Chapter 3301-28 | Local Report Card

Rule 3301-28-01 | Definitions.

• Effective: June 16, 2022
• Promulgated Under: 119.03

The following definitions apply to this chapter unless otherwise defined in Chapter 3302. of the Revised Code:

(A) "Report Card" means the report on the performance of each school district and school that is released after each school year. The report card contains the performance measures outlined in this chapter and in accordance with section 3302.03 of the Revised Code. Beginning with the report card released for the 2021-2022 school year, the report card will include rated components. Beginning with the report card released for the 2022-2023 school year, the report card will include rated components and an overall rating.

(B) "Performance measure" means an individual metric used to evaluate a specific aspect of the performance of a school district or school.

(C) "Component" refers to a grouping of performance measures that evaluate a similar aspect of the performance of a school district or school.

(D) "Overall rating" has the same meaning as in division (F)(2) of section 3302.03 of the Revised Code.

(E) " Benchmark" is a specific level of performance against which an outcome or set of outcomes are evaluated and/or measured.

(F) "Chronic absenteeism indicator" has the same meaning as in division (A)(3) of section 3302.02 of the Revised Code.

(G) "Effect size" means a composite measure of academic growth relative to the mean of the state as a whole that reflects the amount of academic growth of the school or district.

(H) "English learner proficiency indicator" refers to the performance measure established in division (D)(3)(a)(iii) of section 3302.03 of the Revised Code.

(I) "Four-year adjusted cohort graduation rate" has the same meaning as in division (G)(1) of section 3302.01 of the Revised Code.

(J) "Five-year adjusted cohort graduation rate" has the same meaning as in division (G)(2) of section 3302.01 of the Revised Code.

(K) "Growth index" means a composite measure of statistical significance that reflects the reliability of the data to indicate the academic growth of the school or district in relation to the state as a whole.

(L) "Gifted performance indicator" refers to the indicator established in division (A)(2) of section 3302.02 of the Revised Code.

(M) "Gifted performance index" refers to the element of the gifted performance indicator as described in division (A)(2)(a) of section 3302.02 of the Revised Code.

(N) "Gifted progress" refers to the element of the gifted performance indicator as described in division (A)(2)(b) of section 3302.02 of the Revised Code.

(O) "Gifted identification and services" refers to the elements of the gifted performance indicator as described in divisions (A)(2)(c) and (A)(2)(d) of section 3302.02 of the Revised Code.

(P) "Subgroup" has the same meaning as in division (B) of section 3302.01 of the Revised Code.

(Q) "Subgroup graduation targets" refers to the performance measure established in division (D)(3)(a)(iv) of section 3302.03 of the Revised Code and targets established in Ohio's Every Student Succeeds Act state plan that was approved by the United States department of education.

(R) "Subgroup achievement targets" refers to the performance measure established in division (D)(3)(a)(v) of section 3302.03 of the Revised Code and targets established in Ohio's Every Student Succeeds Act state plan that was approved by the United States department of education.

(S) "Subgroup progress targets" refers to the performance measure established in division (D)(3)(a)(vi) of section 3302.03 of the Revised Code and targets established in Ohio's Every Student Succeeds Act state plan that was approved by the United States department of education.

Last updated June 16, 2022 at 7:27 AM

Supplemental Information

Authorized By: 3301.07, 3302.03
Amplifies: 3302.03
Five Year Review Date: 6/16/2027
Prior Effective Dates: 8/5/2013

Rule 3301-28-02 | Gap closing component and measures.

• Effective: June 16, 2022
• Promulgated Under: 119.03

(A) Beginning with the report card released for the 2021-2022 school year, the report card will include a rated gap closing component. The rating for this component will be assigned in accordance with rule 3301-28-10 of the Administrative Code. Schools and districts can earn points toward the component for meeting performance thresholds on each applicable performance measure. The gap closing component will include the following performance measures:

(1) The gifted performance indicator, for which districts and schools may earn five points for meeting the gifted performance index element, five points for meeting the gifted progress element, and five points for meeting the gifted identification and services element;

(2) The chronic absenteeism indicator, for which districts and schools may earn five points;

(3) The English language proficiency indicator established by the department, for which districts and schools may earn five points;

(4) The subgroup graduation targets, for which districts and schools may earn one point for each subgroup enrolled in the district or school that meets the applicable target;

(5) The subgroup achievement targets in mathematics, for which districts and schools may earn one point for each subgroup enrolled in the district or school that meets the applicable target;

(6) The subgroup achievement targets in English language arts, for which districts and schools may earn one point for each subgroup enrolled in the district or school that meets the applicable target;

(7) The subgroup progress targets in mathematics, for which districts and schools may earn one point for each subgroup enrolled in the district or school that meets the applicable target;

(8) The subgroup progress targets in English language arts, for which districts and schools may earn one point for each subgroup enrolled in the district or school that meets the applicable target.

(B) Notwithstanding the foregoing provisions of this rule, subgroup data will not be included in a performance measure in the gap closing component if the subgroup includes data from fewer than fifteen students.

(C) The participation rate requirement for testing is ninety-five per cent. Any school or district with applicable subgroups that does not meet the requirement will receive a point reduction partially in proportion to how close the district or school was to meeting the rate requirement as described in division (D)(3)(a) of section 3302.03 of the Revised Code.

(D) If a measure does not apply to the school or district due to subgroup size or type of school, the points for that measure will not be included in the denominator of possible points.

(E) A community school will have a total possible maximum score of sixty points unless the community school elects to receive the gifted performance indicator in accordance with rule 3301-28-04 of the Administrative Code.

Last updated June 16, 2022 at 7:27 AM

Supplemental Information

Authorized By: 3301.07, 3302.03
Amplifies: 3302.03
Five Year Review Date: 6/16/2027
Prior Effective Dates: 8/5/2013

Rule 3301-28-03 | Achievement component and measure.

• Effective: June 16, 2022
• Promulgated Under: 119.03

(A) Beginning with the report card released for the 2021-2022 school year, the report card will include a rated achievement component using a performance index measure. This measure will be the only measure included in the achievement component rating and will use the performance index system described in division (A) of section 3302.01 of the Revised Code. The rating for this component will be assigned in accordance with rule 3301-28-10 of the Administrative Code.

(B) The performance index shall assign weights for each student's performance level on state assessments. Higher levels of achievement by a student will result in a higher weight for that student. The performance index measure for each district or building will be a percentage of the maximum performance index score established annually for districts and schools as described in division (D)(1)(c) of section 3302.03 of the Revised Code.

(C) Students who are advanced a grade in a tested subject area in accordance with a student acceleration policy adopted under section 3324.10 of the Revised Code and take the corresponding assessment shall receive the weight prescribed for the next higher performance level. The department shall assign the weight of 1.3 for a score in the assessment's highest performance level for students who are advanced a grade.

Last updated June 16, 2022 at 7:27 AM

Supplemental Information

Authorized By: 3301.07, 3302.03
Amplifies: 3302.03
Five Year Review Date: 6/16/2027

Rule 3301-28-04 | Gifted performance indicator.

• Effective: June 16, 2022
• Promulgated Under: 119.03

(A) Beginning with the report card issued for the 2021-2022 school year, the report card will include a gifted performance indicator in the gap closing component. The gifted performance indicator will include the following elements to indicate whether the gifted performance indicator is met:

(1) A gifted performance index;

(2) Gifted progress;

(3) Gifted identification and services.

(B)

(1) The gifted performance index element will measure the performance of students on state assessments, as measured by the performance index score described in section 3302.01 of the Revised Code, disaggregated for students identified as gifted.

(2) The performance benchmarks for the gifted performance index element will be phased in over three years using the following thresholds:

(a) For the 2021-2022 school year, schools will meet the performance benchmark if the school has at least ninety-five per cent of the possible performance index score using the gifted school level maximum score. For the 2021-2022 school year, districts will meet the performance benchmark if the school has at least ninety-five per cent of the possible performance index score using the gifted district level maximum score.

(b) For the 2022-2023 school year, schools will meet the performance benchmark if the school has at least 96.5 per cent of the possible performance index score using the gifted school level maximum score. For the 2022-2023 school year, districts will meet the performance benchmark if the school has at least 96.5 per cent of the possible performance index score using the gifted district level maximum score.

(c) For the 2023-2024 school year and each school year thereafter, schools will meet the performance benchmark if the school has at least 97.5 per cent of the possible performance index score using the gifted school level maximum score. For the 2023-2024 school year, districts will meet the performance benchmark if the school has at least 97.5 per cent of the possible performance index score using the gifted district level maximum score.

(C)

(1) The gifted progress element will be based on the value-added growth measure under section 3302.021 of the Revised Code, disaggregated for students identified as gifted.

(2) A district or school will meet the gifted progress element if the district or school would receive a three-star, four-star, or five-star rating for the progress component based solely on students identified as gifted. In making this calculation, the department will use the methodology adopted by the state board of education for assigning a rating for the progress component.

(D)

(1) The gifted identification and services element will measure both:

(a) The percentage of students in each grade level identified as gifted and disaggregated by traditionally underrepresented and economically disadvantaged students;

(b) The level of services provided to students as measured by the percentage of students provided services in each grade level and disaggregated by traditionally underrepresented and economically disadvantaged students.

For the purpose of this paragraph (D) of this rule, students will be considered traditionally underrepresented based on a representation index used by the department of education. The representation index will be a ratio calculated that shows the representation of students identified as gifted in the overall student population.

(2) ) The performance benchmarks for the gifted identification and services element will be phased in over three years using the following thresholds:

(a) For the 2021-2022 school year, school districts and schools will meet the performance benchmark if the district or school has at least sixty per cent of possible points of the gifted identification and services point matrix. The total possible points will not exceed one hundred forty points.

(b) ) For the 2022-2023 school year, school districts and schools will meet the performance benchmark if the district or school has at least seventy per cent of possible points of the gifted identification and services point matrix. The total possible points will not exceed one hundred forty points.

(c) For the 2023-2024 school year and each school year thereafter, school districts and schools will meet the performance benchmark if the district or school has at least eighty per cent of possible points of the gifted identification and services point matrix. The total possible points will not exceed one hundred forty points.

(3)

(a) For the purpose of measuring gifted identification and services for school districts under paragraph (D) of this rule, a district's points will be based on the following grade bands for superior cognitive and specific academic identification and services:

(i) Kindergarten and grades one and two;

(ii) Grades three, four, five, and six;

(iii) Grades seven and eight;

(iv) Grades nine, ten, eleven, and twelve.

(b) For the purpose of measuring gifted identification and services for school districts under paragraph (D) of this rule, a district's points will be based on a grade band of kindergarten through grade twelve for creativity, visual, or performing arts identification and services.

(c) For the purpose of measuring gifted identification and services for schools under paragraph (D) of this rule, a school's points will be based on a grade band of kindergarten through grade twelve for all types of gifted identification and services.

(E) Community schools established under Chapter 3314. of the Revised Code will not receive the gifted performance indicator for the 2021-2022 school year. Starting with the 2022-2023 school year, community schools that notify the department of education of the school's election to receive the gifted performance indicator and will then have the gifted performance indicator contribute to the schools' gap closing component rating.

(F) Within three years after the effective date of this rule, the department, in consultation with the state gifted advisory council, shall provide recommendations to the state board regarding the performance benchmarks established in this rule.

Last updated June 16, 2022 at 7:27 AM

Supplemental Information

Authorized By: 3301.07, 3302.03
Amplifies: 3302.03, 3302.01, 3302.021
Five Year Review Date: 6/16/2027
Prior Effective Dates: 1/1/2016

Rule 3301-28-05 | Graduation component and measures.

• Effective: June 16, 2022
• Promulgated Under: 119.03

(A) Beginning with the report card released for the 2021-2022 school year, the report card shall include a rated graduation component that includes performance measures for the four-year adjusted cohort graduation rate and five-year adjusted cohort graduation rate. These measures shall use the adjusted cohort graduation rate defined in section 3302.01 of the Revised Code. The rating for this component will be assigned in accordance with rule 3301-28-10 of the Administrative Code.

(B) The four-year adjusted cohort graduation rate shall be based on the percentage of students who earn a diploma within four years of entering the ninth grade for the first time. The five-year adjusted cohort graduation rate shall be based on the percentage of students who graduate within five years of entering ninth grade for the first time.

(C) The department will assign a rating to the graduation component but not the individual graduation rate measures.

Last updated June 16, 2022 at 7:27 AM

Supplemental Information

Authorized By: 3301.07, 3302.03
Amplifies: 3302.03
Five Year Review Date: 6/16/2027
Prior Effective Dates: 8/5/2013

Rule 3301-28-06 | Progress component and measures.

• Effective: June 16, 2022
• Promulgated Under: 119.03

(A) The value-added progress dimension uses assessment data from the assessments described in division (F) of section 3302.01 of the Revised Code over multiple years to determine if a school district or school is producing student academic progress. Up to three of years of data are used as described in division (D)(1)(d) of section 3302.03 of the Revised Code.

(B) The report card shall include a performance measure for the value-added progress dimension described in sections 3302.01 and 3302.021 of the Revised Code. Beginning with the 2021-2022 school year, the rated progress component of the report card includes the performance measure under the value-added progress dimension described in sections 3302.01 and 3302.021 of the Revised Code.

(C) For each school and district, a composite measure of statistical significance will be used that reflects the reliability of the data to indicate the academic progress of the school or district in relation to the state as a whole.

(1) In computing the value-added progress dimension for each school district and school, the department of education will use the growth index as a first step to reflect the reliability of the data to indicate the academic growth of the district or school in relation to the state as a whole.

(2) In computing the value-added progress dimension for each school district and school, the department will use the effect size as a second step to indicate the amount of academic growth of the district or school in relation to the state as a whole.

(3) The ratings for this component will use the results of the growth index and effect size in accordance with rule 3301-28-10 of the Administrative Code.

(D) The students included in the value-added measure for students identified as gifted will include students identified as gifted in superior cognitive ability and specific academic ability fields pursuant to Chapter 3324. of the Revised Code.

(E) In accordance with sections 3302.036, 3301.0711, 3301.0714, and 3319.321 of the Revised Code and the Family and Educational Rights and Privacy Act (FERPA) (January 2013), 20 U.S.C. 1232g, individual student test scores and individual student reports shall be made available only to a student's classroom teacher, other appropriate educational personnel, and the student's parent or guardian.

Last updated June 16, 2022 at 7:27 AM

Supplemental Information

Authorized By: 3301.07, 3302.021, 3302.03
Amplifies: 3302.021, 3302.03
Five Year Review Date: 6/16/2027
Prior Effective Dates: 5/26/2007, 8/5/2013, 3/26/2020

Rule 3301-28-07 | Early literacy component and measures.

• Effective: June 16, 2022
• Promulgated Under: 119.03

(A) Beginning with the 2021-2022 school year, the report card will include a rated early literacy component. This component includes performance measures regarding third-grade reading proficiency, progress in improving literacy in grades kindergarten through three, and the promotion of students to fourth grade. The rating for this component will be assigned in accordance with rule 3301-28-10 of the Administrative Code.

(B) The performance measure regarding third-grade reading proficiency will include the percentage of students in the district or school who score proficient or higher on the reading segment of the third grade English language arts assessment under section 3301.0710 of the Revised Code.

(C) The performance measure regarding progress in improving literacy in grades kindergarten through three will be determined based on the reduction in the total percentage of students scoring below grade level, or below proficient, compared from year to year on the reading segments of the diagnostic assessments administered under section 3301.0715 of the Revised Code, including the kindergarten readiness assessment, and the third grade English language arts assessment under section 3301.0710 of the Revised Code, as applicable. Notwithstanding the provisions of this rule, the performance measure regarding progress in improving literacy in grades kindergarten through three will not be included on the report card of a district or school in which less than ten percent of students have scored below grade level on the diagnostic assessment administered to students in kindergarten under division (B)(1) of section 3313.608 of the Revised Code.

(D) The performance measure regarding the promotion of students to fourth grade will be the percentage of students in a district or building who are promoted to fourth grade and not subject to retention under division (A)(2) of section 3313.608 of the Revised Code.

Last updated June 16, 2022 at 7:27 AM

Supplemental Information

Authorized By: 3301.07, 3302.03
Amplifies: 3302.03
Five Year Review Date: 6/16/2027

Rule 3301-28-08 | College, career, workforce, and military readiness component.

• Effective: July 1, 2025
• Promulgated Under: 119.03

(A) Beginning with the 2024-2025 school year, the report card will include a rated college, career, workforce, and military readiness component. The performance measure includes the percentage of students who demonstrate post-secondary readiness using any of the options described in division (D)(1)(j) of section 3302.03 of the Revised Code. The rating for this component will be assigned in accordance with rule 3301-28-10 of the Administrative Code.

(B) A district or building will not receive lower than a performance rating of three stars for the component if the district's or building's performance on the component meets or exceeds a level of improvement of fifteen per cent from the prior year.

Last updated July 1, 2025 at 9:06 AM

Supplemental Information

Authorized By: 3301.07, 3302.02, 3302.03
Amplifies: 3302.02, 3302.03, 3302.036
Five Year Review Date: 6/16/2027
Prior Effective Dates: 6/16/2022

Rule 3301-28-10 | Ratings for schools and districts.

• Effective: July 1, 2025
• Promulgated Under: 119.03

(A) Beginning with the 2024-2025 school year, and annually thereafter, the report card will include an overall rating and a rating for each of the gap closing, achievement, progress, graduation, early literacy, and college, career, workforce, and military readiness components.

(B) The overall rating will be calculated using the gap closing, achievement, progress, graduation early literacy, and college, career, workforce, and military readiness components. In cases where a school district or school has ratings for all six components, each component shall be weighted in accordance with division (D)(3)(g)(ii) of section 3302.03 of the Revised Code such that:

(1) The achievement component shall contribute twenty-five per cent towards the overall rating;

(2) The progress component shall contribute twenty-five per cent towards the overall rating.

(3) The graduation component shall contribute 12.5 per cent towards the overall rating.

(4) The gap closing component shall contribute 12.5 per cent towards the overall rating.

(5) The early literacy component shall contribute 12.5 per cent towards the overall rating.

Where a school or district does not have all six components, the applicable components will be weighted in accordance with the proportional adjustment of component weighting chart in appendix A to this rule.

(6) The college, career, workforce, and military readiness component shall contribute 12.5 per cent towards the overall rating.

(C) To calculate the overall performance rating, the cut scores of each applicable component will be converted to points in accordance with the conversion charts in appendix A to this rule. A school district or school will be assigned an overall performance rating according to the following performance benchmarks:

(1) A rating of five stars for a score of equal to or greater than 4.125 points;

(2) A rating of four and one-half stars for a score equal to or greater than 3.625 points but less than 4.125 points;

(3) A rating of four stars for a score equal to or greater than 3.125 points but less than 3.625 points;

(4) A rating of three and one-half stars for a score equal to or greater than 2.625 points but less than 3.125 points;

(5) A rating of three stars for a score equal to or greater than 2.125 points but less than 2.625 points;

(6) A rating of two and one-half stars for a score equal to or greater than 1.625 points but less than 2.125 points;

(7) A rating of two stars for a score equal to or greater than 1.125 points but less than 1.625 points;

(8) A rating of one and one-half stars for a score equal to or greater than 0.563 points but less than 1.125 points; and

(9) A rating of one star for a score less than 0.563 points.

(D) In cases where a school district or school has ratings for fewer than six components, the non-rated components shall not be included in the calculation and the percentages for the remaining rated components defined in paragraphs (B)(1) to (B)(6) of this rule shall be adjusted to maintain the same proportional weight within the calculation.

(E)

(1) Performance ratings for the achievement component will be assigned according to the following benchmarks:

(a) Five stars for a percentage of the maximum performance index score of greater than or equal to ninety per cent;

(b) Four stars for a percentage of the maximum performance index score greater than or equal to eighty per cent but less than ninety per cent;

(c) Three stars for a percentage of the maximum performance index score greater than or equal to seventy per cent but less than eighty per cent;

(d) Two stars for a percentage of the maximum performance index score greater than or equal to fifty per cent but less than seventy per cent;

(e) One star for a percentage of the maximum performance index score less than fifty per cent.

(2) The performance ratings for the achievement component will be described on the report card as follows:

(a) A five-star rating will be described as "significantly exceeds state standards in academic achievement";

(b) A four-star rating will be described as "exceeds state standards in academic achievement";

(c) A three-star rating will be described as "meets state standards in academic achievement";

(d) A two-star rating will be described as "needs support to meet state standards in academic achievement";

(e) A one-star rating will be described as "needs significant support to meet state standards in academic achievement."

(F)

(1) Performance ratings for the progress component will be assigned according to the following benchmarks for districts:

(a) Five stars for a growth index of at least 2 and effect size of at least 0.1;

(b) Four stars for a growth index of at least 2 and effect size of less than 0.1;

(c) Three stars for a growth index greater than or equal to -2 but less than 2;

(d) Two stars for a growth index of less than -2 and effect size of at least -0.1;

(e) One star for a growth index less than -2 and effect size of less than -0.1.

(2) Performance ratings for the progress component will be assigned according to the following benchmarks for schools:

(a) Five stars for a growth index of at least 2 and effect size of at least 0.2;

(b) Four stars for a growth index of at least 2 and effect size of less than 0.2;

(c) Three stars for a growth index greater than or equal to -2 but less than 2;

(d) Two stars for a growth index of less than -2 and effect size of at least -0.2;

(e) One star for a growth index less than -2 and effect size of less than -0.2.

(3) The performance ratings for the progress component will be described for school districts on the report card as follows:

(a) A five-star rating will be described as "significant evidence that the district exceeded student growth expectations by a larger magnitude";

(b) A four-star rating will be described as "significant evidence that the district exceeded student growth expectations";

(c) A three-star rating will be described as "evidence that the district met student growth expectations";

(d) A two-star rating will be described as "significant evidence that the district fell short of student growth expectations";

(e) A one-star rating will be described as "significant evidence that the district fell short of student growth expectations by a larger magnitude."

(4) The performance ratings for the progress component will be described for schools on the report card as follows:

(a) A five-star rating will be described as "significant evidence that the school exceeded student growth expectations by a larger magnitude";

(b) A four-star rating will be described as "significant evidence that the school exceeded student growth expectations";

(c) A three-star rating will be described as "evidence that the school met student growth expectations";

(d) A two-star rating will be described as "significant evidence that the school fell short of student growth expectations";

(e) A one-star rating will be described as "significant evidence the school fell short of student growth expectations by a larger magnitude."

(G)

(1) Performance ratings for the gap closing component will be assigned according to the following benchmarks:

(a) Five stars for a percentage greater than or equal to sixty per cent of applicable points earned;

(b) Four stars for a percentage greater than or equal to forty-five per cent but less than sixty per cent of applicable points earned;

(c) Three stars for a percentage greater than or equal to thirty per cent but less than forty-five per cent of applicable points earned;

(d) Two stars for a percentage greater than or equal to ten per cent but less than thirty per cent of applicable points earned;

(e) One star for a percentage less than ten per cent of applicable points earned.

(2) The performance ratings for the gap closing component will be described on the report card as follows:

(a) A five-star rating will be described as "significantly exceeds state standards in closing educational gaps";

(b) A four-star rating will be described as "exceeds state standards in closing educational gaps";

(c) A three-star rating will be described as "meets state standards in closing educational gaps";

(d) A two-star rating will be described as "needs support to meet state standards in closing educational gaps";

(e) A one-star rating will be described as "needs significant support to meet state standards in closing educational gaps."

(H)

(1) The performance on each measure under paragraphs (H)(3), (H)(4), and (H)(5) of this rule are multiplied by the weight as described in division (D)(3)(e) of section 3302.03 of the Revised Code to create a combined component percentage. Performance ratings for the early literacy component will be assigned according to the following benchmarks based on the combined component percentage:

(a) Five stars for a percentage of greater than or equal to eighty-eight per cent;

(b) Four stars for a percentage of greater than or equal to seventy-eight per cent but less than eighty-eight per cent;

(c) Three stars for a percentage of greater than or equal to sixty-eight per cent but less than seventy-eight per cent;

(d) Two stars for a percentage of greater than or equal to fifty-eight per cent but less than sixty-eight per cent;

(e) One star for a percentage of less than fifty-eight per cent.

(2) The performance ratings for the early literacy component will be described on the report card as follows:

(a) A five-star rating will be described as "significantly exceeds state standards in early literacy (K-3)";

(b) A four-star rating will be described as "exceeds state standards in early literacy (K-3)";

(c) A three-star rating will be described as "meets state standards in early literacy (K-3)";

(d) A two-star rating will be described as "needs support to meet state standards in early literacy (K-3)";

(e) A one-star rating will be described as "needs significant support to meet state standards in early literacy (K-3)."

(3) The measure for proficiency in third grade reading will be a percentage of students in the district or school who score proficient or higher on the reading segment of the third grade English language arts assessment.

(4) The measure for progress in improving literacy in grades kindergarten through three will be a reduction in the total percentage of students scoring below grade level, or below proficient, compared from year to year on the reading segments of the diagnostics and assessments listed in division (D)(1)(h) of section 3302.03 of the Revised Code.

(5) The measure for promotion to the fourth grade will be a percentage of students in the district or school who are promoted to the fourth grade and not subject to retention under section 3313.608 of the Revised Code.

(6) For the purpose of calculating a rating for the early learning component, the performance measures under paragraphs (H)(3), (H)(4), and (H)(5) of this rule will be weighted according to the provisions of division (D)(3)(e) of section 3302.03 of the Revised Code.

(I)

(1) Performance ratings for the graduation component will be assigned according to the following benchmarks:

(a) Five stars for a weighted percentage of students graduating in four or five years of greater than or equal to 96.5 per cent;

(b) Four stars for a weighted percentage of students graduating in four or five years of greater than or equal to 93.5 per cent but less than 96.5 per cent;

(c) Three stars for a weighted percentage of students graduating in four or five years of greater than or equal to 90.0 per cent but less than 93.5 per cent;

(d) Two stars for a weighted percentage of students graduating in four or five years of greater than or equal to 84.0 per cent but less than 90.0 per cent;

(e) One star for a weighted percentage of students graduating in four or five years of less than 84.0 per cent.

(2) The performance ratings for the graduation component will be described on the report card as follows:

(a) A five-star rating will be described as "significantly exceeds state standards in graduation rates";

(b) A four-star rating will be described as "exceeding state standards in graduation rates";

(c) A three-star rating will be described as "meets state standards in graduation rates";

(d) A two-star rating will be described as "needs support to meet state standards in graduation rates";

(e) A one-star rating will be described as "needs significant support to meet state standards in graduation rates."

(J)

(1) Performance ratings for the college, career, workforce, and military readiness component will be assigned according to the following benchmarks:

(a) Five stars for a percentage greater than or equal to eighty-five per cent;

(b) Four stars for a percentage greater than or equal to seventy-five per cent but less than eighty-five per cent;

(c) Three stars for a percentage greater than or equal to sixty-three per cent but less than seventy-five per cent;

(d) Two stars for a percentage greater than or equal to fifty-three per cent but less than sixty-three per cent;

(e) One star for a percentage less than fifty-three per cent;

(2) The performance ratings for the college, career, workforce, and military readiness component will be described on the report card as follows:

(a) A five-star rating will be described as "significantly exceeds state standards in post-secondary readiness";

(b) A four-star rating will be described as "exceeding state standards in post-secondary readiness";

(c) A three-star rating will be described as "meets state standards in post-secondary readiness";

(d) A two-star rating will be described as "needs support to meet state standards in post-secondary readiness";

(e) A one-star rating will be described as "needs significant support to meet state standards in post-secondary readiness."

(3) A district or building will not receive lower than a performance rating of three stars for the component if the district's or building's performance on the component meets or exceeds a level of improvement of fifteen per cent from the prior year.

(K)

(1) All mathematical calculations required to determine the final percentages used to assign the ratings described in paragraphs (E), (F), (G), (H) and (I) of this rule will be performed using unrounded numbers. Once each calculation is complete, the final percentages will be rounded to the nearest tenth using standard rounding rules (half rounds up) for the purpose of assigning each component rating. The weighted points generated from the calculations described in paragraph (B) of this rule will be rounded to the nearest thousandth for the purpose of assigning the overall rating.

(2) When displaying data on the report card, the department of education and workforce may round or truncate the numbers and percentages as needed to make it easier for readers to view and understand the information, but the original numbers will still be used for any calculations as described in paragraph (K)(1) of this rule.

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Last updated July 1, 2025 at 9:06 AM

Supplemental Information

Authorized By: 3301.07, 3302.02, 3302.03
Amplifies: 3302.02, 3302.03
Five Year Review Date: 6/16/2027
Prior Effective Dates: 2/22/2016