State Total

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.

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.

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.

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.

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 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 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 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

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

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

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

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

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

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

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.

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.

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.

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.

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?

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. 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.

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. 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.

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. 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.

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

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. Number of classroom teachers is a headcount of classroom teachers in the organization. This is a distinct count, meaning each teacher is counted only once. Average class size is the arithmetic mean of the number of students in each course section in the organization. Each of these data points can help indicate if there are enough teachers for students in the organization.

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 headcount of classroom teachers in the organization. This is a distinct count, meaning each teacher is counted only once. Average class size is the arithmetic mean of the number of students in each course section in the organization. Each of these data points can help indicate if there are enough teachers for students in the organization.

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?

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

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

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

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

This graph shows the average number of years of teaching experience by teacher demographics. The average years of teaching experience represents the arithmetic mean, which is the total years of teaching 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 teaching experience by teacher demographics, over time?

This graph shows the average years of teaching 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 teaching 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 teaching 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 teaching experience. Each bin represents a five (5.0) year span of teaching experience. This graph is helpful in showing the most common number of years of teaching experience, as well as the lowest and highest number of years of teaching experience in a school or district. To see the average of years of teaching experience, please select the ''Summary'' tab above.

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 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.

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.

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.

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?

This graph shows the percent of teachers by qualification. 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 under 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.

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 and percent of courses taught by teachers in each qualification 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. This graph can be used for planning and adjusting course assignments for teachers. It also can be useful for planning teacher support, professional learning, and development.

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 and 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 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. This graph can be used for planning and adjusting course assignments for teachers. It also can be useful for planning teacher support, professional learning, and development. 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 grade level?

This graph shows the percent of courses taught by teachers in each qualification status, broken out by grade level. 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. This graph can be used for planning and adjusting course assignments for teachers. It also can be useful for planning teacher support, professional learning, and development. 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 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 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. 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

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 at the state and district levels. Quartiles are calculated using student Free-and-Reduced Price Lunch (FRPL) percentages to measure rates of poverty. The first quartile represents the lowest 25% of schools in the state by students qualifying for FRPL (low-poverty) and the fourth quartile represents the highest 25% of schools in the state by students qualifying for FRPL (high-poverty). Because quartiles are calculated at the state-level, district data may not have equal numbers of schools falling within each quartile. At the school level, this graph indicates the percentage of students eligible for FRPL, 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 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 course(s) under a limited certificate. Teachers were counted more than once if they are within multiple qualification categories and (at the state or district level) if they taught in more than school. A high percentage in one of these qualifications may mean there is need for more teacher 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 the teacher qualification by high-income and low-income 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 at the state and district levels. Quartiles are calculated using student Free-and-Reduced Price Lunch (FRPL) percentages to measure rates of poverty. The first quartile represents the lowest 25% of schools in the state by students qualifying for FRPL (low-poverty) and the fourth quartile represents the highest 25% of schools in the state by students qualifying for FRPL (high-poverty). Because quartiles are calculated at the state-level, district data may not have equal numbers of schools falling within each quartile. At the school level, this graph indicates the percentage of students eligible for FRPL, 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 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 course(s) under a limited certificate. Teachers were counted more than once if they are within multiple qualification categories and (at the state or district level) if they taught in more than school. A high percentage in one of these qualifications may mean there is need for more teacher 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 the teacher qualification by high-income and low-income 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?

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

How many principals and other school leaders have been inexperienced status, over time?

This graph shows the percent of principals and other school leaders who had fewer than five (5.0) years of certificated experience, over time. 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

On average, how many years of administrative experience (FTE) 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. Principals are defined as principals and vice-principals. Other school leaders are defined as superintendents and other school and district administrators. 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.

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 (FTE) have principals and other school leaders had, over time?

This graph shows the average number of years of administrative experience held by principals and other school leaders, over time. Principals are defined as principals and vice-principals. Other school leaders are defined as superintendents and other school and district administrators. 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.

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 school principals by qualification and by school poverty quartile at the state and district levels. Quartiles are calculated using student Free-and-Reduced Price Lunch (FRPL) percentages to measure rates of poverty. The first quartile represents the lowest 25% of schools in the state by students qualifying for FRPL (low-poverty) and the fourth quartile represents the highest 25% of schools in the state by students qualifying for FRPL (high-poverty). Because quartiles are calculated at the state-level, district data may not have equal numbers of schools falling within each quartile. At the school level, this graph indicates the percentage of students eligible for FRPL, indicates the school’s poverty quartile, and shows the count and percent of school principals by poverty quartile. Inexperienced status means that a principal or other school leader had fewer than five (5.0) years of experience. Principals and other school leaders were counted more than once if they worked in more than 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-income and low-income 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 school principals by qualification and by school poverty quartile at the state and district levels. Quartiles are calculated using student Free-and-Reduced Price Lunch (FRPL) percentages to measure rates of poverty. The first quartile represents the lowest 25% of schools in the state by students qualifying for FRPL (low-poverty) and the fourth quartile represents the highest 25% of schools in the state by students qualifying for FRPL (high-poverty). Because quartiles are calculated at the state-level, district data may not have equal numbers of schools falling within each quartile. At the school level, this graph indicates the percentage of students eligible for FRPL, indicates the school’s poverty quartile, and shows the count and percent of school principals by poverty quartile. Inexperienced status means that a principal or other school leader had fewer than five (5.0) years of experience. Principals and other school leaders were counted more than once if they worked in more than 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-income and low-income 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 is the per-pupil expenditure fund source distribution?

The above chart shows the per pupil expenditure 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

What are the highest spending 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 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

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

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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

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

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 by content area?

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

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 by content area?

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

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

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

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

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

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

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

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

Is the state on track to meet 2027 targets in Graduation?

The Every Student Succeeds Act requires states set ambitious long-term goals. In 2017, Washington state set a 10 year goal of getting each student group to a 90% graduation rate by 2027. To get more information about our state ESSA plan, select the resource button 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

Is the state on track to meet 2027 targets on standardized assessments?

The federal Every Student Succeeds Act required states to set ambitious long-term goals. In 2017, Washington set a 10-year goal of getting each student group to 90% proficiency in English language arts and in math. (Science testing is part of Washington's plan, but ESSA did not require a long-term goal.) To get more information about the Washington ESSA plan, select the resource button 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

Is the state on track to meet the 2027 target for English Learner Progress?

The Every Student Succeeds Act requires states set ambitious long-term goals. In 2017, Washington state set a 10 year goal to have 77% of English Learners making progress towards transitioning out of services within 6 years. To get more information about our state ESSA plan, select the Resources button 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 is the National Assessment of Educational 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

In 2022, what percent of participating WA students were At or Above NAEP Basic and how did this compare to the U.S.?

NAEP achievement levels are performance standards that describe what students should know and be able to do. NAEP results are reported as percentages of students performing at the following achievement levels: Below Basic; NAEP Basic; NAEP Proficient; and NAEP Advanced. The statistical significance of Washington's performance compared to the U.S. will be lower, higher, or the similar (there is no statistically significant difference between WA and the U.S.)

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

With a target of students scoring Basic or Above on NAEP, did Washington perform higher or lower than the national average at each achievement level?

NAEP Basic: indicates partial mastery of prerequisite knowledge and skills that are fundamental for proficient work at each grade. NAEP basic is most closely equated to Level II performance on the Smarter Balanced Assessment. NAEP Proficient: indicates solid academic performance and competency over challenging subject matter. NAEP Advanced: signifies superior performance beyond proficient.

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 National Assessment of Educational 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

In 2022, what percent of participating WA students were At or Above NAEP Basic and how did this compare to the U.S.?

NAEP achievement levels are performance standards that describe what students should know and be able to do. NAEP results are reported as percentages of students performing at the following achievement levels: Below Basic; NAEP Basic; NAEP Proficient; and NAEP Advanced. The statistical significance of Washington's performance compared to the U.S. will be worse, better, or the same (there is no statistically significant difference between WA and the U.S.)

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

With a target of students scoring Basic or Above on NAEP, did Washington perform higher or lower than the national average at each achievement level?

NAEP Basic: indicates partial mastery of prerequisite knowledge and skills that are fundamental for proficient work at each grade. NAEP basic is most closely equated to Level II performance on the Smarter Balanced Assessment. NAEP Proficient: indicates solid academic performance and competency over challenging subject matter. NAEP Advanced: signifies superior performance beyond proficient.

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 National Assessment of Educational 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

In 2022, what percent of participating WA students were At or Above NAEP Basic and how did this compare to the U.S.?

NAEP achievement levels are performance standards that describe what students should know and be able to do. NAEP results are reported as percentages of students performing at the following achievement levels: Below Basic; NAEP Basic; NAEP Proficient; and NAEP Advanced. The statistical significance of Washington's performance compared to the U.S. will be worse, better, or the same (there is no statistically significant difference between WA and the U.S.)

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

With a target of students scoring Basic or Above on NAEP, did Washington perform higher or lower than the national average at each achievement level?

NAEP Basic: indicates partial mastery of prerequisite knowledge and skills that are fundamental for proficient work at each grade. NAEP basic is most closely equated to Level II performance on the Smarter Balanced Assessment. NAEP Proficient: indicates solid academic performance and competency over challenging subject matter. NAEP Advanced: signifies superior performance beyond proficient.

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 National Assessment of Educational 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

In 2022, what percent of participating WA students were At or Above NAEP Basic and how did this compare to the U.S.?

NAEP achievement levels are performance standards that describe what students should know and be able to do. NAEP results are reported as percentages of students performing at the following achievement levels: Below Basic; NAEP Basic; NAEP Proficient; and NAEP Advanced. The statistical significance of Washington's performance compared to the U.S. will be worse, better, or the same (there is no statistically significant difference between WA and the U.S.)

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

With a target of students scoring Basic or Above on NAEP, did Washington perform higher or lower than the national average at each achievement level?

NAEP Basic: indicates partial mastery of prerequisite knowledge and skills that are fundamental for proficient work at each grade. NAEP basic is most closely equated to Level II performance on the Smarter Balanced Assessment. NAEP Proficient: indicates solid academic performance and competency over challenging subject matter. NAEP Advanced: signifies superior performance beyond proficient.

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