Get familiar with new report card elements


The 2018 Ohio School Report Cards will include new calculations this year and some existing calculations are changing from prior years. If you are involved in any local report card processes, please take a few moments now to make sure you are aware of these changes and understand what you can do to make sure your letter grades are calculated accurately on your report cards.

Chronic Absenteeism indicator

The federal Every Student Succeeds Act (ESSA) requires each state to include at least one nonacademic measure of school quality or student success on its school report cards. Ohio developed a new Chronic Absenteeism indicator to fulfill this requirement. Starting in 2018, as part of the Indicators Met measure, Ohio will evaluate schools on the percentage of students who are chronically absent. This indicator is weighted equally to all the other indicators in the list. Other indicators include all the state tests, the End-of-Course Improvement indicator and the Gifted indicator.

How is a student identified as being chronically absent?
Ohio defines chronic absenteeism as missing 10 percent or more of the school year for any reason, including excused absences, unexcused absences and out-of-school suspensions. Based on most schools’ calendars, a student is chronically absent if he or she misses as few as two days of school per month.
How can districts or schools meet the Chronic Absenteeism indicator?
There are three ways to meet the indicator.

  • Districts or schools will meet the indicator if their chronic absenteeism percentage is at or below the 2018 threshold of 13.6 percent. This percentage will change annually as Ohio moves towards its long-term goal to reduce the state’s chronic absenteeism percentage to 5 percent.
  • A school will meet the indicator by making 1.1 percentage points of improvement.
  • A school will meet the indicator by making a 3 percent improvement across the two most recent years.

English learner progress - Gap Closing component

The Gap Closing component shows how well schools are meeting the performance expectations for our most vulnerable populations of students in English language arts, math and graduation, so all of Ohio’s students can be successful. The component also measures the progress English learners are making toward English language proficiency. Read more about the Gap Closing component and what is new here.
A new calculation in the Gap Closing component uses the Ohio English Language Proficiency Assessment (OELPA) to measure whether English learners are making progress toward English proficiency. Schools have administered this test to English learners since 2016, but this is the first year the scores contribute to a graded component on the report card.
The OELPA includes four domains: reading, writing, listening and speaking. Students receive a score between 1 and 5 for each domain. To determine if a student has made progress, the scores from the domains are summed and the current year score is compared to the prior year score to see if students earned more points on the current year’s test. Each student is expected to increase his or her total score by one or two points from one year to the next. The amount of expected progress for each student is based on the grade level and the total score from the student’s first administration of the test, using the table here.

How are points earned for this calculation?
Once a school has established each student’s expected progress, the total points a student earned in the current year are compared to the points earned in the prior year to determine if the expectation was met. A school receives credit for all students who meet or exceed their progress expectation.

“Proficient” students are those scoring any combination of 4’s and 5’s across all domains. A student is reclassified when this occurs and the student no longer is an English learner. Districts receive credit in the calculation for all students who exit English learner status based on their current year OELPA scores.

How many students are expected to make progress in English language proficiency?
Ohio’s state ESSA plan includes a table to set the percent of students expected to make progress in English language proficiency each year. In 2018, Ohio expects 51 percent of the students in the group to meet their improvement goal of either one or two points.