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Hawaii State School Readiness Assessment
The school, complex areas, and State reports provide information on kindergarten children's readiness to succeed in school and on the schools' readiness to support their learning.
The assessment instruments were developed by the School Readiness Task Force, in partnership with the Department of Education, Kamehameha Schools and Good Beginnings Alliance.
School results, especially those of Title I schools, will be useful for school improvement plans and for school transition plans for entering kindergartners.
The results of the assessment are published in reports for the state, complexes, and schools. Reports include the following:
- Summary of Schools' Early Education Profile Offers background information on elementary schools and the school's early childhood policies and practices.
- Summary of Kindergarten Class Profile Shows the proportion of entering kindergarten children who consistently display key characteristics and skills considered important to successful early learning experiences.
- Benchmark Shows how many kindergarten classes consistently display key skills and characteristics and how many schools have well established early childhood policies and procedures.
No Child Left Behind
The No Child Left Behind Act (NCLB) of 2001 is a federal law requiring elementary and secondary schools to demonstrate proficiency and progress according to accountability standards set by the state and approved by the U.S. Department of Education.
The law requires states to implement an accountability system and report on performance measures related to Adequate Yearly Progress (AYP) in math and reading, participation and proficiency, graduation/retention rates, as well as other educational indicators, such as teacher qualification.
To meet reporting requirements set forth by the law, the DOE publishes comprehensive reports annually, reflecting performance at both the state and individual school level.
School Quality Survey
The School Quality Survey (SQS) is a DOE-administered survey that asks teachers, students, and parents for their opinions of school quality. Schools may find survey results useful when developing self-reports for accreditation and standards implementation.
The SQS includes five forms: teacher, parent, and elementary, middle/intermediate, and high school students. Each of these five forms contains approximately 45 items.
The SQS is administered to all DOE schools that request surveys.
School Status & Improvement Report
One of several major accountability reports produced annually by the DOE, the School Status & Improvement Report (SSIR) addresses standard-based education reporting requirements in 302A-1004, Hawaii Revised Statutes.
The DOE prepares an individual SSIR for each school. Each school report contains a description of the school and its setting, a summary of school improvement progress, available resources, and vital signs on school performance.
All individual school reports contain the following:
- School Setting - Describes the student population and the school community.
- School Improvement - Summarizes progress made in accomplishing school improvement goals.
- School Resources - Includes teacher credentials, staffing levels as well as the adequacy of school facilities.
- Vital Signs - Includes School Quality Survey (SQS) results, student conduct, test results, dropouts, and graduation/retention rates.
School Status & Improvement Report
School Year:
Trend Report: Educational & Fiscal Accountability
The Trend Report: Educational and Fiscal Accountability provides three years of trend data on school, complex, and State performance at selected benchmark grade levels with performance indicators in areas relating to student achievement, safety and well being, and civic responsibility.
These reports are designed to present trend data information to the public in a concise two-page format for each complex and school.