Components for Elementary and

Middle School (up to 700 points)

Reading Math Science

Proficiency Proficiency
Proficiency
(100 pts.) (100 pts.)
(100 pts.)

Growth Growth
All Students All Students
(100 pts.) (100 pts.)

Growth Growth
Lowest 25% Lowest 25%
(100 pts.) (100 pts.)

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 Components for High School
Grades (up to 1,000 points)
Beginning 2015-16:
Beginning 2015-16:
Other Graduation College
Acceleration
Reading Math Subjects 4 year (includes AP, IB, Readiness
dual credit) (ACT)
Science All Students Participation/
Proficiency Proficiency Rate
Proficiency Rate Proficiency
(100 pts.) (100 pts.) (50 pts.)
(50 pts) (200 pts.) (50 pts.)
ACT
70% participation/
Growth Growth 30 % performance in Math 22 and
All Students All Students U.S. History Year 1 Reading 22
60/40 Year 2
(100 pts.) (100 pts.) Proficiency or
50/50 Year 3
(50 pts) English 18

Growth Growth
Phase in:
Lowest 25% Lowest 25%
Y1: 15-16
(100 pts.) (100 pts.) Math: 50%
Y2: 16-17
R/E: 50%
Y3: 17-18

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 Mississippi School and District Grading System

The A-F grading scale is a way to identify how well students are performing in school, especially on tests and
assignments. For school or district grades, it is important to understand that several factors are taken into
consideration.

Mississippis school grading system considers several indicators, including how well students perform on state
tests, whether students are showing improvement on those tests from year to year and whether students are
graduating within four years. The system also factors in how well schools are helping their lowest achieving
students make progress toward proficiency.

History and Goal:

The Mississippi Legislature passed, in 2013, Sections 37-18-1 through 7 of the Mississippi Code of 1972,
Annotated, which required the state to implement an A-F grading scale for schools.
Section 37-17-6, as amended in 2013, includes the following definitions for Proficiency and Growth: The
State Department of Education shall establish five (5) performance categories ("A," "B," "C," "D," and "F")
for the accountability system based on the following criteria:
o Student Achievement: the percent of students proficient and advanced on the current state
assessments
o Individual Student Growth: the percent of students making one (1) year's progress in one (1)
years time on the state assessment, with an emphasis on the progress of the lowest 25 percent of
students in the school or district
The goal is to help parents and the public better understand how well a school is performing and to begin
conversations to continually improve education.

What the Grades Represent:

How well students are performing in math and English language arts on state assessments.
Whether students in the school are meeting annual expected growth in math and English language arts.
How well students are performing in U.S. History and Science
Whether high school students are graduating on time.
Whether students are participating in and performing well in accelerated coursework, such as Advanced
Placement (AP), International Baccalaureate (IB) classes, and dual credit college courses.
How students perform on ACT
Whether there are large differences between the achievement levels among students, especially students
who receive additional educational services.
Whether a school is performing above expectations.

What the Grades Are Not:

They do not measure how well an individual student or teacher is doing.

They do not take into consideration other things the school may be doing well, such as meeting students
emotional/social or health needs or how well students are performing in other subject areas.
Who Was Involved in the Development of the Accountability Model?

Legislators
Superintendents
Administrators
Mississippi Department of Education
Business and Policy Leaders

What Parents Can Do:

Become aware of how well schools are performing in the community.

Talk with teachers and school officials about how to help the school.
Volunteer at school and engage in areas that need improvement.
Ensure children have excellent attendance, complete all assignments, and are engaged in learning.

School Grades and Grading Scale

Elementary and Middle Schools - 700 points

A= 455 to 700 points
B = 385 to 454 points
C = 330 to 384 points
D = 277 to 329 points
F = Less than 277 points

High Schools 1,000 Points

A = 738 to 1,000 points
B = 626 to 737 points
C = 552 to 625 points
D= 470 to 551 points
F = Less than 470 points

School Districts 1,000 Points

A = 672 to 1,000 points
B =588 to 671 points
C = 523 to 587 points
D= 464 to 522 points
F = Less than 464 points

Grades are assigned to schools based on points earned. Schools earn points in several categories, such as
performance, growth, and graduation rate (for high schools). Additional information about categories and
points possible for each category can be found here.
Performance Level Classifications: 700 Point Schools

Rating Descriptor Characteristic

A Reading, Mathematics, and Science proficiency rates are in the top quartile of Highest Status
performance. Reading and Mathematics growth in the all students group is Highest Growth
above the state median for the given year. The lowest 25% subgroup earned at Subgroup
least 50 points in the Reading and Mathematics growth component. Growth

B Reading, Mathematics, and Science proficiency rates are above the state High Status
median for the given year. Reading or Mathematics growth in the all students Typical Growth
group is above the state median for the given year. The lowest 25% subgroup Subgroup
earned at least 50 points in the Reading and Mathematics growth component. Growth

C Reading, Mathematics, or Science proficiency rates are above the state median Typical Status
for the given year; however, no rate is in the lowest quartile. Reading and Typical Growth
Mathematics growth in the all students group is above the state median for the Subgroup
given year. The lowest 25% subgroup earned at least 50 points in the Reading Growth
or Mathematics growth component.

D Reading, Mathematics, and Science proficiency rates are below the state Low Status
median for the given year. Reading or Mathematics growth in the all students Low Growth
group is below the state median for the given year. The lowest 25% subgroup Low Subgroup
did not earn at least 50 points in the Reading or Mathematics growth Growth
component.

F Reading, Mathematics, and Science proficiency rates are in the first quartile Lowest Status
for the given year. Reading and Mathematics growth in the all students group Low Growth
is below the state median for the given year. The lowest 25% subgroup did not Low Subgroup
earn at least 50 points in the Reading or Mathematics growth component. Growth

Performance Level Classifications: 1000 Point Schools & Districts

Rating Descriptor Characteristic

A Reading, Mathematics, and Science proficiency rates are in the top quartile Highest Status
of performance. Reading and Mathematics growth in the all students group Highest Growth
is above the state median for the given year. The lowest 25% subgroup Subgroup Growth
earned at least 50 points in the Reading and Mathematics growth
component.
B Reading, Mathematics, and Science proficiency rates are above the state High Status
median for the given year. Reading or Mathematics growth in the all Typical Growth
students group is above the state median for the given year. The lowest 25% Subgroup Growth
subgroup earned at least 50 points in the Reading and Mathematics growth
component.
C Reading, Mathematics, or Science proficiency rates are above the state Typical Status
median for the given year; however, no rate is in the lowest quartile. At least Typical Growth
three of the five additional performance indicators (Reading growth, Subgroup Growth
Mathematics growth, History proficiency, graduation rates, college & career
readiness, and acceleration in the all students group) are above the state
median for the given year. The lowest 25% subgroup earned at least 50
points in the Reading or Mathematics growth component.
D Reading, Mathematics, and Science proficiency rates are below the state Low Status
median for the given year. Reading or Mathematics growth in the all Low Growth
students group is below the state median for the given year. At least two of Low Subgroup
the three additional performance indicators (History proficiency, graduation Growth
rates, college & career readiness, and acceleration in the all students group)
are below the state median for the given year. The lowest 25% subgroup did
not earn at least 50 points in the Reading or Mathematics growth
component.

F Reading, Mathematics, and Science proficiency rates are in the first quartile Lowest Status
for the given year. Reading or Mathematics growth in the all students group Lowest Growth
is not above the first quartile for the given year. The three additional Low Subgroup
performance indicators (History proficiency, graduation rates, college & Growth
career readiness, and acceleration in the all students group) are below the
state median for the given year. The lowest 25% subgroup did not earn at
least 50 points in the Reading or Mathematics growth component.
Setting Performance Standards for the
Mississippi Statewide Accountability Model

What is Performance Standards Setting?

The performance standards setting process for an accountability model
defines levels of achievement and the cut scores corresponding to those
levels based upon a defined system of business rules.

An accountability model is a system used to inform the public how

schools and districts are performing. Mississippis school grading system
considers how well students perform on state tests, whether students
are showing improvement on those tests from year to year and whether
students are graduating within four years. The system also factors in how
well schools are helping their lowest achieving students make progress.

How Does the Performance Standards Setting Process Work?

The standard-setting process used for school and district accountability systems involves educators,
established Mississippi State Board of Education (SBE) policy, and data to create performance standards.
Panelists recommend the cut scores the scores that mark the threshold of performance for each of the
five levels. When the process is complete, the group provides a recommendation about how many total
points does a school/district have to earn to be assigned a grade of A, B, C, D or F? Schools receive points
for performance and growth on statewide assessments and for their graduation rate (if the school has a
12th grade).
The determinations of performance levels are then reviewed by accountability experts and voted on by the
SBE.
Beginning with data from the 2015-2016 school year, two new indicators were added to the model. They
are college and career readiness (possible 50 points), for which ACT results are used, and acceleration
(possible 50 points), which includes Advanced Placement, International Baccalaureate programs, approved
industry certifications and dual enrollment in college.
Because of these two new indicators, as well as a new assessment, the Mississippi Assessment Program
(MAP), it was imperative for the Mississippi Department of Education to conduct standard setting for the
accountability model.

When Will Accountability Letter Grades Be Available?

Letter grades will be available on Oct. 20. A letter grade will be assigned to each school and district.