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State and Local Educational Agency (LEA) Report Card Checklist

Update: On December 22, 2022, the U.S. Department of Education (the Department) updated this checklist and information to better align with the ESEA and the Department's September 2019 guidance, Opportunities and Responsibilities for State and Local Report Cards Under the Elementary and Secondary Education Act [ESEA] of 1965, as Amended by the Every Student Succeeds Act [available here]. The checklist previously available on this webpage was created prior to the release of the final guidance. Each State educational agency must ensure that it is meeting the report cards requirements in ESEA section 1111(h), which are further described in the above guidance document.   

The first column indicates the report card element; the second column indicates the disaggregation required for each element; and the third column indicates whether an element must be reported at the State, LEA, and/or school levels. Gray boxes in the third column indicate elements that are not required at the State, LEA, or school levels. Subsections within the second column indicate when disaggregation requirements differ between State, LEA, and individual school report cards. Similarly, bullets within the first column indicate when information required at the State, LEA, and school levels vary.

This checklist uses the following abbreviations for student subgroups:

  • ALL = All students
  • MREG = Each major racial and ethnic group (as defined by the State in its approved consolidated State plan)
  • CWD = Children with disabilities
  • CWOD = Children without disabilities
  • ELL = English learners
  • ECD = Economically disadvantaged students
  • Non-ECD = Students not economically disadvantaged
  • GEN = Gender
  • MIG = Migrant students
  • HOM = Homeless children and youth
  • FOS = Children in foster care
  • AFD = Students with a parent who is a member of the Armed Forces (as defined in 10 U.S.C. § 101(a)(4))

An SEA and its LEAs must also consider the following requirements in creating their report cards: (1) Developed in consultation with parents (State report cards only); (2) Concise; (3) Understandable and uniform format; (4) Accessible; (5) On a single webpage (or, for an LEA that does not operate a website, provided to the public in another manner determined by the LEA).

ElementDisaggregation or Reporting Level RequiredChecklist
StateLEASchool
  • ESEA Section 1111(h)(1)(C)(ii) Student achievement data (i.e., the number and percentage of students at each level of achievement on the State mathematics, reading/ language arts, and science assessments)
    • LEA: Including how achievement in the LEA compares to the State as a whole
    • Schools: Including how achievement in the school compares to the LEA and the State as a whole
ALL, MREG, CWD, CWOD, ELL, ECD, Non-ECD, GEN, MIG, HOM, FOS, AFD   
  • ESEA Section 1111(h)(1)(C)(vii) Percentages of students assessed and not assessed in each subject (i.e., participation rates)
ALL, MREG, CWD, CWOD, ELL, ECD, Non-ECD, GEN, MIG   
  • ESEA Section 1111(h)(1)(C)(xi) Extent of use of alternate assessment aligned with alternate academic achievement standards (AA-AAAS) for students with the most significant cognitive disabilities (i.e., number and percentage of students assessed on AA-AAAS, by grade and subject)
Not Applicable   
  • ESEA Section 1111(h)(1)(C)(iv) English language proficiency of English learners (i.e., number and percentage of English learners achieving English language proficiency as measured by the State's English proficiency assessment)
Not applicable   
  • 34 C.F.R. § 200.6(i)(1)(iii) As applicable, number of recently arrived English learners exempted from one administration of the reading/language arts assessments
Not applicable   
  • ESEA Section 1111(h)(1)(C)(iii)(II) High school graduation rates
    
  •  
    • Four-year adjusted cohort
ALL, MREG, CWD, ELL, ECD, HOM, FOS   
  •  
    • Extended-year adjusted cohort (if State chooses)
ALL, MREG, CWD, ELL, ECD, HOM, FOS   
  • ESEA Section 1111(h)(1)(C)(vi) Progress toward State-designed long-term goals, including measurements of interim progress
ALL, MREG, CWD, ELL, ECD   
  • ESEA Section 1111(h)(1)(C)(iii)(I) Performance on the Other Academic indicator
ALL, MREG, CWD, ELL, ECD   
  • ESEA Section 1111(h)(1)(C)(v) Performance on the School Quality or Student Success indicator(s) used in the State accountability system
ALL, MREG, CWD, ELL, ECD   
  • ESEA Section 1111(h)(1)(C)(xiii) Postsecondary enrollment rates for each high school (if available)
    
  •  
    • ESEA Section 1111(h)(1)(C)(xiii)(I) Public postsecondary institutions
ALL, MREG, CWD, ELL, ECD   
  •  
    • ESEA Section 1111(h)(1)(C)(xiii)(II) Private and out-of-state postsecondary institutions
ALL, MREG, CWD, ELL, ECD   
  • ESEA Section 1111(h)(1)(C)(ix) Educator qualifications (number and percentage)
    
  •  
    • ESEA Section 1111(h)(1)(C)(ix)(I) Inexperienced teachers, principals, and other school leaders
High- and low- poverty schools   
  •  
    • ESEA Section 1111(h)(1)(C)(ix)(II) Teachers teaching with emergency/provisional credentials
High- and low- poverty schools   
  •  
    • ESEA Section 1111(h)(1)(C)(ix)(III) Teachers not teaching in subject/field of certification/licensure
High- and low- poverty schools   
  • ESEA Section 1111(h)(1)(C)(x) Per-pupil expenditures — actual personnel and actual non-personnel; for each LEA and each school
    
  •  
    • In aggregate
LEA and School   
  •  
    • Disaggregated
      • Federal
      • State/local
LEA and School   
  • ESEA Section 1003(i) Information on school improvement funds under ESEA section 1003 by LEA and school
    
  •  
    • Names of LEAs and schools receiving school improvement funds
Not applicable   
  •  
    • Amount of funds received by each school
Not applicable   
  •  
    • Types of strategies implemented in each school
Not aplicable   
  • ESEA Section 1111(h)(1)(C)(xii) State performance on the National Assessment of Educational Progress (NAEP) — mathematics and reading, grades 4 and 8

SEA:ALL, MREG, CWD, ELL, ECD 

LEA: All Statewide

   
  • ESEA Section 1111(h)(1)(C)(i)(V) Number and names of all schools identified for comprehensive support and improvement
Not applicable   
  • ESEA Section 1111(h)(1)(C)(i)(V) Number and names of all schools identified for targeted support and improvement and additional targeted support and improvement
Not applicable   
  • ESEA Section 1111(h)(1)(C)(i) A clear and concise description of the State's accountability system
Not applicable   
  •  
    • ESEA Section 1111(h)(1)(C)(i)(I) Minimum number of students (i.e., n-size) for use in accountability system
Not applicable   
  •  
    • ESEA Section 1111(h)(1)(C)(i)(II) Long-term goals
Not applicable   
  •  
    • ESEA Section 1111(h)(1)(C)(i)(II) Measurements of interim progress
Not applicable   
  •  
    • ESEA Section 1111(h)(1)(C)(i)(III) Indicators to meaningfully differentiate all public schools in the State
Not applicable   
  •  
    • ESEA Section 1111(h)(1)(C)(i)(IV) System for meaningful differentiation among schools
Not applicable   
  •  
    •  
      • ESEA Section 1111(h)(1)(C)(i)(IV)(aa) Specific weight of the accountability indicators
Not applicable   
  •  
    •  
      • ESEA Section 1111(h)(1)(C)(i)(IV)(bb) Method of differentiating all public schools
Not applicable   
  •  
    •  
      • ESEA Section 1111(h)(1)(C)(i)(IV)(cc) Method of identifying schools as consistently underperforming, including time period the State uses to determine consistent underperformance
Not applicable   
  •  
    •  
      • ESEA Section 1111(h)(1)(C)(i)(IV)(dd) Method of identifying schools for comprehensive support and improvement
Not applicable   
  •  
    • ESEA Section 1111(h)(1)(C)(i)(VI) Exit criteria established by the State for:
  1.  
    1.  
      1. schools identified for comprehensive support and improvement and
      2. schools identified for additional targeted support and improvement, including the number of years after which, if the exit criteria are not satisfied, in the case of Title I schools, such schools will be identified for comprehensive support and improvement
Not applicable   
  • ESEA Section 1111(h)(1)(C)(viii) Civil Rights Data Collection (CRDC) data
    
  •  
    • ESEA Section 1111(h)(1)(C)(viii)(I) School quality, climate, and safety
    
  •  
    •  
      • In-school suspensions
ALL, MREG, CWD, ELL, GEN   
  •  
    •  
      • Out-of-school suspensions
ALL, MREG, CWD, ELL, GEN   
  •  
    •  
      • Expulsions
ALL, MREG, CWD, ELL, GEN   
  •  
    •  
      • School-related arrests
ALL, MREG, CWD, ELL, GEN   
  •  
    •  
      • Referrals to law enforcement
ALL, MREG, CWD, ELL, GEN   
  •  
    •  
      • Chronic absenteeism (including excused and unexcused absences)
ALL, MREG, CWD, ELL, GEN   
  •  
    •  
      • Incidents of violence (including bullying and harassment)
ALL, MREG, CWD, ELL, GEN   
  •  
    • ESEA Section 1111(h)(1)(C)(viii)(II)(aa) Number of students enrolled in preschool programs
ALL, MREG, CWD, ELL, GEN   
  •  
    • ESEA Section 1111(h)(1)(C)(viii)(II)(bb) Number and percentage of students enrolled in accelerated coursework (e.g., Advanced Placement and International Baccalaureate courses and examinations, and dual or concurrent enrollment programs)
ALL, MREG, CWD, ELL, GEN   
Office of Elementary and Secondary Education (OESE)
Page Last Reviewed:
January 14, 2025