Explanation

North Dakota’s Department of Public Instruction works with North Dakota’s public school system to plan a continuous improvement approach ensuring that all students are successful at all levels of their public education. The report below is being provided as a tool for North Dakota’s schools to meaningfully focus on specific areas identified for improvement based upon school performance indicator results under the Accountability dashboards.

 
The following information is included to foster further collaboration between North Dakota’s public school system, the Department of Public Instruction, parents, and other stakeholders across North Dakota to identify areas for school improvement. Most importantly, this report outlines information about the qualifications of educators in North Dakota’s public schools. NDDPI is committed to ensuring that qualified teachers are equitably serving the educational needs of North Dakota’s diverse student populations.

 
The following definitions can be used as a reference guide when viewing the report.
 
School Support Levels: NDDPI worked with stakeholders across the state to establish guidelines for ranking and identifying schools based upon performance indicators in the state’s accountability wok plan approved by the U.S. Department of Education under the Every Student Succeeds Act (ESSA).

  • General Support: All public schools participate in a continuous improvement process.
  • Targeted Support: Schools are selected from a pool of consistently underperforming schools (lowest 10% of performance) and low performance in any subgroup based on all indictors within the state’s accountability system.
  • Comprehensive Support: Schools are selected based on the performance of the accountability indicators including the lowest 5% of all Title I schools and all public high schools with less than 67% graduation rate using a 6-year cohort.

School Title I Status: A title I school is a school receiving federal funds for Title I students. The basic principle of Title I is that schools with large concentrations of low-income students will receive supplemental funds to assist in meeting student's educational goals.

  • School Poverty Status: Poverty status is determined by using the percentage of students receiving free or reduced meal services. These percentages are used to place each school into poverty quartiles. Schools with a poverty percentage less than the quartile 1 number (25%) are categorized as Low Poverty, schools with a poverty percentage between the quartile 1 number (25%) and quartile 3 number (75%) are categorized as Neither High or Low Poverty, and schools with a poverty percentage higher than the quartile 3 number (75%) are categorized as High Poverty.
  • School Minority Status: Minority status is determined by using the percentage of students having racial or ethnic origins in any group other than the majority group for the state. These percentages are used to place each school into minority quartiles. Schools with a minority percentage less than the quartile 1 number (25%) are categorized as Low Minority, schools with a minority percentage between the quartile 1 number (25%) and quartile 3 number (75%) are categorized as Neither High or Low Minority, and schools with a minority percentage higher than the quartile 3 number (75%) are categorized as High Minority.

Educator Qualifications by School Status: These include the number and percentage of inexperienced administrators and the number and percentage of teachers who are inexperienced, and teaching out of their certified field, teaching without full certification.

  • Out-of-field Teacher: Teachers who have been assigned to teach a class for a subject outside of their primary area of certification. North Dakota’s teacher certification system does not allow an educator to be assigned to teach a class for which they are qualified. This data is reported to comply with the ESSA reporting regulations.
  • Inexperienced Teacher: Teachers having three or fewer years of teaching experience.

 

Enrollment Information: Student enrollment information, along with the number and certification of educators serving the student body, is included in this report to further inform stakeholders.

 
Identified Areas for Improvement: Some schools need additional support to improve educational outcomes for certain groups of students who may be falling behind their peers. Additionally, some underperforming schools need further support and funding to assist in successfully completing their school improvement plan.


De-identified Datasets are available for download at insights.nd.gov/Data by selecting the desired option from the “Requested Dataset” dropdown menu, entering a valid email address, and agreeing to the terms of the “SLDS De-Identified Information Data Use Agreement”.



Please contact North Dakota's Department of Public Instruction with any questions and feedback via email to the following address: dpidashboard@nd.gov

North Dakota’s Department of Public Instruction works with North Dakota’s public school system to plan a continuous improvement approach ensuring that all students are successful at all levels of their public education. The report below is being provided as a tool for North Dakota’s schools to meaningfully focus on specific areas identified for improvement based upon school performance indicator results under the Accountability dashboards.

 
The following information is included to foster further collaboration between North Dakota’s public school system, the Department of Public Instruction, parents, and other stakeholders across North Dakota to identify areas for school improvement. Most importantly, this report outlines information about the qualifications of educators in North Dakota’s public schools. NDDPI is committed to ensuring that qualified teachers are equitably serving the educational needs of North Dakota’s diverse student populations.

 
The following definitions can be used as a reference guide when viewing the report.
 
School Support Levels: NDDPI worked with stakeholders across the state to establish guidelines for ranking and identifying schools based upon performance indicators in the state’s accountability wok plan approved by the U.S. Department of Education under the Every Student Succeeds Act (ESSA).

  • General Support: All public schools participate in a continuous improvement process.
  • Targeted Support: Schools are selected from a pool of consistently underperforming schools (lowest 10% of performance) and low performance in any subgroup based on all indictors within the state’s accountability system.
  • Comprehensive Support: Schools are selected based on the performance of the accountability indicators including the lowest 5% of all Title I schools and all public high schools with less than 67% graduation rate using a 6-year cohort.

School Title I Status: A title I school is a school receiving federal funds for Title I students. The basic principle of Title I is that schools with large concentrations of low-income students will receive supplemental funds to assist in meeting student's educational goals.

  • School Poverty Status: Poverty status is determined by using the percentage of students receiving free or reduced meal services. These percentages are used to place each school into poverty quartiles. Schools with a poverty percentage less than the quartile 1 number (25%) are categorized as Low Poverty, schools with a poverty percentage between the quartile 1 number (25%) and quartile 3 number (75%) are categorized as Neither High or Low Poverty, and schools with a poverty percentage higher than the quartile 3 number (75%) are categorized as High Poverty.
  • School Minority Status: Minority status is determined by using the percentage of students having racial or ethnic origins in any group other than the majority group for the state. These percentages are used to place each school into minority quartiles. Schools with a minority percentage less than the quartile 1 number (25%) are categorized as Low Minority, schools with a minority percentage between the quartile 1 number (25%) and quartile 3 number (75%) are categorized as Neither High or Low Minority, and schools with a minority percentage higher than the quartile 3 number (75%) are categorized as High Minority.

Educator Qualifications by School Status: These include the number and percentage of inexperienced administrators and the number and percentage of teachers who are inexperienced, and teaching out of their certified field, teaching without full certification.

  • Out-of-field Teacher: Teachers who have been assigned to teach a class for a subject outside of their primary area of certification. North Dakota’s teacher certification system does not allow an educator to be assigned to teach a class for which they are qualified. This data is reported to comply with the ESSA reporting regulations.
  • Inexperienced Teacher: Teachers having three or fewer years of teaching experience.

 

Enrollment Information: Student enrollment information, along with the number and certification of educators serving the student body, is included in this report to further inform stakeholders.

 
Identified Areas for Improvement: Some schools need additional support to improve educational outcomes for certain groups of students who may be falling behind their peers. Additionally, some underperforming schools need further support and funding to assist in successfully completing their school improvement plan.


De-identified Datasets are available for download at insights.nd.gov/Data by selecting the desired option from the “Requested Dataset” dropdown menu, entering a valid email address, and agreeing to the terms of the “SLDS De-Identified Information Data Use Agreement”.



Please contact North Dakota's Department of Public Instruction with any questions and feedback via email to the following address: dpidashboard@nd.gov

School Status Overview:

The table below shows school counts across various type categories within the district.

Category Equity Value
Title I Status Targeted Assistance
School Support Level General
Minority Status Low
Poverty Status Low
Identified Areas for Improvement No Areas Identified
Improvement Strategies Coming Soon
Section 1003 Funds Received No Additional Funds
Number of Administrators 0.00
Number of Teachers 4.00
Emergency / Provisional Teachers 0 / 4.00 (0%)
Teachers Out of Field 0 / 4.00 (0%)
Teachers With Less Than Three Years Experience 0.00 / 4.00 (0%)