NCLB requires that states implement an accountability system for schools that evaluates whether schools are making Adequate Yearly Progress toward to goals of the legislation. In compliance with NCLB, Nevada AYP classifications are made annually based on the percentage of students tested, the percentage of students tested who score at or above the proficient level on annual statewide tests, and school attendance or graduation rates.

When determining if a school has demonstrated Adequate Yearly progress, performance on 3 indicators (participation, academic achievement [i.e. status & safe harbor], and the other indicator [i.e. average daily attendance/ graduation rate]) is disaggregated among 9 groups in the school. In the past, accountability systems have focused almost exclusively on the performance of the school as a whole. Under NCLB, performance is evaluated for each population in the school which constitutes a large enough sample to be measured. In Nevada, populations with at least 25 students are evaluated. The 9 groups considered for AYP analyses are:

1. The Entire School
2. American Indians/ Alaskan Natives
3. Asians/ Pacific Islanders
4. Hispanics
5. Black/ African Americans
6. White/ Caucasians
7. Students with an Individualized Educational Plan (IEP)
8. Students of Limited English Proficiency (LEP)
9. Students receiving Free or Reduced Price Lunches (FRL)

If any one of the 9 groups does not meet the criteria for the 3 AYP indicators: 1) participation on math or English language arts tests or 2) annual measurable objectives (AMOs) in math or English language arts tests and safe harbor analyses or 3) for the school as a whole on the other indicator (i.e. average daily attendance or graduation rate), the school is designated as not demonstrating Adequate Yearly Progress. Schools are classified as demonstrating or not demonstrating adequate yearly progress based on three designation areas: English Language Arts (ELA), mathematics, and the other indicator.

AYP Analysis Flow Chart

Please Note: Participation and Status analyses are conducted for the entire school and 8 disaggregated groups [5 ethnic/racial, students with an individualized education plan (IEP), students with limited English proficiency (LEP), and students who receive free or reduced price lunch (FRL)] in both English Language Arts and Mathematics for a total of 36 comparisons. In addition to participation and status comparisons, the school as a whole is evaluated on the other indicator. If any one of these 37 comparisons is below the target level, the school is designated as not demonstrating Adequate Yearly Progress. Click here to enlarge Flow Chart