The CCRPI is Georgia’s statewide accountability system, implemented last year to replace the No Child Left Behind Adequate Yearly Progress measurement, after the U.S. Department of Education granted Georgia’s waiver from measurement in 2012. It measures schools and school districts on an easy-to-understand 100-point scale, helping parents and the public to better understand how schools are performing in a more comprehensive manner than the pass/fail system previously in place under AYP.
“The College and Career Ready Performance Index uses a variety of metrics that are more meaningful in measuring school performance,” Superintendent Robert Avossa said in a statement. “It’s also aligned with our strategic goals of improving graduation rates and preparing students for college or the workforce, showing a statewide commitment toward preparing our students for the future.”
Using 2012-13 data, the CCRPI measures schools and school districts on a 100-point scale.
Fulton County experienced gains at every level in 2013. Although some aspects of school performance were slightly behind the state in 2012, increases were seen in 2013.
Fulton County’s overall district score, 77.5, exceeds the state score of 75.8 by 1.7 points. High school scores, 77.8, exceed the state score of 72.0 by 5.8 points and middle school scores, 75.2, exceed the state score of 72.0 by 0.2 points.
In addition, 47 of 104 schools measured scored 80 or above on the new index, with 31 schools of those schools earning scores in the 90s or higher.
Five schools made scores of 95 or better — Shakerag Elementary School, 95.0, Abbott Hill Elementary School, 95.1, Fulton Sunshine Charter Elementary, 95.6, Webb Bridge Middle School, 95.8, and Medlock Bridge Elementary school, 97.4.
A school and district’s overall score is made up of three major areas: Achievement, with 60 points possible, Progress, 25 points possible, and Achievement Gap, 15 points possible.
In addition to the three major areas, some schools receive Challenge Points to add to their score. They receive these points if they have a significant number of economically disadvantaged students, English language learner students, and students with disabilities meeting expectations.