Report cards tell us something about a child’s learning.
This Report Card to the Public tells us something about Alaska’s system of public education. It is a useful, yet limited, resource for families, communities, and policy makers to determine if Alaska’s schools are working as well as they should for ALL students. The Report Card does not make a school or our system of public education effective or ineffective; it provides information about the system and leaves the responsibilities with you, Alaska’s families, to decide if it describes the system you wish to have.
This is not unlike individual student report cards. Those documents provide a limited description of how well a student is doing in school. In one sense, it is a call to action for the student, parents, and educators. A report card identifies learning that needs continued support, and learning that needs to be increased. A report card cannot improve a student’s learning on its own; it can only provide helpful information for those responsible for shepherding educational opportunities, including the student.
As you review this year’s Report Card, please take a moment to submit your “wish list” for future report cards. What information would be most helpful as you work with your local educators and others across Alaska to support effective schools? How can the Report Card best reflect the many innovative and successful education opportunities in our state, while also providing information to compare schools with other successful learning options? Your suggestions will be valuable as the work on a new, revised Report Card progresses. Suggestions can be emailed to deed.commissioner@alaska.gov.
Sincerely,
Dr. Michael Johnson, Commissioner
Alaska Department of Education & Early Development
2019-2020 Report Card to the Public
The closure of Alaska’s public school buildings in the Spring of 2020 has a substantial impact on the state’s accountability system and Alaska Report Cards for the 2019-2020 school year. Several sections on Alaska’s Report Card contain measures that use assessment data that will not be available or may be substantially limited this year.
The Reporting Plan for the 2019-2020 Alaska School, District, and State Report Cards outlines the data that will be reported publicly on the website and the data that will likely be accompanied with additional documentation. Measures primarily based on the spring state tests will not have data available this year.
Attendance, Graduation, and Dropout Rates
All Students
Attendance
Graduation
Dropout
Report Card Interpretation Guides
| Subgroup | Attendance Rate | Graduation Rate | Dropout Rate | 5 Year Cohort Graduation Rate |
|---|---|---|---|---|
| All Students | 94.73% | 79.04% | 2.75% | n/a |
| Male | 94.69% | 76.65% | 3.12% | n/a |
| Female | 94.78% | 81.55% | 2.36% | n/a |
| African American | 94.99% | 74.15% | 4.16% | n/a |
| Alaska Native/American Indian | 91.92% | 67.55% | 4.71% | n/a |
| Asian/Pacific Islander | 94.54% | 86.65% | 2.29% | n/a |
| Caucasian | 96.02% | 84.35% | 1.82% | n/a |
| Hispanic | 94.90% | 77.06% | 2.73% | n/a |
| Two or More Races | 94.55% | 75.32% | 2.93% | n/a |
| Economically Disadvantaged | 93.73% | 72.32% | 3.01% | n/a |
| Not Economically Disadvantaged | 95.64% | 83.97% | 2.52% | n/a |
| Students With Disabilities | 93.58% | 58.96% | 4.70% | n/a |
| Students Without Disabilities | 94.96% | 82.01% | 2.44% | n/a |
| English Learners | 92.68% | 67.71% | 4.11% | n/a |
| Migrant Students | 93.48% | 83.59% | 2.73% | n/a |
| Active Duty Parent/Guardian | 96.44% | 85.89% | 0.95% | n/a |
| Homeless | 90.49% | 58.38% | 7.49% | n/a |
| Foster Care | 94.09% | 53.98% | 5.32% | n/a |
Information on the Professional Qualifications of Educators
- Bachelors: 3971
- Masters: 3789
- Ed Specialist: 9
- Doctorate: 51
Additional information on teacher qualifications, including type of certification and college degree(s), is available from your school or district upon request. You may also request information on whether your child is provided service by paraprofessionals, and, if so, their qualifications.
Alaska's Equitable Access Plan to Excellent Educators
Teacher Quality
| Category | High-poverty Schools (State) | Low-poverty Schools (State) | All Schools (State) |
|---|---|---|---|
| Number of teachers who are inexperienced | 55.46 | 50.8 | 291.46 |
| Total number of teachers | 1040.12 | 2090.28 | 7464.84 |
| Percent of teachers who are inexperienced | 5.33 | 2.43 | 3.9 |
| Number of teachers who have emergency or provisional credentials** | N/A | N/A | N/A |
| Percentage of teachers who have emergency or provisional credentials** | N/A | N/A | N/A |
| Number teachers teaching out-of-field | 235.72 | 423.54 | 1480.04 |
| Total number of teachers | 1040.12 | 2090.28 | 7464.84 |
| Percentage of teachers teaching out-of-field | 22.66 | 20.26 | 19.83 |
** The percentage of teachers in the district teaching with an Emergency Teacher Certificate is N/A. Alaska does not issue emergency certificates to teachers.
Admin Quality
| Category | High-poverty Schools (State) | Low-poverty Schools (State) |
|---|---|---|
| Admin FTEs Inexperienced | 8.41 | 6.11 |
| Total FTEs Inexperienced | 117.81 | 137.15 |
| Percentage Inexperienced | 7.14 | 4.45 |
2017-2018 Civil Rights Data Collection (CRDC)
The Civil Rights Data Collection (CRDC) is a survey of all public schools and school districts in the United States. This is completed and managed by the United States Department of Education. This data is collected pursuant to section 203(c)(1) of the Department of Education Organization Act (20 U.S.C. 3413(c)(1)). The CRDC is a biennial (i.e., every other school year) survey required by the Department’s Office for Civil Rights (OCR).
The data in this report is from the 2017-2018 Civil Rights Data Collection, the most current data. This data can also be accessed on the CRDC Homepage.
Please note: This data was derived from publicly-available data files in which statistical disclosure limitation methods have been applied to reduce the risk of disclosure of individual student information.
| Category | Number of Children with Disabilities | Number of Children without Disabilities |
|---|---|---|
| Students who received one or more in-school suspensions. | 1327 | 4076 |
| Instances of out-of-school suspension. | 2918 | 6513 |
| Students who received an expulsion with educational services. | 8 | 23 |
| Students receiving a school-related arrest. | 2 | 6 |
| Students who were referred to a law enforcement agency or official. | 132 | 350 |
| Category | Number |
|---|---|
| Students absent 15 or more days during the school year | 35782 |
| Students enrolled in preschool programs | 3341 |
| Students enrolled in at least one Advanced Placement course | 4487 |
| Incidents of physical attack or fight with a firearm or explosive device | 3 |
| Incidents of physical attack or fight with a weapon | 42 |
| Incidents of physical attack or fight without a weapon | 1828 |
| Incidents of possession of a firearm or explosive device | 11 |
| Incidents of rape or attempted rape | 0 |
| Incidents of robbery with a firearm or explosive device | 0 |
| Incidents of robbery without a weapon | 14 |
| Incidents of sexual assault (other than rape) | 5 |
| Incidents of threats of physical attack with a firearm or explosive device | 17 |
| Incidents of threats of physical attack with a weapon | 25 |
| Incidents of threats of physical attack without a weapon | 322 |
| Allegations of harassment or bullying on the basis of disability | 48 |
| Allegations of harassment or bullying on the basis of race, color, or national origin | 162 |
| Allegations of harassment or bullying on the basis of religion | 33 |
| Allegations of harassment or bullying on the basis of sex | 246 |
| Allegations of harassment or bullying on the basis of sexual orientation | 98 |
The CRDC data is collected by the Federal Government based on a particular methodology and purpose that may not be clearly aligned with the school’s or district’s disciplinary procedures.
Download ExcelEnglish Learners Attaining English Proficiency
Each spring, districts are required to administer ACCESS for ELLs to all identified English learners in order to track student progress in achieving English language proficiency. Students are considered to have reached proficiency when they meet the exit criteria as established in Alaska Regulation 4 AAC 34.055.
| Number | Percent of assessed | |
|---|---|---|
| English learners who reached proficiency in 2021 | 423 | 7.92% |
| English learners who reached proficiency in 2020 | 409 | 3.17% |
| English learners who reached proficiency in 2019 | 322 | 2.27% |
| English learners who reached proficiency in 2018 | 319 | 2.18% |
| Subgroup | Number of Grads that Enrolled in Postsecondary Education in the Academic Year Following Graduation | Number of Grads that Did Not Enroll in Postsecondary Education in the Academic Year Following Graduation | Total Number of Grads | Postsecondary Enrollment Rate |
|---|---|---|---|---|
| All Students | 3373 | 5040 | 8413 | 40.09 |
| African American | 120 | 152 | 272 | 44.12 |
| Alaska Native/American Indian | 422 | 1270 | 1692 | 24.94 |
| Asian/Pacific Islander | 376 | 533 | 909 | 41.36 |
| Caucasian | 1921 | 2253 | 4174 | 46.02 |
| Hispanic | 204 | 377 | 581 | 35.11 |
| Two or More Races | 330 | 455 | 785 | 42.04 |
| Economically Disadvantaged | 957 | 2485 | 3442 | 27.8 |
| Students With Disabilities | 158 | 724 | 882 | 17.91 |
| English Learners | 99 | 583 | 682 | 14.52 |
In response to Novel Coronavirus Disease 2019 (COVID-19), the Alaska Department of Education and Early Development (DEED) submitted a request to the U.S. Department of Education (US ED) to waive certain requirements of the Elementary and Secondary Education Act (ESEA, section 1111) related to accountability and reporting requirements.
On March 23, 2020, US ED gave notification to DEED that the waiver would be approved. As a result, schools that were identified for support in the 2019-2020 school year maintained their identification status in the 2020-2021 school year. These identifications were based on data from the 2018-2019 school year.
In response to Novel Coronavirus Disease 2019 (COVID-19), the Alaska Department of Education and Early Development (DEED) has submitted a request to the U.S. Department of Education (US ED) to waive certain requirements of the Elementary and Secondary Education Act (ESEA, section 1111) related to assessment requirements.
On March 23, 2020, US ED gave notification to DEED that the waiver will be approved. As a result, spring 2020 administrations of the PEAKS content area assessments in Mathematics and English Language Arts were cancelled.
View 2018-2019 Performance Evaluation for Alaska’s Schools (PEAKS)
In response to Novel Coronavirus Disease 2019 (COVID-19), the Alaska Department of Education and Early Development (DEED) has submitted a request to the U.S. Department of Education (US ED) to waive certain requirements of the Elementary and Secondary Education Act (ESEA, section 1111) related to assessment requirements.
On March 23, 2020, US ED gave notification to DEED that the waiver will be approved. As a result, spring 2020 administrations of the Alaska Science Assessment were cancelled.
In response to Novel Coronavirus Disease 2019 (COVID-19), the Alaska Department of Education and Early Development (DEED) has submitted a request to the U.S. Department of Education (US ED) to waive certain requirements of the Elementary and Secondary Education Act (ESEA, section 1111) related to assessment requirements.
On March 23, 2020, US ED gave notification to DEED that the waiver will be approved. As a result, spring 2020 administrations of the Dynamic Learning Maps (DLM) alternate assessment were cancelled.
National Assessment of Educational Progress (NAEP)
The National Assessment of Educational Progress (NAEP): The National Assessment of Educational Progress (NAEP) is the only national test of what students know and can do. The No Child Left Behind Act of 2001 mandated state participation in NAEP reading and mathematics assessments in grades 4 and 8 every other year so that NAEP could serve as the common measure of student achievement.
NAEP does not test each fourth or eighth grader in the state. A representative sample of schools is chosen to participate in the NAEP. No NAEP individual results are given for students or schools; only statewide results are reported. NAEP scores can be used to compare Alaska to the nation and to other states.
NAEP assessments are designed to assess NAEP standards, also known as NAEP frameworks. NAEP does not assess students on the Alaska standards (grade level expectations). More information about the NAEP in Alaska
There are three achievement levels for each grade assessed by NAEP: Basic, Proficient, and Advanced. A fourth level, Below Basic, has no federal policy definition but is indicative of a lack of mastery. Proficient on the NAEP indicates students "have demonstrated competency over challenging subject matter." The following definitions apply to all subjects and all grades assessed by NAEP:
Achievement-Level Policy Definitions
- Basic
- Partial Mastery of prerequisite knowledge and skills that are fundamental for proficient work at each grade.
- Proficient
- Solid academic performance for each grade assessed. Students reaching this level have demonstrated competency over challenging subject matter, including subject-matter knowledge, application of such knowledge to real-world situations, and analytical skills appropriate to the subject matter.
- Advanced
- Superior performance.
| Advanced | Proficient | Basic | Below Basic | |||||
|---|---|---|---|---|---|---|---|---|
| Student Subgroup | National Public | Alaska | National Public | Alaska | National Public | Alaska | National Public | Alaska |
| All Students | 9% | 5% | 26% | 20% | 31% | 28% | 34% | 47% |
| White | 12% | 8% | 33% | 27% | 31% | 34% | 23% | 31% |
| Black | 3% | ‡ | 15% | ‡ | 30% | ‡ | 52% | ‡ |
| Hispanic | 4% | 3% | 19% | 18% | 32% | 31% | 45% | 48% |
| Asian/Pacific Islander | 20% | 5% | 34% | 16% | 26% | 27% | 19% | 52% |
| American Indian/Alaska Native | 3% | 1% | 16% | 8% | 31% | 16% | 50% | 75% |
| Two or More Races | 11% | 5% | 29% | 22% | 32% | 31% | 28% | 43% |
| Economically Disadvantaged | 3% | 2% | 18% | 12% | 31% | 24% | 47% | 62% |
| Students with Disabilities | 2% | 1% | 8% | 4% | 17% | 9% | 73% | 85% |
| English Learners | 1% | 1% | 8% | 7% | 25% | 21% | 65% | 71% |
| Advanced | Proficient | Basic | Below Basic | |||||
|---|---|---|---|---|---|---|---|---|
| Student Subgroup | National Public | Alaska | National Public | Alaska | National Public | Alaska | National Public | Alaska |
| All Students | 4% | 2% | 29% | 21% | 39% | 40% | 27% | 37% |
| White | 5% | 3% | 37% | 30% | 39% | 43% | 18% | 24% |
| Black | 1% | # | 14% | 12% | 39% | 44% | 46% | 44% |
| Hispanic | 2% | 1% | 20% | 18% | 41% | 45% | 37% | 37% |
| Asian/Pacific Islander | 12% | 1% | 42% | 19% | 31% | 40% | 15% | 40% |
| American Indian/Alaska Native | 1% | 1% | 18% | 8% | 40% | 29% | 41% | 62% |
| Two or More Races | 5% | 2% | 32% | 23% | 39% | 47% | 24% | 28% |
| Economically Disadvantaged | 1% | 1% | 18% | 12% | 41% | 37% | 40% | 50% |
| Students with Disabilities | # | # | 6% | 3% | 25% | 21% | 68% | 76% |
| English Learners | # | # | 4% | 1% | 24% | 13% | 72% | 87% |
| Advanced | Proficient | Basic | Below Basic | |||||
|---|---|---|---|---|---|---|---|---|
| Student Subgroup | National Public | Alaska | National Public | Alaska | National Public | Alaska | National Public | Alaska |
| All Students | 9% | 5% | 32% | 28% | 40% | 40% | 19% | 27% |
| White | 12% | 9% | 40% | 40% | 37% | 40% | 11% | 12% |
| Black | 2% | 2% | 18% | 20% | 45% | 50% | 35% | 28% |
| Hispanic | 3% | 4% | 24% | 23% | 45% | 42% | 27% | 32% |
| Asian/Pacific Islander | 26% | 2% | 40% | 20% | 25% | 48% | 9% | 31% |
| American Indian/Alaska Native | 4% | 2% | 20% | 11% | 43% | 31% | 33% | 56% |
| Two or More Races | 10% | 3% | 34% | 28% | 39% | 47% | 16% | 22% |
| Economically Disadvantaged | 3% | 3% | 23% | 17% | 45% | 39% | 29% | 41% |
| English Learners | 1% | 1% | 15% | 12% | 43% | 35% | 41% | 51% |
| Students with Disabilities | 2% | 2% | 12% | 11% | 31% | 28% | 54% | 59% |
| Advanced | Proficient | Basic | Below Basic | |||||
|---|---|---|---|---|---|---|---|---|
| Student Subgroup | National Public | Alaska | National Public | Alaska | National Public | Alaska | National Public | Alaska |
| All Students | 10% | 7% | 24% | 22% | 35% | 34% | 31% | 37% |
| White | 13% | 11% | 31% | 30% | 36% | 37% | 20% | 22% |
| Black | 2% | # | 11% | 9% | 33% | 32% | 53% | 59% |
| Hispanic | 4% | 4% | 16% | 22% | 37% | 36% | 43% | 37% |
| Asian/Pacific Islander | 31% | 7% | 30% | 18% | 24% | 31% | 14% | 44% |
| American Indian/Alaska Native | 3% | 1% | 12% | 10% | 36% | 29% | 49% | 60% |
| Two or More Races | 12% | 9% | 26% | 22% | 35% | 38% | 27% | 31% |
| Economically Disadvantaged | 3% | 3% | 15% | 14% | 36% | 33% | 46% | 51% |
| English Learners | 1% | # | 4% | 2% | 22% | 15% | 72% | 83% |
| Students with Disabilities | 2% | # | 5% | 4% | 20% | 20% | 73% | 75% |