Gap Closing Component
The Gap Closing component shows how well schools are meeting the performance expectations for all students, especially our most vulnerable populations of students, in English language arts, math and graduation, and how they are doing in teaching English learners to become proficient in English.
The targets for each group are detailed in Ohio’s approved Every Student Succeeds Act (ESSA) state plan.
|90% - 100%
|80% - 89.9%
|70% - 79.9%
|60% - 69.9%
Schools must close the achievement gaps that exist between groups of students that may be based on income, race, ethnicity or disability. This component shows how well schools are meeting performance expectations for our most vulnerable students in English language arts, math and graduation. It compares the academic performance of each subgroup against the expected performance goals for that subgroup to determine if there are gaps and whether improvement is happening. A new element to this component, English Language Proficiency Improvement, measures the improvement English learners make toward English language proficiency.
The English Language Proficiency Improvement element, included in Gap Closing, measures only the language improvement of English learners.
A district or school cannot earn a final letter grade of A on the Gap Closing component if any of its evaluated subgroups have a math or English language arts Performance Index score lower than 60 points or a graduation rate lower than 70 percent in the current year.
The groups of students include:
- All Students
- American Indian/Alaskan Native
- Asian/Pacific Islander
- Black, Non-Hispanic
- White, Non-Hispanic
- Economically Disadvantaged
- Students with Disabilities
Last Modified: 9/20/2018 2:14:33 PM