Have a question about Adequate Yearly Progress?
Let us help!

What is AYP and why is it so important? Adequate Yearly Progress, or AYP, is part of the federal No Child Left Behind Act (NCLB) of 2001. NCLB requires all public schools and school divisions to meet certain goals (called annual measurable objectives or AMOs) to determine if they are making "adequate progress" each year. In Virginia, these goals are determined by how students do on the Standards of Learning (SOL) tests in English/reading and mathematics, the number of students tested and student attendance or graduation rate.

What makes AYP different than previous measuring sticks? AYP looks at the performance of students in specific groups: students with disabilities, students who qualify for free or reduced meals, students learning the English language, white students, black students and Hispanic students. To make AYP, these students and subgroups of students must meet annual measurable objectives not only on specific tests, but in their participation in tests, and attendance or graduation rate. This is a new concept in educational measurement and one that keeps us focused on the progress of all children.

How is AYP determined? For 2004, individual schools must meet or exceed 35 goals or benchmarks to meet AYP, and school divisions must meet or exceed 29 goals to meet AYP. Attendance is key to making AYP. For a school or school division to make AYP, not only must 95% of its entire student population take the English/reading and math SOL tests, but 95% of each subgroup must as well. All students, and subgroups of students, must meet or exceed the annual goals. These goals are not the same. For example, in 2004, the state required 61% of all students and subgroups pass English/reading SOL tests, and that 59% of all students and subgroups pass math SOL tests. In addition, all elementary and middle school students, and subgroups of students, must have an average daily attendance of at least 94%, and all high school students and subgroups of high school students must have at least a 57% graduation rate. Missing a single one of those annual goals could result in a school or school division not making AYP.  

What is safe harbor? Even if a school or school division didn't meet the AMOs, it may make AYP if all students and subgroups of students meet minimum participation and student test scores overall or subgroup scores on SOL tests increase by at least 10%. This method of making AYP is called "safe harbor."

If a school didn't make AYP, is it considered failing? AYP is just one measure of progress for public schools.  Teachers and administrators are using this helpful data to determine where student and teacher support is most needed. Because of the way AYP is calculated, it is possible that a school be fully accredited and not make AYP.

What about Title 1 schools? Title I schools that don't make AYP for two consecutive years in the same subject area must notify parents before the school year begins and offer them the opportunity to transfer to another school not identified for improvement. In this category this year is Washington District Elementary School, which is developing a three-year school improvement plan. Only Title I schools must offer parents a choice. Other schools not making AYP for two consecutive years in the same subject area are required to develop or revise plans to increase student achievement.

Understanding Adequate Yearly Progress  (AYP)
a document by Virginia Department of Education, Di1vision of Policy and Communications which explains the NCLB law as it pertains to the Virginia Standards of Learning assessments.

Please visit the Virginia Department of Education web site for AYP data and other statistical information.

Glossary

AYP (Adequate Yearly Progress) – The minimum level of improvement that schools and school divisions must achieve each year.

AMOs (Annual Measurable Objectives) – The minimum percentage of students that must pass SOL tests in English/reading and math to make AYP.

NCLB – The No Child Left Behind Act requires 100% of students to be proficient in English/reading and math by 2013-14.

Subgroup – Major categories of students in the school division. AYP goals apply to these subgroups: students with disabilities, LEP or limited English proficient students, economically disadvantaged students and major racial/ethnic groups (white, black and Hispanic).

Title I – Federal funding program designed to help low-income students.

Transfer option or "choice"– Title I schools identified as needing improvement have to provide the option for students to transfer within the division to a school that has not been identified for improvement. Westmoreland County is required to provide transportation to those students.