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| | 2021-22 State Report Card | |
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| | | | | Licensed K-12 Staff & Paraprofessionals: | | | | | | | | | |
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| | | Montana Accountability System | As required under the Every Student Succeeds Act (ESSA), Montana developed an accountability system to meaningfully differentiate schools by the support needed. Schools are identified as one of the following:
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| | Due to rounding, percentages on each page may not add up to 100%. An asterisk ( * ) indicates that number has been suppressed for student privacy and security reasons (Privacy & Security Details) or the data was either not available or could not be reported. For more information about why data may not be available or reported, visit the Report Card Information page. | |
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| |  Click here for more detail about Accountability |
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| | Student Achievement Scores |
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| | Student Achievement Progress Scores | |
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| | | | % of students showing progress in Reading | | % of students showing progress in Mathematics | | % of English Learners showing progress toward English proficiency | | | | | | | | | |
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| | | | | | | | | | | | | % of students graduating high school in four years | | % of students who are college or career ready | | | | | | | | | |  Click for more information | |  Click for more information | | | | |
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| | | | % of students with at least 95% attendance for the entire school year |
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| % Students Showing Progress on the EL Assessment | | | |
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|  Click for more information on Attendance | |
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| |  Click here for details on Educator Qualifications (inexperienced educators, emergency provisional licenses, educators working out of field) |
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| | School Quality, Climate, and Safety |
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|  Click here for details on Montana Civil Rights Data Collection |
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| |  Click here for more details on Per Pupil Expenditures | |
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| | | | | | | | | | | | | Comprehensive Support & Improvement Schools receive funding to support academic and systems change. As part of the schools’ continuous improvement cycle, improvement strategies are tailored to the specific needs of the students, schools, and community. The ESSA Plan requires that these schools identify the specific strategies for which funds were used. Comprehensive Schools receiving school improvement funds were identified in 2018. Funds were used to implement strategies in 2018-2019. | | | | | | | |
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| | | | | | | | National Assessment of Educational Progress (NAEP) | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | American Indian or Alaskan Native | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | Black or African American | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | Native Hawaiian or Other Pacific Islander | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | |
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