How were the “starting points” and performance targets established?
The NCLB Act is very prescriptive with regard to how this is to be done very little flexibility is afforded to states. The same process was used to establish starting points for reading and math. To determine the starting points for reading and mathematics, the 2002 assessment data was analyzed. First, the percent proficient in the school enrolling the 20th percentile of students was determined for reading and math. The percent proficient for reading and math was 40.86% and 39.68%, respectively. Second, the percent proficient of the lowest performing subgroup in reading was determined to be 24.1%for limited English proficient students. For math, the percent proficient of the lowest performing subgroup was determined to be 30.3% for individuals with disabilities. The starting points required under NCLB are the higher of the values of the two methods. Therefore, the State Board of Education in 2002 adopted use of the second methodology and in early 2003 adopted 40% proficient as the star
