024.

The data visualizations embedded on this page may not be fully accessible for persons with disabilities. However, a copy of the source data is available to download by clicking on the Download Data link above. If you are experiencing difficulty downloading the file or would like assistance obtaining a copy of the information provided on this page, please contact us at reportcardredesign@k12.wa.us

How many students were enrolled at the beginning of the school year by student program and characteristics, over time?

The school year begins on different days for different school districts. The first business day in October is used as the enrollment count date for all schools and districts in Washington state. Historical school years reflect October enrollment data (CEDARS) as of June 1st of that school year, the current school year 2023-24 reflects preliminary October enrollment data (CEDARS) as of December 22, 2023. Final October enrollment data (CEDARS) for the current school year 2023-24 will be published in June 2024.

The data visualizations embedded on this page may not be fully accessible for persons with disabilities. However, a copy of the source data is available to download by clicking on the Download Data link above. If you are experiencing difficulty downloading the file or would like assistance obtaining a copy of the information provided on this page, please contact us at reportcardredesign@k12.wa.us

Assessment

What percent of students met grade level standards?

Students in grades 3-11 are typically administered the following required assessments for state and federal accountability in the spring. 1) Smarter Balanced Assessments (SBA): English language arts (ELA) and math tests for grades 3–8 and 10. 2) Washington Comprehensive Assessment of Science (WCAS): Science test for grades 5, 8, and 11 3) Washington - Access to Instruction and Measurement (WA-AIM): ELA, math, and science alternate assessments for students in grades 3–11 with significant cognitive disabilities documented in their Individualized Education Program (IEP). The tests for the 2020-21 school year were administered in fall 2021. The number of recently arrived English learners who were not assessed on the reading/language arts assessment can be viewed on the Report Card under External Resources: 34 C.F.R.§200 Recently Arrived English Learners.

The data visualizations embedded on this page may not be fully accessible for persons with disabilities. However, a copy of the source data is available to download by clicking on the Download Data link above. If you are experiencing difficulty downloading the file or would like assistance obtaining a copy of the information provided on this page, please contact us at reportcardredesign@k12.wa.us

What percent of students met standards in each grade?

This dashboard provides detailed information about student performance on the Spring assessments. Student performance in each subject is scored as a level 1, 2, 3, or 4. Level 3 or 4 scores indicate that students demonstrate the skills expected for that grade. Level 3 or 4 scores are counted as meeting state standard in that subject.

The data visualizations embedded on this page may not be fully accessible for persons with disabilities. However, a copy of the source data is available to download by clicking on the Download Data link above. If you are experiencing difficulty downloading the file or would like assistance obtaining a copy of the information provided on this page, please contact us at reportcardredesign@k12.wa.us

What skill level did students demonstrate?

Student performance in each subject is scored as a level 1, 2, 3 or 4. Level 3 or 4 scores mean that students demonstrate the skills expected for that grade. Level 3 or 4 scores are counted as meeting standard in that subject area. Level 1 and 2 scores are counted as not meeting standard in that subject area.

The data visualizations embedded on this page may not be fully accessible for persons with disabilities. However, a copy of the source data is available to download by clicking on the Download Data link above. If you are experiencing difficulty downloading the file or would like assistance obtaining a copy of the information provided on this page, please contact us at reportcardredesign@k12.wa.us

What percent of students participated?

Percent No Score is the number of students who were expected to test but received no score, divided by the number of students expected to test. Percent Participating is the sum of students scoring at levels 1, 2, 3, and 4, divided by the number of students expected to test. Percent Taking Alt Assessment is the percentage of students taking the WA-AIM assessments.

The data visualizations embedded on this page may not be fully accessible for persons with disabilities. However, a copy of the source data is available to download by clicking on the Download Data link above. If you are experiencing difficulty downloading the file or would like assistance obtaining a copy of the information provided on this page, please contact us at reportcardredesign@k12.wa.us

English Learner Assessment

What percent of students learning the English language gained proficiency? What percent of students learning the English language made progress?

Students who are learning to speak English can receive services to help them learn English. Students who receive services take an annual test, the WIDAACC. This test measures how well students are doing in 4 areas: speaking, listening, reading, and writing. A student must be proficient in all four areas in order to leave services. A student is making progress if they are on track to leave services within 6 years.

The data visualizations embedded on this page may not be fully accessible for persons with disabilities. However, a copy of the source data is available to download by clicking on the Download Data link above. If you are experiencing difficulty downloading the file or would like assistance obtaining a copy of the information provided on this page, please contact us at reportcardredesign@k12.wa.us

What percent of students learning the English language gained proficiency? What percent of students learning the English language made progress?

Students who are learning to speak English can receive services to help them learn English. Students who receive services take an annual test, the WIDAACC. This test measures how well students are doing in 4 areas: speaking, listening, reading, and writing. A student must be proficient in all four areas in order to leave services. A student is making progress if they are on track to leave services within 6 years.

The data visualizations embedded on this page may not be fully accessible for persons with disabilities. However, a copy of the source data is available to download by clicking on the Download Data link above. If you are experiencing difficulty downloading the file or would like assistance obtaining a copy of the information provided on this page, please contact us at reportcardredesign@k12.wa.us

What percent of students learning the English language gained proficiency? What percent of students learning the English language made progress?

Students whose primary language is other than English are eligible to receive English Language Development Services. Those students who receive services take an annual test, the WIDAACC to measure their performance in 4 areas: speaking, listening, reading, and writing. A student must be proficient in all four areas in order to exit the program. If a student is not yet proficient but making sufficient progress to exit the program within 6 years, they are considered making progress.

The data visualizations embedded on this page may not be fully accessible for persons with disabilities. However, a copy of the source data is available to download by clicking on the Download Data link above. If you are experiencing difficulty downloading the file or would like assistance obtaining a copy of the information provided on this page, please contact us at reportcardredesign@k12.wa.us

Graduation

What percent of students graduated in four years?

Graduation rate is based on a cohort of students. The cohort is made up of all students who start 9th grade together. Students who transfer into or out of a school are added or removed from the cohort. If students stop attending school, they are counted as 'drop outs'. If students have met graduation requirements, they are counted as 'graduates'. If students don't graduate but are still attending, they are considered 'continuing'. Students are tracked through their 7th year in high school. The five year graduation rate includes students that graduated in 4 years and those that graduated in 5 years. A student that graduates high school is more likely to earn a higher income, less likely to be incarcerated, and have greater economic mobility across generations.

The data visualizations embedded on this page may not be fully accessible for persons with disabilities. However, a copy of the source data is available to download by clicking on the Download Data link above. If you are experiencing difficulty downloading the file or would like assistance obtaining a copy of the information provided on this page, please contact us at reportcardredesign@k12.wa.us

What percent of students graduated in four years, over time?

Graduation rate is based on a cohort of students. The cohort is made up of all students who start 9th grade together. Students who transfer into or out of a school are added or removed from the cohort. If students stop attending school, they are counted as 'drop outs'. If students have met graduation requirements, they are counted as 'graduates'. If students don't graduate but are still attending, they are considered 'continuing'. Students are tracked through their 7th year in high school. The five year graduation rate includes students that graduated in 4 years and those that graduated in 5 years. A student that graduates high school is more likely to earn a higher income, less likely to be incarcerated, and have greater economic mobility across generations.

The data visualizations embedded on this page may not be fully accessible for persons with disabilities. However, a copy of the source data is available to download by clicking on the Download Data link above. If you are experiencing difficulty downloading the file or would like assistance obtaining a copy of the information provided on this page, please contact us at reportcardredesign@k12.wa.us

How many years does it take students to graduate?

Graduation rate is based on a cohort of students. The cohort is made up of all students who start 9th grade together. Students who transfer into or out of a school are added or removed from the cohort. If students stop attending school, they are counted as 'drop outs'. If students have met graduation requirements, they are counted as 'graduates'. If students don't graduate but are still attending, they are considered 'continuing'. Students are tracked through their 7th year in high school. The five year graduation rate includes students that graduated in 4 years and those that graduated in 5 years. A student that graduates high school is more likely to earn a higher income, less likely to be incarcerated, and have greater economic mobility across generations.

The data visualizations embedded on this page may not be fully accessible for persons with disabilities. However, a copy of the source data is available to download by clicking on the Download Data link above. If you are experiencing difficulty downloading the file or would like assistance obtaining a copy of the information provided on this page, please contact us at reportcardredesign@k12.wa.us

What percent of students graduated in four years, over time?

Graduation rate is based on a cohort of students. The cohort is made up of all students who start 9th grade together. Students who transfer into or out of a school are added or removed from the cohort. If students stop attending school, they are counted as 'drop outs'. If students have met graduation requirements, they are counted as 'graduates'. If students don't graduate but are still attending, they are considered 'continuing'. Students are tracked through their 7th year in high school. The five year graduation rate includes students that graduated in 4 years and those that graduated in 5 years. A student that graduates high school is more likely to earn a higher income, less likely to be incarcerated, and have greater economic mobility across generations.

The data visualizations embedded on this page may not be fully accessible for persons with disabilities. However, a copy of the source data is available to download by clicking on the Download Data link above. If you are experiencing difficulty downloading the file or would like assistance obtaining a copy of the information provided on this page, please contact us at reportcardredesign@k12.wa.us

Regular Attendance

What percent of students had fewer than two absences per month, on average?

Regular attendance is defined as having, on average, less than two absences per month. It doesn't matter if the absences are excused or unexcused. An absence is defined as missing at least half the school day. This measure includes students that were enrolled for at least 90 days at any given school.

The data visualizations embedded on this page may not be fully accessible for persons with disabilities. However, a copy of the source data is available to download by clicking on the Download Data link above. If you are experiencing difficulty downloading the file or would like assistance obtaining a copy of the information provided on this page, please contact us at reportcardredesign@k12.wa.us

What percent of students had fewer than two absences per month, on average, by grade level?

Regular attendance is defined as having, on average, less than two absences per month. It doesn't matter if the absences are excused or unexcused. An absence is defined as missing at least half the school day. This measure includes students that were enrolled for at least 90 days at any given school.

The data visualizations embedded on this page may not be fully accessible for persons with disabilities. However, a copy of the source data is available to download by clicking on the Download Data link above. If you are experiencing difficulty downloading the file or would like assistance obtaining a copy of the information provided on this page, please contact us at reportcardredesign@k12.wa.us

What percent of students had fewer than two absences per month, on average, over time?

Regular attendance is defined as having, on average, less than two absences per month. It doesn't matter if the absences are excused or unexcused. An absence is defined as missing at least half the school day. This measure includes students that were enrolled for at least 90 days at any given school.

The data visualizations embedded on this page may not be fully accessible for persons with disabilities. However, a copy of the source data is available to download by clicking on the Download Data link above. If you are experiencing difficulty downloading the file or would like assistance obtaining a copy of the information provided on this page, please contact us at reportcardredesign@k12.wa.us

What percent of students had fewer than two absences per month, on average, over time?

Regular attendance is defined as having, on average, less than two absences per month. It doesn't matter if the absences are excused or unexcused. An absence is defined as missing at least half the school day. This measure includes students that were enrolled for at least 90 days at any given school.

The data visualizations embedded on this page may not be fully accessible for persons with disabilities. However, a copy of the source data is available to download by clicking on the Download Data link above. If you are experiencing difficulty downloading the file or would like assistance obtaining a copy of the information provided on this page, please contact us at reportcardredesign@k12.wa.us

Ninth Grade on Track

What percent of students passed all their courses in ninth grade?

Ninth graders are considered on track if they passed all credits they attempted in 9th grade. This does not include withdrawals. This includes first time 9th graders only.

The data visualizations embedded on this page may not be fully accessible for persons with disabilities. However, a copy of the source data is available to download by clicking on the Download Data link above. If you are experiencing difficulty downloading the file or would like assistance obtaining a copy of the information provided on this page, please contact us at reportcardredesign@k12.wa.us

What percent of students passed all their courses in ninth grade over time?

Ninth graders are considered on track if they passed all credits they attempted in 9th grade. This does not include withdrawals. This includes first time 9th graders only.

The data visualizations embedded on this page may not be fully accessible for persons with disabilities. However, a copy of the source data is available to download by clicking on the Download Data link above. If you are experiencing difficulty downloading the file or would like assistance obtaining a copy of the information provided on this page, please contact us at reportcardredesign@k12.wa.us

What percent of students passed all their courses in ninth grade?

Ninth graders are considered on track if they passed all credits they attempted in 9th grade. This does not include withdrawals. This includes first time 9th graders only.

The data visualizations embedded on this page may not be fully accessible for persons with disabilities. However, a copy of the source data is available to download by clicking on the Download Data link above. If you are experiencing difficulty downloading the file or would like assistance obtaining a copy of the information provided on this page, please contact us at reportcardredesign@k12.wa.us

Dual Credit

What percent of high school students completed a dual credit course?

There are programs that allow students to earn credit for their high school diploma and college at the same time. The programs are called Dual Credit programs. The Dual Credit rate is the percent of students completing at least one of these classes. This includes, Running Start, CTE Dual Credit (formerly Tech Prep), College in High School, Advanced Placement, International Baccalaureate, and Cambridge International. Students can enroll in more than one type of dual credit course.

The data visualizations embedded on this page may not be fully accessible for persons with disabilities. However, a copy of the source data is available to download by clicking on the Download Data link above. If you are experiencing difficulty downloading the file or would like assistance obtaining a copy of the information provided on this page, please contact us at reportcardredesign@k12.wa.us

What percent of high school students completed a dual credit course in each grade?

There are programs that allow students to earn credit for their high school diploma and college at the same time. The programs are called Dual Credit programs. The Dual Credit rate is the percent of students completing at least one of these classes. This includes, Running Start, CTE Dual Credit (formerly Tech Prep), College in High School, Advanced Placement, International Baccalaureate, and Cambridge International. Students can enroll in more than one type of dual credit course.

The data visualizations embedded on this page may not be fully accessible for persons with disabilities. However, a copy of the source data is available to download by clicking on the Download Data link above. If you are experiencing difficulty downloading the file or would like assistance obtaining a copy of the information provided on this page, please contact us at reportcardredesign@k12.wa.us

What type of dual credit courses did high school students complete?

There are programs that allow students to earn credit for their high school diploma and college at the same time. The programs are called Dual Credit programs. The Dual Credit rate is the percent of students completing at least one of these classes. This includes, Running Start, CTE Dual Credit (formerly Tech Prep), College in High School, Advanced Placement, International Baccalaureate, and Cambridge International. Students can enroll in more than one type of dual credit course.

The data visualizations embedded on this page may not be fully accessible for persons with disabilities. However, a copy of the source data is available to download by clicking on the Download Data link above. If you are experiencing difficulty downloading the file or would like assistance obtaining a copy of the information provided on this page, please contact us at reportcardredesign@k12.wa.us

What percent of high school students completed a dual credit course, over time?

There are programs that allow students to earn credit for their high school diploma and college at the same time. The programs are called Dual Credit programs. The Dual Credit rate is the percent of students completing at least one of these classes. This includes, Running Start, CTE Dual Credit (formerly Tech Prep), College in High School, Advanced Placement, International Baccalaureate, and Cambridge International. Students can enroll in more than one type of dual credit course.

The data visualizations embedded on this page may not be fully accessible for persons with disabilities. However, a copy of the source data is available to download by clicking on the Download Data link above. If you are experiencing difficulty downloading the file or would like assistance obtaining a copy of the information provided on this page, please contact us at reportcardredesign@k12.wa.us

What percent of high school students completed a dual credit course?

There are programs that allow students to earn credit for their high school diploma and college at the same time. The programs are called Dual Credit programs. The Dual Credit rate is the percent of students completing at least one of these classes. This includes, Running Start, CTE Dual Credit (formerly Tech Prep), College in High School, Advanced Placement, International Baccalaureate, and Cambridge International. Students can enroll in more than one type of dual credit course.

The data visualizations embedded on this page may not be fully accessible for persons with disabilities. However, a copy of the source data is available to download by clicking on the Download Data link above. If you are experiencing difficulty downloading the file or would like assistance obtaining a copy of the information provided on this page, please contact us at reportcardredesign@k12.wa.us

Kindergarten Readiness

What percent of students entered kindergarten ready in all six areas of development and learning?

WaKIDS, the Washington Kindergarten Inventory of Developing Skills, includes an assessment that is administered during the first two months of kindergarten. Teachers observe students across six areas of development and learning; Social-Emotional, Physical, Language, Cognitive, Literacy and Math. While the only requirement for kindergarten is to be five years of age by August 31, children who demonstrate readiness in all six areas have a greater likelihood of success in kindergarten and beyond. 2020-2021 WaKids results are not available since that year's administration was affected by school closures due to Covid-19.

The data visualizations embedded on this page may not be fully accessible for persons with disabilities. However, a copy of the source data is available to download by clicking on the Download Data link above. If you are experiencing difficulty downloading the file or would like assistance obtaining a copy of the information provided on this page, please contact us at reportcardredesign@k12.wa.us

What percent of students entered kindergarten ready in all six areas of development and learning, over time?

WaKIDS, the Washington Kindergarten Inventory of Developing Skills, was piloted in 2010-2011 and implemented in volunteer schools in 2011-2012. It became mandatory in state-funded full-day kindergarten in 2012-13, and was scaled up incrementally each succeeding year, prioritizing schools with the highest percentages of students on free and reduced lunch. As of 2017-18, full-day kindergarten and WaKIDS is statewide. Absence of data may indicate that full-day kindergarten was not yet being implemented.

The data visualizations embedded on this page may not be fully accessible for persons with disabilities. However, a copy of the source data is available to download by clicking on the Download Data link above. If you are experiencing difficulty downloading the file or would like assistance obtaining a copy of the information provided on this page, please contact us at reportcardredesign@k12.wa.us

Which area of development and learning are children most prepared for kindergarten? Least prepared?

WaKIDS, the Washington Kindergarten Inventory of Developing Skills, includes an assessment that is administered during the first two months of kindergarten. Teachers observe students across six areas of development and learning: Social-Emotional, Physical, Language, Cognitive, Literacy and Math. Knowing children’s level of development in each area can help families, early learning educators and communities better prepare children for success in kindergarten and beyond.

The data visualizations embedded on this page may not be fully accessible for persons with disabilities. However, a copy of the source data is available to download by clicking on the Download Data link above. If you are experiencing difficulty downloading the file or would like assistance obtaining a copy of the information provided on this page, please contact us at reportcardredesign@k12.wa.us

What is the breakdown of kindergarten readiness by number of areas ready?

WaKIDS, the Washington Kindergarten Inventory of Developing Skills, includes an assessment that is administered during the first two months of kindergarten. Teachers observe students across six areas of development and learning; Social-Emotional, Physical, Language, Cognitive, Literacy and Math. While the only requirement for kindergarten is to be five years of age by August 31, children who demonstrate readiness is all six areas have a greater likelihood of success in kindergarten and beyond.

The data visualizations embedded on this page may not be fully accessible for persons with disabilities. However, a copy of the source data is available to download by clicking on the Download Data link above. If you are experiencing difficulty downloading the file or would like assistance obtaining a copy of the information provided on this page, please contact us at reportcardredesign@k12.wa.us

How do children’s levels of readiness vary by area of development and learning?

Each bar of the graph above displays the range of skills and abilities of incoming kindergartners, across the areas of development and learning assessed through WaKIDS. The graph shows what percentage of students entered kindergarten with the skills and abilities we would typically associate with a child who is between 0 and 2 years of age, 2 years old, 3 years-old, etc. The black bar on each graph represents the percent ready and shows the wide range of skills children bring to kindergarten.

The data visualizations embedded on this page may not be fully accessible for persons with disabilities. However, a copy of the source data is available to download by clicking on the Download Data link above. If you are experiencing difficulty downloading the file or would like assistance obtaining a copy of the information provided on this page, please contact us at reportcardredesign@k12.wa.us

How do children’s levels of readiness vary by area of development and learning?

Each bar of the graph above displays the range of skills and abilities of incoming kindergartners, across the areas of development and learning assessed through WaKIDS. The graph shows what percentage of students entered kindergarten with the skills and abilities we would typically associate with a child who is between 0 and 2 years of age, 2 years old, 3 years-old, etc. The black bar on each graph represents the percent ready and shows the wide range of skills children bring to kindergarten.

The data visualizations embedded on this page may not be fully accessible for persons with disabilities. However, a copy of the source data is available to download by clicking on the Download Data link above. If you are experiencing difficulty downloading the file or would like assistance obtaining a copy of the information provided on this page, please contact us at reportcardredesign@k12.wa.us

Student Growth

How has student learning grown?

Washington uses student growth percentiles (SGPs) to measure growth in students' Math and English Language Arts skills from one grade to the next. Student growth percentiles compare students in the same grade level with similar scores in previous years and measures their performance relative to those students. A student with a 60 SGP had growth greater than 60% of students with a similar test score in an earlier grade. For a school, the middle or median SGP in a specific subject and grade level is the school's score for the measure.

The data visualizations embedded on this page may not be fully accessible for persons with disabilities. However, a copy of the source data is available to download by clicking on the Download Data link above. If you are experiencing difficulty downloading the file or would like assistance obtaining a copy of the information provided on this page, please contact us at reportcardredesign@k12.wa.us

How has student learning grown over time?

Washington uses student growth percentiles (SGPs) to measure growth in students' Math and English Language Arts skills from one grade to the next. Student growth percentiles compare students in the same grade level with similar scores in previous years and measures their performance relative to those students. A student with a 60 SGP had growth greater than 60% of students with a similar test score in an earlier grade. For a school, the middle or median SGP in a specific subject and grade level is the school's score for the measure.

The data visualizations embedded on this page may not be fully accessible for persons with disabilities. However, a copy of the source data is available to download by clicking on the Download Data link above. If you are experiencing difficulty downloading the file or would like assistance obtaining a copy of the information provided on this page, please contact us at reportcardredesign@k12.wa.us

How has student learning grown in each grade level?

Washington uses student growth percentiles (SGPs) to measure growth in students' Math and English Language Arts skills from one grade to the next. Student growth percentiles compare students in the same grade level with similar scores in previous years and measures their performance relative to those students. A student with a 60 SGP had growth greater than 60% of students with a similar test score in an earlier grade. For a school, the middle or median SGP in a specific subject and grade level is the school's score for the measure.

The data visualizations embedded on this page may not be fully accessible for persons with disabilities. However, a copy of the source data is available to download by clicking on the Download Data link above. If you are experiencing difficulty downloading the file or would like assistance obtaining a copy of the information provided on this page, please contact us at reportcardredesign@k12.wa.us

What percent of students had low, medium, and high growth?

Washington uses student growth percentiles (SGPs) to measure growth in students' Math and English Language Arts skills from one grade to the next. Student growth percentiles compare students in the same grade level with similar scores in previous years and measures their performance relative to those students. A student with a 60 SGP had growth greater than 60% of students with a similar test score in an earlier grade. For a school, the middle or median SGP in a specific subject and grade level is the school's score for the measure.

The data visualizations embedded on this page may not be fully accessible for persons with disabilities. However, a copy of the source data is available to download by clicking on the Download Data link above. If you are experiencing difficulty downloading the file or would like assistance obtaining a copy of the information provided on this page, please contact us at reportcardredesign@k12.wa.us

Discipline Rate

What percent of students are excluded in response to a behavioral violation?

Discipline rate is a measure used to monitor the use of out-of-school exclusionary discipline actions in schools. Discipline Rate is calculated by counting the number of distinct students who have received an out-of-school exclusionary action divided by the number of distinct students enrolled. For the purposes of this calculation, out-of-school exclusionary actions include: Short-term Suspension (SS), Long-term Suspension (LS), Emergency Expulsion (EE), and Expulsion (EX). A student may receive more than one exclusionary discipline action in a school year. This measure, however, only counts a student once even if they have more than one disciplinary action. The number of distinct students enrolled includes students enrolled at any point during the school year regardless of the length of enrollment.
Additional historical data can be found on the OSPI data portal.

The data visualizations embedded on this page may not be fully accessible for persons with disabilities. However, a copy of the source data is available to download by clicking on the Download Data link above. If you are experiencing difficulty downloading the file or would like assistance obtaining a copy of the information provided on this page, please contact us at reportcardredesign@k12.wa.us

What percent of students are excluded in response to a behavioral violation in each grade?

Discipline rate is a measure used to monitor the use of out-of-school exclusionary discipline actions in schools. Discipline Rate is calculated by counting the number of distinct students who have received an out-of-school exclusionary action divided by the number of distinct students enrolled. For the purposes of this calculation, out-of-school exclusionary actions include: Short-term Suspension (SS), Long-term Suspension (LS), Emergency Expulsion (EE), and Expulsion (EX). The number of distinct students enrolled includes students enrolled at any point during the school year regardless of the length of enrollment.
Additional historical data can be found on the OSPI data portal.

The data visualizations embedded on this page may not be fully accessible for persons with disabilities. However, a copy of the source data is available to download by clicking on the Download Data link above. If you are experiencing difficulty downloading the file or would like assistance obtaining a copy of the information provided on this page, please contact us at reportcardredesign@k12.wa.us

What percent of students are excluded in response to a behavioral violation, over time?

Discipline rate is a measure used to monitor the use of out-of-school exclusionary discipline actions in schools. Discipline Rate is calculated by counting the number of distinct students who have received an out-of-school exclusionary action divided by the number of distinct students enrolled. For the purposes of this calculation, out-of-school exclusionary actions include: Short-term Suspension (SS), Long-term Suspension (LS), Emergency Expulsion (EE), and Expulsion (EX). The number of distinct students enrolled includes students enrolled at any point during the school year regardless of the length of enrollment.
Additional historical data can be found on the OSPI data portal.

The data visualizations embedded on this page may not be fully accessible for persons with disabilities. However, a copy of the source data is available to download by clicking on the Download Data link above. If you are experiencing difficulty downloading the file or would like assistance obtaining a copy of the information provided on this page, please contact us at reportcardredesign@k12.wa.us

What percent of students are excluded in response to a behavioral violation, over time?

Discipline rate is a measure used to monitor the use of out-of-school exclusionary discipline actions in schools. Discipline Rate is calculated by counting the number of distinct students who have received an out-of-school exclusionary action divided by the number of distinct students enrolled. For the purposes of this calculation, out-of-school exclusionary actions include: Short-term Suspension (SS), Long-term Suspension (LS), Emergency Expulsion (EE), and Expulsion (EX). The number of distinct students enrolled includes students enrolled at any point during the school year regardless of the length of enrollment.
Additional historical data can be found on the OSPI data portal.

The data visualizations embedded on this page may not be fully accessible for persons with disabilities. However, a copy of the source data is available to download by clicking on the Download Data link above. If you are experiencing difficulty downloading the file or would like assistance obtaining a copy of the information provided on this page, please contact us at reportcardredesign@k12.wa.us

Exclusion Days Rate

How long are students being excluded for in response to a behavioral violation?

Exclusion Days Rate is a measure used to monitor the length of time students are excluded for out-of-school exclusionary discipline actions in schools. Exclusion Days Rate is calculated by counting the number of distinct students who have received an out-of-school exclusionary action for a given exclusion length timespan and dividing that count by the number of distinct students who were excluded. Exclusion lengths have been broken into five distinct categories: 1 day or less, 2-3 days, 4-5 days, 6-10 days, and 10+ days. Exclusion lengths are calculated by summing up the total number of days a student is excluded during the school year. For the purposes of this calculation, out-of-school exclusionary actions include: Short-term Suspension (SS), Long-term Suspension (LS), Emergency Expulsion (EE), and Expulsion (EX). A student may receive more than one exclusionary discipline action in a school year. This measure represents the cumulative exclusion days per student for those with one or more exclusions during the school year.
Additional historical data can be found on the OSPI data portal.

The data visualizations embedded on this page may not be fully accessible for persons with disabilities. However, a copy of the source data is available to download by clicking on the Download Data link above. If you are experiencing difficulty downloading the file or would like assistance obtaining a copy of the information provided on this page, please contact us at reportcardredesign@k12.wa.us

How long are students being excluded for in response to a behavioral violation, over time?

Exclusion Days Rate is a measure used to monitor the length of time students are excluded for out-of-school exclusionary discipline actions in schools. Exclusion Days Rate is calculated by counting the number of distinct students who have received an out-of-school exclusionary action for a given exclusion length timespan and dividing that count by the number of distinct students who were excluded. Exclusion lengths have been broken into five distinct categories: 1 day or less, 2-3 days, 4-5 days, 6-10 days, and 10+ days. Exclusion lengths are calculated by summing up the total number of days a student is excluded during the school year. For the purposes of this calculation, out-of-school exclusionary actions include: Short-term Suspension (SS), Long-term Suspension (LS), Emergency Expulsion (EE), and Expulsion (EX). A student may receive more than one exclusionary discipline action in a school year. This measure represents the cumulative exclusion days per student for those with one or more exclusions during the school year.
Additional historical data can be found on the OSPI data portal.

The data visualizations embedded on this page may not be fully accessible for persons with disabilities. However, a copy of the source data is available to download by clicking on the Download Data link above. If you are experiencing difficulty downloading the file or would like assistance obtaining a copy of the information provided on this page, please contact us at reportcardredesign@k12.wa.us

How long are students being excluded for in response to a behavioral violation in each grade?

Exclusion Days Rate is a measure used to monitor the length of time students are excluded for out-of-school exclusionary discipline actions in schools. Exclusion Days Rate is calculated by counting the number of distinct students who have received an out-of-school exclusionary action for a given exclusion length timespan and dividing that count by the number of distinct students who were excluded. Exclusion lengths have been broken into five distinct categories: 1 day or less, 2-3 days, 4-5 days, 6-10 days, and 10+ days. Exclusion lengths are calculated by summing up the total number of days a student is excluded during the school year. For the purposes of this calculation, out-of-school exclusionary actions include: Short-term Suspension (SS), Long-term Suspension (LS), Emergency Expulsion (EE), and Expulsion (EX). A student may receive more than one exclusionary discipline action in a school year. This measure represents the cumulative exclusion days per student for those with one or more exclusions during the school year.
Additional historical data can be found on the OSPI data portal.

The data visualizations embedded on this page may not be fully accessible for persons with disabilities. However, a copy of the source data is available to download by clicking on the Download Data link above. If you are experiencing difficulty downloading the file or would like assistance obtaining a copy of the information provided on this page, please contact us at reportcardredesign@k12.wa.us

Classroom Teachers and Class Size

Are there enough classroom teachers for students in the organization?

This figure shows information about the number of classroom teachers and students in an organization. The number of classroom teachers is a distinct count, which means each teacher is counted only once no matter how many classes they taught. The average class size is the arithmetic mean of the number of students in each course section in the organization. The student-to-teacher ratio is the number of students in the organization divided by the number of teachers. Each of these data points can help indicate if there are enough teachers for students in the organization. OSPI uses this data to advocate for funding and programs that reduce large class sizes and lowers student-to-teacher ratios.

The data visualizations embedded on this page may not be fully accessible for persons with disabilities. However, a copy of the source data is available to download by clicking on the Download Data link above. If you are experiencing difficulty downloading the file or would like assistance obtaining a copy of the information provided on this page, please contact us at reportcardredesign@k12.wa.us

Were there enough classroom teachers for students in the organization, over time?

This figure shows information about the number of classroom teachers and students in an organization over time. The number of classroom teachers is a distinct count, which means each teacher is counted only once no matter how many classes they taught. The average class size is the arithmetic mean of the number of students in each course section in the organization. The student-to-teacher ratio is the number of students in the organization divided by the number of teachers. Each of these data points can help indicate if there are enough teachers for students in the organization. OSPI uses this data to advocate for funding and programs that reduce large class sizes and lowers student-to-teacher ratios.

The data visualizations embedded on this page may not be fully accessible for persons with disabilities. However, a copy of the source data is available to download by clicking on the Download Data link above. If you are experiencing difficulty downloading the file or would like assistance obtaining a copy of the information provided on this page, please contact us at reportcardredesign@k12.wa.us

Classroom Teachers by Demographics

What is the percent of classroom teachers by demographics?

These graphs show the percentage of classroom teachers by reported demographics. These are indicators of teacher diversity and can be compared to student diversity.

The data visualizations embedded on this page may not be fully accessible for persons with disabilities. However, a copy of the source data is available to download by clicking on the Download Data link above. If you are experiencing difficulty downloading the file or would like assistance obtaining a copy of the information provided on this page, please contact us at reportcardredesign@k12.wa.us

What is the percent of classroom teachers by demographics, over time?

These graphs show the percentage of classroom teachers by reported demographics, over time. These are indicators of teacher diversity and can be compared to student diversity. Trend data helps show how measures have changed from year to year.

The data visualizations embedded on this page may not be fully accessible for persons with disabilities. However, a copy of the source data is available to download by clicking on the Download Data link above. If you are experiencing difficulty downloading the file or would like assistance obtaining a copy of the information provided on this page, please contact us at reportcardredesign@k12.wa.us

Teachers by Program

What is the percent of classroom teachers by program?

This graph shows the head count and percent of classroom teachers in each program. Teachers are counted once for each program to which they are assigned. This information can be used to determine if there are enough teachers for students in each program.

The data visualizations embedded on this page may not be fully accessible for persons with disabilities. However, a copy of the source data is available to download by clicking on the Download Data link above. If you are experiencing difficulty downloading the file or would like assistance obtaining a copy of the information provided on this page, please contact us at reportcardredesign@k12.wa.us

What is the full-time equivalent (FTE) of classroom teachers by program?

This graph shows the number of classroom teacher in each program using Full-Time Equivalency (FTE). FTE is another way to count teacher workforce. Some classroom teachers are assigned to multiple programs, which means that these teachers are part time for each program to which they are assigned. This information can be used to evaluate if there is enough staffing within these programs when compared to the number of students enrolled in each program.

The data visualizations embedded on this page may not be fully accessible for persons with disabilities. However, a copy of the source data is available to download by clicking on the Download Data link above. If you are experiencing difficulty downloading the file or would like assistance obtaining a copy of the information provided on this page, please contact us at reportcardredesign@k12.wa.us

What was the percent of classroom teachers by program, over time?

This graph shows the percent of classroom teachers assigned to each program over time, by head count, and by FTE. This information can be used to evaluate if there was enough staffing within these programs when compared to the number of students enrolled in each program.

The data visualizations embedded on this page may not be fully accessible for persons with disabilities. However, a copy of the source data is available to download by clicking on the Download Data link above. If you are experiencing difficulty downloading the file or would like assistance obtaining a copy of the information provided on this page, please contact us at reportcardredesign@k12.wa.us

Teacher Education

What percent of classroom teachers have held a master's degree or higher?

This graph shows the overall percent of teachers and the percent of teachers by teacher demographics who held a master's degree or higher in any field. Examples of higher degrees include PhD's and EdD's. Educational level can be an indicator of a teacher's academic achievement and depth of content knowledge.

The data visualizations embedded on this page may not be fully accessible for persons with disabilities. However, a copy of the source data is available to download by clicking on the Download Data link above. If you are experiencing difficulty downloading the file or would like assistance obtaining a copy of the information provided on this page, please contact us at reportcardredesign@k12.wa.us

What percent of teachers have held a master's degree or higher, over time?

This graph shows the overall percent of teachers and the percent of teachers by teacher demographics who held a master's degree or higher in any field, over time. Examples of higher degrees include PhD's and EdD's. Educational level can be an indicator of a teacher's academic achievement and depth of content knowledge.

The data visualizations embedded on this page may not be fully accessible for persons with disabilities. However, a copy of the source data is available to download by clicking on the Download Data link above. If you are experiencing difficulty downloading the file or would like assistance obtaining a copy of the information provided on this page, please contact us at reportcardredesign@k12.wa.us

Teacher Experience

What is the average number of years of certificated experience, by teacher demographics?

This graph shows the average number of years of certificated experience by teacher demographics. The average years of certificated experience represents the arithmetic mean, which is the total years of certificated experience of each classroom teacher divided by the total number of classroom teachers.

The data visualizations embedded on this page may not be fully accessible for persons with disabilities. However, a copy of the source data is available to download by clicking on the Download Data link above. If you are experiencing difficulty downloading the file or would like assistance obtaining a copy of the information provided on this page, please contact us at reportcardredesign@k12.wa.us

What is the average years of certificated experience by teacher demographics, over time?

This graph shows the average years of certificated experience, broken out by race/ethnicity over time. It is based on the arithmetic mean, which is the sum of each classroom teacher's total years of certificated experience, divided by the total number of classroom teachers. Trend data helps show how measures have changed from year to year.

The data visualizations embedded on this page may not be fully accessible for persons with disabilities. However, a copy of the source data is available to download by clicking on the Download Data link above. If you are experiencing difficulty downloading the file or would like assistance obtaining a copy of the information provided on this page, please contact us at reportcardredesign@k12.wa.us

How many years of certificated experience do classroom teachers have?

This is a distribution graph. It shows the head count and percent of the total teachers who fall into each bin of certificated experience. Each bin represents a five (5.0) year span of certificated experience. This graph is helpful in showing the most common number of years of certificated experience, as well as the lowest and highest number of years of certificated experience in a school or LEA.

The data visualizations embedded on this page may not be fully accessible for persons with disabilities. However, a copy of the source data is available to download by clicking on the Download Data link above. If you are experiencing difficulty downloading the file or would like assistance obtaining a copy of the information provided on this page, please contact us at reportcardredesign@k12.wa.us

Teacher Certification

What certificates do teachers have?

This graph shows the percent of teachers who hold a full certificate, limited certificate, or National Board Certificate. Teachers who hold multiple types of certificates are counted once for each certificate type held. National Board Certification is a voluntary, advanced teaching credential. It adds to but does not replace, Washington State's teacher license. It helps develop, retain, and recognize accomplished teachers. It also creates ongoing improvement in schools across the country. National Board-Certified Teachers are highly accomplished educators who meet high and rigorous standards. When a school needs a teacher but is unable to hire a fully certified teacher, they may request a limited certificate for a teacher. OSPI uses data about the number and type of limited certificates issued to ascertain where educator shortages are and advocates for funding and programs that staff schools with fully certified teachers.

The data visualizations embedded on this page may not be fully accessible for persons with disabilities. However, a copy of the source data is available to download by clicking on the Download Data link above. If you are experiencing difficulty downloading the file or would like assistance obtaining a copy of the information provided on this page, please contact us at reportcardredesign@k12.wa.us

What limited certificates do teachers have?

This graph shows the percent of teachers who hold each type of limited certificate. Each limited certificate has different requirements for issuance. The lifetime substitute certificate is a certificate that can only be issued to teachers who already have a full teacher certificate. Teachers who hold more than one type of limited certificate are counted once for each type. Teachers may hold a full and limited certificate at the same time. When a school needs a teacher but is unable to hire a fully certified teacher, they may request a limited certificate for a teacher. OSPI uses data about the number and type of limited certificates issued to ascertain where educator shortages are and advocates for funding and programs that staff schools with fully certified teachers.

The data visualizations embedded on this page may not be fully accessible for persons with disabilities. However, a copy of the source data is available to download by clicking on the Download Data link above. If you are experiencing difficulty downloading the file or would like assistance obtaining a copy of the information provided on this page, please contact us at reportcardredesign@k12.wa.us

What certificates did classroom teachers hold, over time?

This graph shows the percent of teachers who held each type of certificate over time. Teachers who held more than one certificate count once for each certificate held. Classroom teachers who held both full certificate and limited certificate or held both a full certificate and a National Board certificate were also counted once for each certificate type. The different certificate types may have different validity periods. When a school needs a teacher but is unable to hire a fully certified teacher, they may request a limited certificate for a teacher. OSPI uses data about the number and type of limited certificates issued to ascertain where educator shortages are and advocates for funding and programs that staff schools with fully certified teachers.

The data visualizations embedded on this page may not be fully accessible for persons with disabilities. However, a copy of the source data is available to download by clicking on the Download Data link above. If you are experiencing difficulty downloading the file or would like assistance obtaining a copy of the information provided on this page, please contact us at reportcardredesign@k12.wa.us

Teacher Qualification

What were the qualifications of classroom teachers?

This graph shows the percent of teachers by qualification. Inexperienced status means that a teacher had fewer than five (5.0) years of certificated experience. Out-of-field status means that a teacher taught one or more courses outside of their endorsement area. Limited certificate status means that a teacher taught using a limited certificate. A high percentage in one of these qualifications may mean there is a need for more teacher support, mentoring, retention, induction, professional learning, or recruitment. These educator qualifications are used to identify support needs for LEAs and educators as well as to help schools and LEAs enhance educator quality and capacity which subsequently increases the academic achievement of all students.

The data visualizations embedded on this page may not be fully accessible for persons with disabilities. However, a copy of the source data is available to download by clicking on the Download Data link above. If you are experiencing difficulty downloading the file or would like assistance obtaining a copy of the information provided on this page, please contact us at reportcardredesign@k12.wa.us

What percent of courses were taught by each teacher qualification?

This graph shows the number of percent of courses taught by teachers in each qualification status. Inexperienced status means that a teacher had fewer than five (5.0) years of certificated experience. Out-of-field status means that a teacher taught one or more courses outside of their endorsement area. Limited certificate status means that a teacher taught using a limited certificate. A high percentage in one of these qualifications may mean there is a need for more teacher support, mentoring, retention, induction, professional learning, or recruitment. These educator qualifications are used to identify support needs for LEAs and educators as well as to help schools and LEAs enhance educator quality and capacity which subsequently increases the academic achievement of all students.

The data visualizations embedded on this page may not be fully accessible for persons with disabilities. However, a copy of the source data is available to download by clicking on the Download Data link above. If you are experiencing difficulty downloading the file or would like assistance obtaining a copy of the information provided on this page, please contact us at reportcardredesign@k12.wa.us

What were the qualifications of classroom teachers, over time?

These graphs show data about teacher qualifications. The first graph shows the percent of teachers by qualification type in an organization, over time. Teachers who fall within more than one qualification count once for each. The second graph shows the percent of course sections in an organization, broken out by teacher qualification type, over time. Inexperienced status means that a teacher had fewer than five (5.0) years of certificated experience. Out-of-field status means that a teacher taught one or more courses outside of their endorsement area. Limited certificate status means that a teacher taught one or more courses using a limited certificate. Trend data helps show how measures have changed from year to year. A high percentage in one of these qualifications may mean there is a need for more teacher support, mentoring, retention, induction, professional learning, or recruitment. These educator qualifications are used to identify support needs for LEAs and educators as well as to help schools and LEAs enhance educator quality and capacity which subsequently increases the academic achievement of all students.

The data visualizations embedded on this page may not be fully accessible for persons with disabilities. However, a copy of the source data is available to download by clicking on the Download Data link above. If you are experiencing difficulty downloading the file or would like assistance obtaining a copy of the information provided on this page, please contact us at reportcardredesign@k12.wa.us

What percent of courses were taught by each teacher qualification and content area?

This graph shows the number of percent of courses taught by teachers in each qualification status, broken out by content area. Inexperienced status means that a teacher had fewer than five (5.0) years of certificated experience. Out-of-field status means that a teacher taught one or more courses outside of their endorsement area. Limited certificate status means that a teacher taught using a limited certificate. A high percentage in one of these qualifications may mean there is a need for more teacher support, mentoring, retention, induction, professional learning, or recruitment. These educator qualifications are used to identify support needs for LEAs and educators as well as to help schools and LEAs enhance educator quality and capacity which subsequently increases the academic achievement of all students. For data on content areas not displayed on this visualization, please use the download data options below.

The data visualizations embedded on this page may not be fully accessible for persons with disabilities. However, a copy of the source data is available to download by clicking on the Download Data link above. If you are experiencing difficulty downloading the file or would like assistance obtaining a copy of the information provided on this page, please contact us at reportcardredesign@k12.wa.us

What percent of courses were taught by each teacher qualification by student grade level?

This graph shows the number of percent of courses taught by teachers in each qualification status, broken out by student grade level. Inexperienced status means that a teacher had fewer than five (5.0) years of certificated experience. Out-of-field status means that a teacher taught one or more courses outside of their endorsement area. Limited certificate status means that a teacher taught using a limited certificate. A high percentage in one of these qualifications may mean there is a need for more teacher support, mentoring, retention, induction, professional learning, or recruitment. These educator qualifications are used to identify support needs for LEAs and educators as well as to help schools and LEAs enhance educator quality and capacity which subsequently increases the academic achievement of all students. For additional information on multi-grade classes, please use the download data options below.

The data visualizations embedded on this page may not be fully accessible for persons with disabilities. However, a copy of the source data is available to download by clicking on the Download Data link above. If you are experiencing difficulty downloading the file or would like assistance obtaining a copy of the information provided on this page, please contact us at reportcardredesign@k12.wa.us

What were teacher qualifications by high-poverty and low-poverty school status?

This graph shows the count and percentage of classroom teachers by qualification and by school poverty quartile. Quartiles are calculated using student low-income percentages. The first quartile represents the lowest 25% of schools in the state by student low-income percentage (low-poverty) and the fourth quartile represents the highest 25% of schools in the state by student low-income percentage (high-poverty). Because quartiles are calculated at the state-level, LEA data may not have equal numbers of schools falling within each quartile. At the school level, this graph indicates the school’s poverty quartile and shows the count and percent of classroom teachers by teacher qualification. Inexperienced status means that a teacher had fewer than five (5.0) years of certificated experience. Out-of-Field status means that a teacher taught one or more courses outside of their endorsement area. Limited certificate status means that a teacher taught one or more courses using a limited certificate. Teachers were counted more than once if they are within multiple qualification categories and (at the state or LEA level) if they taught in more than one school. A high percentage in one of these qualifications may mean there is a need for more teacher support, mentoring, retention, induction, professional learning, or recruitment. These educator qualifications are used to identify support needs for LEAs and educators as well as to help schools and LEAs enhance educator quality and capacity which subsequently increases the academic achievement of all students. To better identify and address opportunity gaps between student access rates to educators, federal law requires OSPI to show the teacher qualification by high-poverty and low-poverty school status.

The data visualizations embedded on this page may not be fully accessible for persons with disabilities. However, a copy of the source data is available to download by clicking on the Download Data link above. If you are experiencing difficulty downloading the file or would like assistance obtaining a copy of the information provided on this page, please contact us at reportcardredesign@k12.wa.us

What were teacher qualifications by high-poverty and low-poverty school status, over time?

This graph shows the count and percentage of classroom teachers by qualification and by school poverty quartile. Quartiles are calculated using student low-income percentages. The first quartile represents the lowest 25% of schools in the state by student low-income percentage (low-poverty) and the fourth quartile represents the highest 25% of schools in the state by student low-income percentage (high-poverty). Because quartiles are calculated at the state-level, LEA data may not have equal numbers of schools falling within each quartile. At the school level, this graph indicates the school’s poverty quartile and shows the count and percent of classroom teachers by teacher qualification. Inexperienced status means that a teacher had fewer than five (5.0) years of certificated experience. Out-of-Field status means that a teacher taught one or more courses outside of their endorsement area. Limited certificate status means that a teacher taught one or more courses using a limited certificate. Teachers were counted more than once if they are within multiple qualification categories and (at the state or LEA level) if they taught in more than one school. A high percentage in one of these qualifications may mean there is a need for more teacher support, mentoring, retention, induction, professional learning, or recruitment. These educator qualifications are used to identify support needs for LEAs and educators as well as to help schools and LEAs enhance educator quality and capacity which subsequently increases the academic achievement of all students. To better identify and address opportunity gaps between student access rates to educators, federal law requires OSPI to show the teacher qualification by high-poverty and low-poverty school status.

The data visualizations embedded on this page may not be fully accessible for persons with disabilities. However, a copy of the source data is available to download by clicking on the Download Data link above. If you are experiencing difficulty downloading the file or would like assistance obtaining a copy of the information provided on this page, please contact us at reportcardredesign@k12.wa.us

What were teacher qualifications by school Title I served status?

This graph shows the count and percentage of classroom teachers by qualification and by school Title I served status. Because Title I served status is set at the school level, LEA and state data may not have equal numbers of schools falling within each status. At the school level, this graph indicates the school’s Title I served status and shows the count and percent of classroom teachers by teacher qualification. Inexperienced status means that a teacher had fewer than five (5.0) years of certificated experience. Out-of-Field status means that a teacher taught one or more courses outside of their endorsement area. Limited certificate status means that a teacher taught one or more courses using a limited certificate. Teachers were counted more than once if they are within multiple qualification categories and (at the state or LEA level) if they taught in more than one school. A high percentage in one of these qualifications may mean there is a need for more teacher support, mentoring, retention, induction, professional learning, or recruitment. These educator qualifications are used to identify support needs for LEAs and educators as well as to help schools and LEAs enhance educator quality and capacity which subsequently increases the academic achievement of all students. To better identify and address opportunity gaps between student access rates to educators, federal law requires OSPI to show the teacher qualification by Title I served status.

The data visualizations embedded on this page may not be fully accessible for persons with disabilities. However, a copy of the source data is available to download by clicking on the Download Data link above. If you are experiencing difficulty downloading the file or would like assistance obtaining a copy of the information provided on this page, please contact us at reportcardredesign@k12.wa.us

What were teacher qualifications by school Title I served status, over time?

This graph shows the count and percentage of classroom teachers by qualification and by school Title I served status. Because Title I served status is set at the school level, LEA and state data may not have equal numbers of schools falling within each status. At the school level, this graph indicates the school’s Title I served status and shows the count and percent of classroom teachers by teacher qualification. Inexperienced status means that a teacher had fewer than five (5.0) years of certificated experience. Out-of-Field status means that a teacher taught one or more courses outside of their endorsement area. Limited certificate status means that a teacher taught one or more courses using a limited certificate. Teachers were counted more than once if they are within multiple qualification categories and (at the state or LEA level) if they taught in more than one school. A high percentage in one of these qualifications may mean there is a need for more teacher support, mentoring, retention, induction, professional learning, or recruitment. These educator qualifications are used to identify support needs for LEAs and educators as well as to help schools and LEAs enhance educator quality and capacity which subsequently increases the academic achievement of all students. To better identify and address opportunity gaps between student access rates to educators, federal law requires OSPI to show the teacher qualification by Title I served status.

The data visualizations embedded on this page may not be fully accessible for persons with disabilities. However, a copy of the source data is available to download by clicking on the Download Data link above. If you are experiencing difficulty downloading the file or would like assistance obtaining a copy of the information provided on this page, please contact us at reportcardredesign@k12.wa.us

Principals and Other School Leaders

How many principals and other school leaders are inexperienced?

This graph shows the percent of principals and other school leaders who are inexperienced. Inexperienced is defined as having fewer than five (5.0) years of certificated experience. Principals are defined as principals and vice-principals. Other school leaders are defined as superintendents and other school and district administrators.

The data visualizations embedded on this page may not be fully accessible for persons with disabilities. However, a copy of the source data is available to download by clicking on the Download Data link above. If you are experiencing difficulty downloading the file or would like assistance obtaining a copy of the information provided on this page, please contact us at reportcardredesign@k12.wa.us

On average, how many years of administrative experience do principals and other school leaders have?

This graph shows the average number of years of administrative experience held by principals and other school leaders. It is calculated using full-time equivalency (FTE) as a principal or other school leader. FTE equates hours of service in a position to years of full-time employment. This measure represents the arithmetic mean, which is the sum of FTE divided by the total number of principals or other school leaders, respectively. Because S-275 Personnel Reporting is only available 2002-03 forward, experience in these roles before the 2002-03 school year are not represented. Principals are defined as principals and vice-principals. Other school leaders are defined as superintendents and other school and district administrators.

The data visualizations embedded on this page may not be fully accessible for persons with disabilities. However, a copy of the source data is available to download by clicking on the Download Data link above. If you are experiencing difficulty downloading the file or would like assistance obtaining a copy of the information provided on this page, please contact us at reportcardredesign@k12.wa.us

What is the experience of principals and other school leaders, over time?

These graphs show data about principal and other school leader experience. The first graph shows the percent of principals and other school leaders who had fewer than five (5.0) years of certificated experience, over time. The second graph shows the average number of years of administrative experience held by principals and other school leaders, calculated using full-time equivalency (FTE) as a principal and other school leader. FTE equates hours of service in a position to years of full-time employment. This measure represents the arithmetic mean, which is the sum of FTE divided by the total number of principals or other school leaders, respectively. Because S-275 Personnel Reporting is only available 2002-03 forward, experience in these roles before the 2002-03 school year are not represented. Principals are defined as principals and vice-principals. Other school leaders are defined as superintendents and other school and district administrators. Trend data helps show how measures have changed from year to year.

The data visualizations embedded on this page may not be fully accessible for persons with disabilities. However, a copy of the source data is available to download by clicking on the Download Data link above. If you are experiencing difficulty downloading the file or would like assistance obtaining a copy of the information provided on this page, please contact us at reportcardredesign@k12.wa.us

How many principals and other school leaders are inexperienced by high-poverty and low-poverty school status?

This graph shows the count and percentage of principals and other school leaders by qualification and by school poverty quartile. Quartiles are calculated using student low-income percentages. The first quartile represents the lowest 25% of schools in the state by student low-income percentage (low-poverty) and the fourth quartile represents the highest 25% of schools in the state by student low-income percentage (high-poverty). Because quartiles are calculated at the state-level, LEA data may not have equal numbers of schools falling within each quartile. At the school level, this graph indicates the school’s poverty quartile and shows the count and percent of principals and other school leaders by qualification. Inexperienced status means that a principal or other school leaders had fewer than five (5.0) years of certificated experience. Principals and other school leaders were counted more than once if they are within multiple educator categories and (at the state or LEA level) if they taught in more than one school. A high percentage in one of these qualifications may mean there is need for more support, mentoring, retention, induction, professional learning, or recruitment. To better identify and address opportunity gaps between student access rates to educators, federal law requires OSPI to show principal and other school leader inexperience by high-poverty and low-poverty school status.

The data visualizations embedded on this page may not be fully accessible for persons with disabilities. However, a copy of the source data is available to download by clicking on the Download Data link above. If you are experiencing difficulty downloading the file or would like assistance obtaining a copy of the information provided on this page, please contact us at reportcardredesign@k12.wa.us

How many principals and other school leaders are inexperienced by high-poverty and low-poverty school status, over time?

This graph shows the count and percentage of principals and other school leaders by qualification and by school poverty quartile. Quartiles are calculated using student low-income percentages. The first quartile represents the lowest 25% of schools in the state by student low-income percentage (low-poverty) and the fourth quartile represents the highest 25% of schools in the state by student low-income percentage (high-poverty). Because quartiles are calculated at the state-level, LEA data may not have equal numbers of schools falling within each quartile. At the school level, this graph indicates the school’s poverty quartile and shows the count and percent of principals and other school leaders by qualification. Inexperienced status means that a principal or other school leaders had fewer than five (5.0) years of certificated experience. Principals and other school leaders were counted more than once if they are within multiple educator categories and (at the state or LEA level) if they taught in more than one school. A high percentage in one of these qualifications may mean there is need for more support, mentoring, retention, induction, professional learning, or recruitment. To better identify and address opportunity gaps between student access rates to educators, federal law requires OSPI to show principal and other school leader inexperience by high-poverty and low-poverty school status.

The data visualizations embedded on this page may not be fully accessible for persons with disabilities. However, a copy of the source data is available to download by clicking on the Download Data link above. If you are experiencing difficulty downloading the file or would like assistance obtaining a copy of the information provided on this page, please contact us at reportcardredesign@k12.wa.us

How many principals and other school leaders were inexperienced by school Title I served status?

This graph shows the count and percentage of principals and other school leaders by qualification and by school Title I served status. Because Title I served status is set at the school level, LEA and state data may not have equal numbers of schools falling within each status. At the school level, this graph indicates the school’s Title I served status and shows the count and percent of principals and other school leaders by qualification. Inexperienced status means that a principal or other school leaders had fewer than five (5.0) years of certificated experience. Principals and other school leaders were counted more than once if they are within multiple educator categories and (at the state or LEA level) if they taught in more than one school. A high percentage in one of these qualifications may mean there is need for more support, mentoring, retention, induction, professional learning, or recruitment. To better identify and address opportunity gaps between student access rates to educators, federal law requires OSPI to show principal and other school leader inexperience by Title I served status.

The data visualizations embedded on this page may not be fully accessible for persons with disabilities. However, a copy of the source data is available to download by clicking on the Download Data link above. If you are experiencing difficulty downloading the file or would like assistance obtaining a copy of the information provided on this page, please contact us at reportcardredesign@k12.wa.us

How many principals and other school leaders were inexperienced by school Title I served status, over time?

This graph shows the count and percentage of principals and other school leaders by qualification and by school Title I served status. Because Title I served status is set at the school level, LEA and state data may not have equal numbers of schools falling within each status. At the school level, this graph indicates the school’s Title I served status and shows the count and percent of principals and other school leaders by qualification. Inexperienced status means that a principal or other school leaders had fewer than five (5.0) years of certificated experience. Principals and other school leaders were counted more than once if they are within multiple educator categories and (at the state or LEA level) if they taught in more than one school. A high percentage in one of these qualifications may mean there is need for more support, mentoring, retention, induction, professional learning, or recruitment. To better identify and address opportunity gaps between student access rates to educators, federal law requires OSPI to show principal and other school leader inexperience by Title I served status.

The data visualizations embedded on this page may not be fully accessible for persons with disabilities. However, a copy of the source data is available to download by clicking on the Download Data link above. If you are experiencing difficulty downloading the file or would like assistance obtaining a copy of the information provided on this page, please contact us at reportcardredesign@k12.wa.us

Student Access Rate to Teachers by Student Demographics

What opportunity gaps exist in student access to effective instruction?

This graph shows the percent of students by student demographics who were taught by teachers who were inexperienced status, limited certificated status, or out-of-field status. Inexperienced status means that a teacher had fewer than five (5.0) years of teaching experience. Out-of-field status means that a teacher taught one or more courses outside of their endorsement area. Limited certificate status means that a teacher taught one or more courses under a limited certificate. Students were counted once for each course in which they are enrolled, meaning it is a non-distinct count. To better identify and address opportunity gaps between student access rates to educators, federal law requires OSPI to show student access rate by student group.

The data visualizations embedded on this page may not be fully accessible for persons with disabilities. However, a copy of the source data is available to download by clicking on the Download Data link above. If you are experiencing difficulty downloading the file or would like assistance obtaining a copy of the information provided on this page, please contact us at reportcardredesign@k12.wa.us

What opportunity gaps exist in student access to effective instruction in Title I schools?

This graph shows the percent of students by student demographics who were taught by teachers who were inexperienced status, limited certificated status, or out-of-field status. Inexperienced status means that a teacher had fewer than five (5.0) years of teaching experience. Out-of-field status means that a teacher taught one or more courses outside of their endorsement area. Limited certificate status means that a teacher taught one or more courses under a limited certificate. Students were counted once for each course in which they are enrolled, meaning it is a non-distinct count. To better identify and address opportunity gaps between student access rates to educators, federal law requires OSPI to show student access rate by student group.

The data visualizations embedded on this page may not be fully accessible for persons with disabilities. However, a copy of the source data is available to download by clicking on the Download Data link above. If you are experiencing difficulty downloading the file or would like assistance obtaining a copy of the information provided on this page, please contact us at reportcardredesign@k12.wa.us

What opportunity gaps exist in student access to effective instruction, over time?

This graph shows the percent of students by student demographics who were taught by teachers who were inexperienced status, limited certificated status, or out-of-field status. Inexperienced status means that a teacher had fewer than five (5.0) years of teaching experience. Out-of-field status means that a teacher taught one or more courses outside of their endorsement area. Limited certificate status means that a teacher taught one or more courses under a limited certificate. Students were counted once for each course in which they are enrolled, meaning it is a non-distinct count. To better identify and address opportunity gaps between student access rates to educators, federal law requires OSPI to show student access rate by student group.

The data visualizations embedded on this page may not be fully accessible for persons with disabilities. However, a copy of the source data is available to download by clicking on the Download Data link above. If you are experiencing difficulty downloading the file or would like assistance obtaining a copy of the information provided on this page, please contact us at reportcardredesign@k12.wa.us

Student Access Rate to Teachers by Student Program and Characteristics

What opportunity gaps exist in student access to effective instruction?

This graph shows the percent of students by student program and characteristics who were taught by teachers who were inexperienced status, limited certificated status, or out-of-field status. Inexperienced status means that a teacher had fewer than five (5.0) years of teaching experience. Out-of-field status means that a teacher taught one or more courses outside of their endorsement area. Limited certificate status means that a teacher taught one or more courses under a limited certificate. Students were counted once for each student program and course in which they were enrolled, meaning it is a non-distinct count. To better identify and address opportunity gaps between student access rates to educators, federal law requires OSPI to show student access rate by student group.

The data visualizations embedded on this page may not be fully accessible for persons with disabilities. However, a copy of the source data is available to download by clicking on the Download Data link above. If you are experiencing difficulty downloading the file or would like assistance obtaining a copy of the information provided on this page, please contact us at reportcardredesign@k12.wa.us

What opportunity gaps exist in student access to effective instruction in Title I schools?

This graph shows the percent of students by student program and characteristics who were taught by teachers who were inexperienced status, limited certificated status, or out-of-field status. Inexperienced status means that a teacher had fewer than five (5.0) years of teaching experience. Out-of-field status means that a teacher taught one or more courses outside of their endorsement area. Limited certificate status means that a teacher taught one or more courses under a limited certificate. Students were counted once for each student program and course in which they were enrolled, meaning it is a non-distinct count. To better identify and address opportunity gaps between student access rates to educators, federal law requires OSPI to show student access rate by student group.

The data visualizations embedded on this page may not be fully accessible for persons with disabilities. However, a copy of the source data is available to download by clicking on the Download Data link above. If you are experiencing difficulty downloading the file or would like assistance obtaining a copy of the information provided on this page, please contact us at reportcardredesign@k12.wa.us

What opportunity gaps exist in student access to effective instruction, over time?

This graph shows the percent of students by student program and characteristics who were taught by teachers who were inexperienced status, limited certificated status, or out-of-field status. Inexperienced status means that a teacher had fewer than five (5.0) years of teaching experience. Out-of-field status means that a teacher taught one or more courses outside of their endorsement area. Limited certificate status means that a teacher taught one or more courses under a limited certificate. Students were counted once for each student program and course in which they were enrolled, meaning it is a non-distinct count. To better identify and address opportunity gaps between student access rates to educators, federal law requires OSPI to show student access rate by student group.

The data visualizations embedded on this page may not be fully accessible for persons with disabilities. However, a copy of the source data is available to download by clicking on the Download Data link above. If you are experiencing difficulty downloading the file or would like assistance obtaining a copy of the information provided on this page, please contact us at reportcardredesign@k12.wa.us

TEST VIEW -- Actual Expenditure Summary

Data for TEST VIEW -- Actual Expenditure Summary is only available for the 2020-21 school year.

Actual Expenditure Summary

What is the per-pupil expenditure fund source distribution?

The above chart shows the per-pupil expenditures broken down by fund source and location type. These numbers are based on the financial information as reported by school districts, tribal compacts, and charters through OSPI’s F196 financial reporting system. Federal law requires all expenditures to be reported at an instructional level per pupil. Therefore, any expenditures reported by the district at a non-instructional location will be attributed by OSPI proportionately to instructional locations within that district based on their enrollment. Due to this spread, it is possible that expenditure data will tie directly to the F196 reporting system only at a district level and not at the school level. The charts above use year-end annual average full-time equivalent (AAFTE) enrollment for per-pupil expenditure calculations.

The data visualizations embedded on this page may not be fully accessible for persons with disabilities. However, a copy of the source data is available to download by clicking on the Download Data link above. If you are experiencing difficulty downloading the file or would like assistance obtaining a copy of the information provided on this page, please contact us at reportcardredesign@k12.wa.us

How did expenditures change over time?

The chart above shows change in per-pupil expenditures over time by activity. Activities were grouped for easy viewing. These numbers are based on the financial information as reported by school districts, tribal compacts, and charters through OSPI’s F196 financial reporting system. Federal law requires all expenditures to be reported at an instructional level per pupil. Therefore, any expenditures reported by the district at a non-instructional location will be attributed by OSPI proportionately to instructional locations within that district based on their enrollment. Due to this spread, it is possible that expenditure data will tie directly to the F196 reporting system only at a district level and not at the school level. The charts above use year-end annual average full-time equivalent (AAFTE) enrollment for per-pupil expenditure calculations.

The data visualizations embedded on this page may not be fully accessible for persons with disabilities. However, a copy of the source data is available to download by clicking on the Download Data link above. If you are experiencing difficulty downloading the file or would like assistance obtaining a copy of the information provided on this page, please contact us at reportcardredesign@k12.wa.us

How did enrollment change over time?

The chart above shows changes in enrollment and per-pupil expenditure for all available years. These numbers are based on the financial information as reported by school districts, tribal compacts, and charters through OSPI’s F196 financial reporting system. Federal law requires all expenditures to be reported at an instructional level per pupil. Therefore, any expenditures reported by the district at a non-instructional location will be attributed by OSPI proportionately to instructional locations within that district based on their enrollment. Due to this spread, it is possible that expenditure data will tie directly to the F196 reporting system only at a district level and not at the school level. The charts above use year-end annual average full-time equivalent (AAFTE) enrollment for per-pupil expenditure calculations.

The data visualizations embedded on this page may not be fully accessible for persons with disabilities. However, a copy of the source data is available to download by clicking on the Download Data link above. If you are experiencing difficulty downloading the file or would like assistance obtaining a copy of the information provided on this page, please contact us at reportcardredesign@k12.wa.us

Actual Expenditure by Accounting Codes

What are the highest spending programs?

This chart shows the highest spending programs by fund source. The programs are grouped into program groups for easy viewing. For a detailed view see the tab "Programs". These numbers are based on the financial information as reported by school districts, tribal compacts, and charters through OSPI’s F196 financial reporting system. Federal law requires all expenditures to be reported at an instructional level per pupil. Therefore, any expenditures reported by the district at a non-instructional location will be attributed by OSPI proportionately to instructional locations within that district based on their enrollment. Due to this spread, it is possible that expenditure data will tie directly to the F196 reporting system only at a district level and not at the school level. The charts above use year-end annual average full-time equivalent (AAFTE) enrollment for per-pupil expenditure calculations.

The data visualizations embedded on this page may not be fully accessible for persons with disabilities. However, a copy of the source data is available to download by clicking on the Download Data link above. If you are experiencing difficulty downloading the file or would like assistance obtaining a copy of the information provided on this page, please contact us at reportcardredesign@k12.wa.us

What are the highest spending programs?

This chart shows the highest spending programs by fund source. These numbers are based on the financial information as reported by school districts, tribal compacts, and charters through OSPI’s F196 financial reporting system. Federal law requires all expenditures to be reported at an instructional level per pupil. Therefore, any expenditures reported by the district at a non-instructional location will be attributed by OSPI proportionately to instructional locations within that district based on their enrollment. Due to this spread, it is possible that expenditure data will tie directly to the F196 reporting system only at a district level and not at the school level. The charts above use year-end annual average full-time equivalent (AAFTE) enrollment for per-pupil expenditure calculations.

The data visualizations embedded on this page may not be fully accessible for persons with disabilities. However, a copy of the source data is available to download by clicking on the Download Data link above. If you are experiencing difficulty downloading the file or would like assistance obtaining a copy of the information provided on this page, please contact us at reportcardredesign@k12.wa.us

What are the activity expenditures within each program?

The tree map chart above shows the per-pupil expenditure by program and activity. Hover over each tile for additional data. Use the filter to choose a specific fund source. These numbers are based on the financial information as reported by school districts, tribal compacts, and charters through OSPI’s F196 financial reporting system. Federal law requires all expenditures to be reported at an instructional level per pupil. Therefore, any expenditures reported by the district at a non-instructional location will be attributed by OSPI proportionately to instructional locations within that district based on their enrollment. Due to this spread, it is possible that expenditure data will tie directly to the F196 reporting system only at a district level and not at the school level. The charts above use year-end annual average full-time equivalent (AAFTE) enrollment for per-pupil expenditure calculations.

The data visualizations embedded on this page may not be fully accessible for persons with disabilities. However, a copy of the source data is available to download by clicking on the Download Data link above. If you are experiencing difficulty downloading the file or would like assistance obtaining a copy of the information provided on this page, please contact us at reportcardredesign@k12.wa.us

What are the NCES and Object Code expenditures?

The table above shows the per-pupil expenditure and total actual expenditure amount for each NCES and object code. Use the filters to select specific codes. These numbers are based on the financial information as reported by school districts, tribal compacts, and charters through OSPI’s F196 financial reporting system. Federal law requires all expenditures to be reported at an instructional level per pupil. Therefore, any expenditures reported by the district at a non-instructional location will be attributed by OSPI proportionately to instructional locations within that district based on their enrollment. Due to this spread, it is possible that expenditure data will tie directly to the F196 reporting system only at a district level and not at the school level. The charts above use year-end annual average full-time equivalent (AAFTE) enrollment for per-pupil expenditure calculations.

The data visualizations embedded on this page may not be fully accessible for persons with disabilities. However, a copy of the source data is available to download by clicking on the Download Data link above. If you are experiencing difficulty downloading the file or would like assistance obtaining a copy of the information provided on this page, please contact us at reportcardredesign@k12.wa.us

Estimated Per-pupil Expenditure (2018-2019)

Data for Estimated Per-pupil Expenditure (2018-2019) is only available for the 2018-19 school year.

What are the per-pupil expenditures?

The graph above shows the estimated per-pupil expenditures for salaries & benefits and non-personnel. Yellow indicates the expenditure of federal dollars. Blue indicates the expenditure of state dollars. These numbers are based on our 2018-19 financial information as reported by school districts.

The data visualizations embedded on this page may not be fully accessible for persons with disabilities. However, a copy of the source data is available to download by clicking on the Download Data link above. If you are experiencing difficulty downloading the file or would like assistance obtaining a copy of the information provided on this page, please contact us at reportcardredesign@k12.wa.us

What are the non-personnel expenditures?

The graph above shows the estimated per-pupil expenditures by activities. Yellow indicates the expenditure of federal dollars. Blue indicates the expenditure of state dollars. These numbers are based on our 2018-19 financial information as reported by school districts.

The data visualizations embedded on this page may not be fully accessible for persons with disabilities. However, a copy of the source data is available to download by clicking on the Download Data link above. If you are experiencing difficulty downloading the file or would like assistance obtaining a copy of the information provided on this page, please contact us at reportcardredesign@k12.wa.us

Want more info?

These per-pupil amounts are estimated based on district reported data. OSPI used a uniform allocation method to estimate the per-pupil amounts. OSPI will use this method to report per-pupil expenditures until the end of the 2019-2020 school year.

The data visualizations embedded on this page may not be fully accessible for persons with disabilities. However, a copy of the source data is available to download by clicking on the Download Data link above. If you are experiencing difficulty downloading the file or would like assistance obtaining a copy of the information provided on this page, please contact us at reportcardredesign@k12.wa.us

Estimated Per Pupil Expenditure (2017-2018)

Data for Estimated Per Pupil Expenditure (2017-2018) is only available for the 2017-18 school year.

What are the per-pupil expenditures?

The graph above shows the estimated per-pupil expenditures for salaries & benefits and non-personnel. Yellow indicates the expenditure of federal dollars. Blue indicates the expenditure of state dollars. These numbers are based on our 2017-18 financial information as reported by school districts.

The data visualizations embedded on this page may not be fully accessible for persons with disabilities. However, a copy of the source data is available to download by clicking on the Download Data link above. If you are experiencing difficulty downloading the file or would like assistance obtaining a copy of the information provided on this page, please contact us at reportcardredesign@k12.wa.us

What are the non-personnel expenditures?

The graph above shows the estimated per-pupil expenditures by activities. Yellow indicates the expenditure of federal dollars. Blue indicates the expenditure of state dollars. These numbers are based on our 2017-18 financial information as reported by school districts.

The data visualizations embedded on this page may not be fully accessible for persons with disabilities. However, a copy of the source data is available to download by clicking on the Download Data link above. If you are experiencing difficulty downloading the file or would like assistance obtaining a copy of the information provided on this page, please contact us at reportcardredesign@k12.wa.us

WSIF

Data for WSIF is only available for the 2021-22 school year.

How did each student group perform on the Washington School Improvement Framework?

Initially released in March 2018, the Washington School Improvement Framework identifies how schools can improve the education of all students. The Framework combines as many as 11 indicators (such as graduation rates, attendance, and proficiency on state tests in math and English language arts) into a 1-10 score. The school's score then determines the state supports for the school to improve.

The data visualizations embedded on this page may not be fully accessible for persons with disabilities. However, a copy of the source data is available to download by clicking on the Download Data link above. If you are experiencing difficulty downloading the file or would like assistance obtaining a copy of the information provided on this page, please contact us at reportcardredesign@k12.wa.us

How did each student group perform on the Washington School Improvement Framework?

Initially released in March 2018, the Washington School Improvement Framework identifies how schools can improve the education of all students. The Framework combines as many as 11 indicators (such as graduation rates, attendance, and proficiency on state tests in math and English language arts) into a 1-10 score. The school's score then determines the state supports for the school to improve.

The data visualizations embedded on this page may not be fully accessible for persons with disabilities. However, a copy of the source data is available to download by clicking on the Download Data link above. If you are experiencing difficulty downloading the file or would like assistance obtaining a copy of the information provided on this page, please contact us at reportcardredesign@k12.wa.us

Which schools are receiving additional support based on the Washington School Improvement Framework?

Initially released in March 2018, the Washington School Improvement Framework identifies how schools can improve the education of all students. The Framework combines as many as 11 indicators (such as graduation rates, attendance, and proficiency on state tests in math and English language arts) into a 1-10 score. The school's score then determines the state supports for the school to improve.

The data visualizations embedded on this page may not be fully accessible for persons with disabilities. However, a copy of the source data is available to download by clicking on the Download Data link above. If you are experiencing difficulty downloading the file or would like assistance obtaining a copy of the information provided on this page, please contact us at reportcardredesign@k12.wa.us

How did each student group perform on the Washington School Improvement Framework, over time?

Initially released in March 2018, the Washington School Improvement Framework identifies how schools can improve the education of all students. The Framework combines as many as 11 indicators (such as graduation rates, attendance, and proficiency on state tests in math and English language arts) into a 1-10 score. The school's score then determines the state supports for the school to improve.

The data visualizations embedded on this page may not be fully accessible for persons with disabilities. However, a copy of the source data is available to download by clicking on the Download Data link above. If you are experiencing difficulty downloading the file or would like assistance obtaining a copy of the information provided on this page, please contact us at reportcardredesign@k12.wa.us

How did each student group perform on the Washington School Improvement Framework, over time?

Initially released in March 2018, the Washington School Improvement Framework identifies how schools can improve the education of all students. The Framework combines as many as 11 indicators (such as graduation rates, attendance, and proficiency on state tests in math and English language arts) into a 1-10 score. The school's score then determines the state supports for the school to improve.

The data visualizations embedded on this page may not be fully accessible for persons with disabilities. However, a copy of the source data is available to download by clicking on the Download Data link above. If you are experiencing difficulty downloading the file or would like assistance obtaining a copy of the information provided on this page, please contact us at reportcardredesign@k12.wa.us

Dual Language Programs

Data for Dual Language Programs is only available for the 2022-23 school year.

How many schools offer Dual Language programs?

Dual Language education is literacy and core instruction taught in two languages. It is possible that one school can have more than one Dual Language program. The goals of Dual Language education are for students to become bilingual and biliterate, promote the attainment of high levels of academic achievement, and grow sociocultural competence. The Early Learning and K-12 Dual Language law, and Superintendent Reykdal's vision, focus on closing opportunity gaps and prioritize English Language Learners and American Indian / Alaskan Native students for Dual Language programs.

The data visualizations embedded on this page may not be fully accessible for persons with disabilities. However, a copy of the source data is available to download by clicking on the Download Data link above. If you are experiencing difficulty downloading the file or would like assistance obtaining a copy of the information provided on this page, please contact us at reportcardredesign@k12.wa.us

What are the current Dual Language programs being offered?

This table includes detailed information on Dual Language programs offered in the selected organization. Dual Language education is literacy and core instruction taught in two languages. The goals of Dual Language education are for students to become bilingual and biliterate, promote the attainment of high levels of academic achievement, and grow sociocultural competence. The Early Learning and K-12 Dual Language law, and Superintendent Reykdal's vision, focus on closing opportunity gaps and prioritize English Language Learners and American Indian / Alaskan Native students for Dual Language programs.

The data visualizations embedded on this page may not be fully accessible for persons with disabilities. However, a copy of the source data is available to download by clicking on the Download Data link above. If you are experiencing difficulty downloading the file or would like assistance obtaining a copy of the information provided on this page, please contact us at reportcardredesign@k12.wa.us

What languages of instruction are being used in Dual Language programs?

This graph shows the number of schools in the selected organization offering Dual Language programs, by language of instruction. Dual Language education is literacy and core instruction taught in two languages. The goals of Dual Language education are for students to become bilingual and biliterate, promote the attainment of high levels of academic achievement, and grow sociocultural competence. The Early Learning and K-12 Dual Language law, and Superintendent Reykdal's vision, focus on closing opportunity gaps and prioritize English Language Learners and American Indian / Alaskan Native students for Dual Language programs.

The data visualizations embedded on this page may not be fully accessible for persons with disabilities. However, a copy of the source data is available to download by clicking on the Download Data link above. If you are experiencing difficulty downloading the file or would like assistance obtaining a copy of the information provided on this page, please contact us at reportcardredesign@k12.wa.us

Where are Dual Language programs located?

This map shows schools within the selected organization which offer Dual Language programs. Dual Language education is literacy and core instruction taught in two languages. The goals of Dual Language education are for students to become bilingual and biliterate, promote the attainment of high levels of academic achievement, and grow sociocultural competence. The Early Learning and K-12 Dual Language law, and Superintendent Reykdal's vision, focus on closing opportunity gaps and prioritize English Language Learners and American Indian / Alaskan Native students for Dual Language programs.

The data visualizations embedded on this page may not be fully accessible for persons with disabilities. However, a copy of the source data is available to download by clicking on the Download Data link above. If you are experiencing difficulty downloading the file or would like assistance obtaining a copy of the information provided on this page, please contact us at reportcardredesign@k12.wa.us

Civil Rights Data Collection (CRDC)

Data for Civil Rights Data Collection (CRDC) is only available for the 2020-21 school year.

The Washington CRDC data can be downloaded by selecting the download option above or by clicking the download data button below and selecting the "For all Years and Organizations" option.

The data visualizations embedded on this page may not be fully accessible for persons with disabilities. However, a copy of the source data is available to download by clicking on the Download Data link above. If you are experiencing difficulty downloading the file or would like assistance obtaining a copy of the information provided on this page, please contact us at reportcardredesign@k12.wa.us

Federal 1003 Funds Allocation and Strategies

Data for Federal 1003 Funds Allocation and Strategies is only available for the 2022-23 school year.

How are federal 1003 funds being allocated and used to improve schools?

Federal law requires OSPI to list all schools districts and schools that received funds under Section 1003 of the Every Student Succeeds Act (ESSA). This list shows the amount of funds received. The list also shows the types of strategies used in each school. Click the 'Resources' button below for more information.

The data visualizations embedded on this page may not be fully accessible for persons with disabilities. However, a copy of the source data is available to download by clicking on the Download Data link above. If you are experiencing difficulty downloading the file or would like assistance obtaining a copy of the information provided on this page, please contact us at reportcardredesign@k12.wa.us

34 C.F.R.§200 Recently Arrived English Learners

How many recently arrived English Learners were not assessed on the reading/language arts assessment?

Recently arrived English learners can skip one administration of state ELA testing in their first 12 months in US schools, but must take state tests in math and science.

The data visualizations embedded on this page may not be fully accessible for persons with disabilities. However, a copy of the source data is available to download by clicking on the Download Data link above. If you are experiencing difficulty downloading the file or would like assistance obtaining a copy of the information provided on this page, please contact us at reportcardredesign@k12.wa.us

Postsecondary and Workforce Outcomes – Education Research & Data Center (ERDC)

Data for Postsecondary and Workforce Outcomes – Education Research & Data Center (ERDC) is only available for the 2019-20 school year.

The data visualizations embedded on this page may not be fully accessible for persons with disabilities. However, a copy of the source data is available to download by clicking on the Download Data link above. If you are experiencing difficulty downloading the file or would like assistance obtaining a copy of the information provided on this page, please contact us at reportcardredesign@k12.wa.us

Healthy Youth Survey (HYS)

Data for Healthy Youth Survey (HYS) is only available for the 2019-20 school year.

The data visualizations embedded on this page may not be fully accessible for persons with disabilities. However, a copy of the source data is available to download by clicking on the Download Data link above. If you are experiencing difficulty downloading the file or would like assistance obtaining a copy of the information provided on this page, please contact us at reportcardredesign@k12.wa.us