Student-level growth, how student scores grow from one grade to the next between grades 4-8, will be included in the 2025 Dashboard in the “Informational Purposes” section. Although this information will not be used to determine if districts are eligible for Differentiated Assistance, the State Board of Education is committed to making it a full state indicator as part of the 2026 Accountability Work Plan.

The board also finalized the language that will be used to describe student-level growth for this performance indicator:

Science will continue to be included as a performance indicator on the 2025 Dashboard, however it will now have a performance level color assigned. Science will not be counted towards districts being evaluated for Differentiated Assistance at this time.

The board also approved the inclusion of AP courses with a C- or better as part of the College/Career Indicator on the Dashboard. This change, which was supported by ACSA, would allow students who successfully pass at least two AP courses or at least two AP exams to be considered “prepared.” Currently, students must receive a score of 3 or higher on the two Advanced Placement exams in order to be considered “prepared.”

ACSA also supports the inclusion of the State Seal of Civic Engagement in the CCI. However, additional data collection is required, which the board approved.

“ACSA believes these improvements would allow thousands more students to be counted as ‘prepared’ on the CCI,” said ACSA Legislative Advocate Diana Vu, in comments sent to the state board. “These changes promote equity by recognizing the achievements of students who may face barriers to testing, while also valuing rigorous coursework and meaningful civic engagement. Together, these updates would create a more inclusive and accurate measure of college and career readiness.”

Other actions taken at the meeting include:

• The board approved removing wards of the court from the application-based Dashboard Alternative School Status (DASS) criteria and modified the “students who are credit deficient” criteria to only include students who are enrolled on or between August 16 and June 30 for qualification.
• The board approved for the Teacher Assignment Monitoring Outcome Data to be included on an LEA and school’s Dashboard, starting in 2025, as a “tile.”
• The board also approved modifying the differentiated assistance eligibility for Long-term English Learners under Priority 4 to only include “red” and “orange” on the English Learner Progress Indicator for the 2025 Dashboard. ELA and Math will no longer be used to calculate LTELs as part of DA.