[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-583906-105":3,"detail-sidebar-cat-0-en-105":81,"doc-detail-583906-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":74,"head_meta":76,"extra_data":78,"updated_unix":80},105,"en","academic-key-performance-indicators-revised-report-2023","ACADEMIC KEY PERFORMANCE INDICATORS - REVISED REPORT 2023","","Revised report 2023 for the Council of the Great City Schools presents updated Academic Key Performance Indicators (KPIs) using data for school year 2021-22. It explains the feasibility and validity of developing academic KPIs, collecting consistent district data, and producing insights for academic performance and student achievement. The report outlines the KPI domains and includes guidance for district-level analysis such as disaggregation, trend review, and variable combinations, with a companion online dashboard for further comparisons.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/academic-key-performance-indicators-revised-report-2023/583906/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/academic-key-performance-indicators-revised-report-2023/583906.png","ImageObject",300,407,{"name":42,"@type":43},"\tCallum ","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",7,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What is the purpose of the Academic Key Performance Indicators report (revised 2023)?","Question",{"text":63,"@type":64},"It presents updated academic KPI data for 2021-22 and supports district self-analysis by enabling comparisons, disaggregation, and trend inspection. It also documents how the indicators were developed and validated across urban school districts.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"How were the Academic KPIs developed and tested across districts?",{"text":68,"@type":64},"Council staff used a three-phase process, including initial development, a small pilot in eight districts, and a final assessment of viability for comparable indicators across all member districts. Advisory groups helped draft the academic and cost indicators before refinement and piloting.",{"name":70,"@type":61,"acceptedAnswer":71},"Which academic performance areas does the report focus on?",{"text":72,"@type":64},"The report covers Pre-K enrollment relative to Kindergarten enrollment, Algebra I completion (by grade 9), ninth-grade course failures, ninth graders with B-average GPA or better, absentee and suspension rates, instructional days missed, AP participation and pass rates, and four-year graduation rates.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},583906,1792171837,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,101,106,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":93,"show_sort_weight":94,"slug":95},"Exam",70,"exam",{"id":97,"doc_module":4,"doc_module_name":25,"category_name":98,"show_sort_weight":99,"slug":100},5,"Comic",60,"comic",{"id":102,"doc_module":4,"doc_module_name":25,"category_name":103,"show_sort_weight":104,"slug":105},6,"Technology",50,"technology",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},"Healthcare",40,"healthcare",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},8,30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":97,"slug":129},19,"General","general",{"code":4,"msg":82,"data":131},{"doc_id":79,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":111,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":139,"language":140,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":12,"update_tm":144,"read_time":145,"preview_page_count":4},137451211410,"https://ap-avatar.wpscdn.com/avatar/2000bb0a9246f588df?x-image-process=image/resize,m_fixed,w_180,h_180&k=1786362646172706240","ACADEMIC KEY  \nPERFORMANCE INDICATORS  \n[www.cgcs.org](www.cgcs.org)  \nREVISED  \nREPORT 2023  \nAcademic Key Performance Indicators  \nBy the  \nCouncil of the Great City Schools  \nBrian Garcia Chester Holland, PhD Akisha Osei Sarfo, PhD Ray Hart, PhD  \nNovember 2023  \nCONTENTS  \nContents iii Introduction 1  \nMethodology and Analysis 2  \nElementary Achievement Indicators 5  \nPre-K as a Percent of Kindergarten Enrollment 6  \nSecondary Achievement Indicators 23  \nNinth-Grade Course Failures 24  \nNinth Grade Students with B Average GPA or Better 40  \nAlgebra I/Integrated Math I by Grade Nine 56  \nAdvanced Placement Course Enrollment 72  \nAdvanced Placement Exam Scores Three or Higher 88  \nFour-Year Graduation Rates 104  \nAttendance Indicators 121  \nDiscipline Indicators 155  \nOut-of-School Suspensions 156  \nNumber of Instructional Days Missed 172  \nAppendix B. Council of the Great City Schools 189  \nINTRODUCTION  \nOver the years, the nation’s large urban school districts have consistently learned from the progress of their peer districts across the country. Great City School districts that have embraced the challenge of educating America’s urban children have recognized the value of benchmarking their performance and growth against the progress of others.  \nIn 2002, the board of directors ofthe Council of the Great City Schools (Council) authorized what became known as the Performance Measurement and Benchmarking Project to develop and implement key performance indicators across the member school districts in operations, business services, finances, human resources, and technology. These performance indicators in operations have evolved over the years and are now reported annually by the Council in its Managing for Results in America’s Great City Schools series. However, one critical element was not included in these annual reports: academic performance.  \nIn the same year, 2002, six member districts of the Council began participating voluntarily in the Trial Urban District Assessment (TUDA) of the National Assessment of Educational Progress. The purpose of this participation was to gauge performance across state lines, compare progress, and ascertain what reforms seemed to be working. In 2022, 26 Council member districts participated in TUDA. Of course, not all Council member districts are eligible for TUDA, and TUDA results do not provide all the academic comparisons that member districts would like to make.  \nBecause of that information gap, the board of directors took the next step in authorizing the development of Academic Key Performance Indicators (KPIs) in October 2014. To put the board’s wishes into place, teams of educators from Council member districts came together to begin drafting initial indicators in general instruction, special education, English language learners, and a number of academic cost indicators. A lengthy list of potential indicators developed by the teams was refined and narrowed to a smaller set for piloting in 2015. Eight member districts participated in the pilot.  \nBased on the pilot, data-collection surveys and the indicators themselves were further refined, and all Council member districts were asked to participate in a full-scale pilot of the Academic Key Performance Indicators in 2016. A third pilot was conducted in 2017 and included the collection of data across three school years. The 2023 report presents an updated set of data for school year 2021-22. This report presents several different ways that member districts can analyze the data themselves by disaggregating results, showing trends, and combining variables. The companion online dashboard has been updated with the most recent data allowing districts to conduct several comparisons and analysis beyond what is presented in this report. To access this system, [go to www.edwires.org](go to www.edwires.org).  \nThis report focuses on the data collection and analysis of the following Academic KPIs:  \n• Pre-K enrollment relative to Kindergarten e","cbCaigWUW9pP8bWt","https://ap.wps.com/l/cbCaigWUW9pP8bWt","pdf",2611320,196,"English","# Introduction\n## Background and purpose\n# Methodology and Analysis\n## Developing the KPIs\n# Elementary Achievement Indicators\n# Secondary Achievement Indicators\n# Attendance Indicators\n# Discipline Indicators\n# Appendix","[{\"question\":\"What is the purpose of the Academic Key Performance Indicators report (revised 2023)?\",\"answer\":\"It presents updated academic KPI data for 2021-22 and supports district self-analysis by enabling comparisons, disaggregation, and trend inspection. It also documents how the indicators were developed and validated across urban school districts.\"},{\"question\":\"How were the Academic KPIs developed and tested across districts?\",\"answer\":\"Council staff used a three-phase process, including initial development, a small pilot in eight districts, and a final assessment of viability for comparable indicators across all member districts. Advisory groups helped draft the academic and cost indicators before refinement and piloting.\"},{\"question\":\"Which academic performance areas does the report focus on?\",\"answer\":\"The report covers Pre-K enrollment relative to Kindergarten enrollment, Algebra I completion (by grade 9), ninth-grade course failures, ninth graders with B-average GPA or better, absentee and suspension rates, instructional days missed, AP participation and pass rates, and four-year graduation rates.\"}]","ACADEMIC KEY PERFORMANCE INDICATORS - REVISED REPORT 2023 | PDF",1792048919,494]