Statewide K-12 Accountability
The State Board of Education is responsible for implementing a standards-based accountability framework that creates a unified system of increasing levels of support for schools in order to improve student achievement (RCW 28A.305.130).
Washington School Improvement Framework
In March 2018, the SBE and OSPI released the new School Improvement Framework. The Washington School Improvement Framework replaces the old Achievement Index. The development of the Washington School Improvement Framework was part of the state's ESSA plan approved by the U.S. Department of Education in January 2018. Read more. SBE advocates for a system of accountability with clear, appropriate indicators and measurements to monitor progress of the K-12 educational system.
Performance Improvement Goals
Adopt and revise performance improvement goals in reading and mathematics, by subject and grade level, and for high school graduation.
- In 2018, the Board adopted new rules describing the revision of the school and district improvement goals.
- The revised goals are to be established for the measures included in the Washington School Improvement Framework.
- The goals for English language arts, math, and high school graduation must align with the long-term goals established for the Every Student Succeeds Act.
Setting Threshold Scores for Statewide Assessments
Identify the scores students must achieve in order to meet the standard on the statewide student assessment.
- In 2018, the Board adopted the 10th grade score thresholds for the statewide high school ELA and math assessments after adopting the threshold scores for lower grades in previous years.
- Also in 2018, the Board adopted the score thresholds for the Washington Comprehensive Assessment of Science administered statewide in the 5th, 8th, and the 11th grades.
- The Board also identifies scores for graduation on high school tests required for graduation.
Annual Report on the Assessment System
The State Board of Education must annually submit, with OSPI, a joint report to the Legislature on the assessment system. Also, in collaboration with the OSPI, annually review and report on the assessment reporting system to ensure fairness, accuracy, timeliness, and equity of opportunity.
Annual Report on the Provision of Basic Education
With the PESB, biennially report on the progress the boards have made and the obstacles they have encountered in the work of achieving the goals of basic education defined in RCW 28A. 150.210 and outlined below.
- Read with comprehension, write effectively, and communicate successfully in a variety of ways and settings and with a variety of audiences;
- Know and apply the core concepts and principles of mathematics; social, physical, and life sciences; civics and history, including different cultures and participation in representative government; geography; arts; and health and fitness;
- Think analytically, logically, and creatively, and to integrate technology literacy and fluency as well as different experiences and knowledge to form reasoned judgments and solve problems; and
- Understand the importance of work and finance and how performance, effort, and decisions directly affect future career and educational opportunities.