What are the AMOs?
The US Department of Education (USED) requires states to establish ambitious but achievable AMOs in reading and mathematics proficiency and in graduation and attendance rates, and to publicly report performance on the AMOs. Using 2011-12 data, AMOs were set to move all schools in the state to the level of those schools currently performing at the 90th percentile within six years. That is, by 2016-17, the expectation is for all schools to have all student groups reach about 50% reading proficiency and 65% mathematics proficiency or higher.
These AMOs reflect the higher college and career ready cut scores established in Wisconsin’s waiver request for ESEA Flexibility.
The AMOs expect an increase of 1% or more in proficiency rates annually. This assures that the top-performing subgroups continue to make progress. The six-year targets of 49.9% proficiency in reading and 65.3% proficiency in mathematics reflect dramatic increases in performance for most subgroups.
|Annual Increase||Wisconsin Reading Proficiency AMOs|
|Asian or Pacific Islander||3.3%||30.2%||33.5%||36.8%||40.1%||43.4%||46.7%||50.0%|
|Black not Hispanic||6.2%||12.6%||18.8%||25.0%||31.2%||37.4%||43.6%||49.8%|
|White not Hispanic||1.4%||41.6%||43.0%||44.4%||45.8%||47.2%||48.6%||50.0%|
|Students with Disabilities||6.0%||13.8%||19.8%||25.8%||31.8%||37.8%||43.8%||49.8%|
|English Language Learners||6.7%||9.6%||16.3%||23.0%||29.7%||36.4%||43.1%||49.8%|
|Annual Increase||Wisconsin Mathematics Proficiency AMOs|
|Asian or Pacific Islander||2.8%||48.4%||51.2%||54.0%||56.8%||59.6%||62.4%||65.2%|
|Black not Hispanic||8.0%||17.4%||25.4%||33.4%||41.4%||49.4%||57.4%||65.4%|
|White not Hispanic||2.0%||53.5%||55.5%||57.5%||59.5%||61.5%||63.5%||65.5%|
|Students with Disabilities||7.4%||20.8%||28.2%||35.6%||43.0%||50.4%||57.8%||65.2%|
|English Language Learners||6.9%||24.0%||30.9%||37.8%||44.7%||51.6%||58.5%||65.4%|
A group’s performance compared to its AMO is measured by the higher of (1) the proficiency rate in the current year; or (2) the average proficiency rate in the current year and the prior year. A cell size of 20 and a 95 percent confidence interval are applied to determine whether or not an AMO is met.
Wisconsin uses the graduation rate goal of 85 percent. Separate graduation rate improvement targets are used for the four- and six-year rates. A school meets the graduation rate AMO for graduation if (1) the graduation rate for the most recent year, or for the most recent two years combined, meets the 85 percent goal; or (2) the improvement in graduation rate meets the applicable target. DPI will first evaluate whether a school met the goal or target for the four-year rate. If it does not, the school will be evaluated using the six-year rate. In 2011-12, the first year of this accountability system, a five-year rate will be used in place of the six-year rate for the initial year only because Wisconsin will not have enough data to run a six-year rate until 2012-13.
The graduation targets for AMO determinations beginning with those based on 2011-12 assessment results are:
|Graduation Rate||Four-Year Graduation Rate
|Six-Year Graduation Rate
|60% to 85%||2 percentage points||5 percentage points|
|Less than 60%||5 percentage points||5 percentage points|
For a school, a group’s performance compared to its AMO is measured by the higher of the four- or six-year cohort graduation rates for that group. (As with other graduation components of this system, for the first year a five-year cohort rate will be used in place of the six-year rate.) A cell size of 20 and a 95 percent confidence interval will be applied to determination of whether or not an AMO was missed.
An attendance rate AMO is applied when the graduation rate AMO is not applicable. A school meets the attendance rate AMO if (1) the attendance rate is 85.0% or above in the most recent year or (2) there is a 0.1% gain in attendance rate. The attendance rate AMO is applied to the all students group only. A cell size of 20 is applied.
How will AMOs be reported?
USED requires states to establish ambitious but achievable AMOs in reading, mathematics, and graduation and to publicly report performance on each. AMO data will be reported publicly on school report cards beginning for the 2011-12 school year. AMOs are part of Wisconsin’s accountability system, but they are not used to calculate the accountability scores that determine ratings and support. In other words, AMOs are not factored into the accountability index.
How can AMOs be used by schools?
Since schools receive a school report card and the AMOs are included in the school report card data, schools can readily gauge progress with their students and specific student groups using school report card data. Schools can pinpoint how much progress their students and each student group will need to make by 2016-17, potentially establishing multi-year improvement plans to use as a focal point.
For those Title I schools that were identified as Title I Priority or Title I Focus schools, AMOs are used as part of the exit criteria from those identifications (a four-year cohort). As such, these schools will want to pay particular attention to the progress of student groups each year of the cohort.
AMOs are also used as part of the accountability for English Language Learners under ESEA Title III so schools will want to track the progress of their English learner population.
What if our school misses the AMOs?
For any Title I school that fails to meet the AMOs, they may access support – including the Title I Network and the Spotlight Schools program. More details on support for schools missing AMOs can be found here: http://titleone.dpi.wi.gov/t1_missed_amos.