Early On Program Eligibility and Enrollment

A standardized score assigned to each student that describes each students relationship to the mean of all students with a score.

The Theta standard error for the social studies portion of the assessment.

The adequate growth percentile (AGP) for the science portion of the assessment.

The performance level name for the mathematics portion of the assessment.

The student growth percentile (SGP) description for the science portion of the assessment.

Performance level change is used to compare student performance from year to year for the reading portion of the assessment . Transition categories are: Significant Decline, Decline, Maintaining, Improvement, or Significant Improvement. Abbreviations are not used in this field, rather the actual descriptions are used.

The scaled score for the writing portion of the assessment.

The scaled score standard error for the writing portion of the assessment.

The scaled score for the social studies portion of the assessment.

A distinction which further differentiates whether the student was Low, Mid or High within their designated performance level for the mathematics portion of the assessment.

The student growth percentile (SGP) description for the mathematics portion of the assessment.

The performance level name for the science portion of the assessment.

The student growth percentile (SGP) for the English language arts portion of the assessment.

The performance level name for the reading portion of the assessment.

The Theta standard error for the mathematics portion of the assessment.

The performance level name for the English language arts portion of the assessment.

The scaled score standard error for the social studies portion of the assessment.

A standardized score assigned to each student that describes each students relationship to the mean of all students with a score.

The adequate growth percentile (AGP) for the mathematics portion of the assessment.

Performance level change is used to compare student performance from year to year for the mathematics portion of the assessment . Transition categories are: Significant Decline, Decline, Maintaining, Improvement, or Significant Improvement. Abbreviations are not used in this field, rather the actual descriptions are used.

The performance level for the science portion of the assessment.

The scaled score standard error for the English language arts portion of the assessment.

The student growth percentile (SGP) for the science portion of the assessment.

The scaled score for the mathematics portion of the assessment.

Flag denoting whether the student's test was valid for the reading portion of the assessment.

The Theta standard error for the reading portion of the assessment.

The student growth percentile (SGP) description for the English language arts portion of the assessment.

The timeframe in which students are expected to reach proficiency.

The timeframe in which students are expected to reach proficiency.

The student growth percentile (SGP) for the social studies portion of the assessment.

The student growth percentile (SGP) description for the social studies portion of the assessment.

The performance level for the social studies portion of the assessment.

The scaled score for the science portion of the assessment.

Flag denoting whether the student's test was valid for the science portion of the assessment.

The performance level for the reading portion of the assessment.

The description of the reporting level.

The number of questions answered correctly divided by the total questions for this reporting level.

The reporting level type. Used as a means of organizing content standards and expectations. Varies by subject.

The scaled score value for this reporting level.

The reporting level identifier value used by MDE.

Flag designating that the staff member was assigned to teach sixth grade.

This field reports whether or not a staff meets the requirements for being highly qualified. It is a required field only for teachers assigned to a core academic subject area and specific instructional paraprofessionals/aides as defined by NCLB and the MI Department of Education.

Flag designating that the staff member was assigned to teach fifth grade.

Flag designating that the staff member was assigned to teach ninth grade.

The code that indicates the position held by the employee.

Flag designating that the staff member was assigned to teach tenth grade.

The state-assigned five-digit number, as recorded in the Educational Entity Master (EEM), that identifies the intermediate school district (ISD) or educational service agency (ESA) in which the district or program is located. This is the ISD that the educator is assigned to.

Flag designating that the staff member was assigned to teach Kindergarten.

Flag designating that the staff member was assigned to teach eleventh grade.

Flag designating that the staff member was assigned to teach second grade.

Description used to categorize Educator Effectiveness ranking. This is a locally determined label assigned as a result of annual educator evaluations.

The amount of time required to perform an assignment stated as a proportion of a full-time position and computed by dividing the amount of time employed by the time normally required for a full-time position.

The accounting/function description for the employee as determined for accounting purposes by the school district.

The name for a grouping of assignment codes. The data from this grouping are similar to the data published on CEPI's website.

Flag designating that the staff member was assigned to teach first grade.

This field identifies teachers funded by Title I or Title II Part A who teach core academic subjects in a targeted-assistance program.

The accounting/function code for the employee as determined for accounting purposes by the school district.

Flag designating that the staff member was assigned to teach Retentive Kindergarten.

Flag designating that the staff member was assigned to teach fourth grade.

Flag designating that the staff member was assigned to teach eighth grade.

The description for the educational setting (e.g., Bilingual Education/ELL or Special Education for various age groups, etc.)

Flag identifying teachers according to the MDE definition.

The description of the position held by the employee.

Flag designating that the staff member was assigned to teach third grade.

Flag designating that the staff member was assigned to teach seventh grade.

Flag designating that the staff member was assigned to teach twelfth grade.

Flag identifying principals according to the REP manual.

The numeric start year of the school year during which the award was conferred. Example: 2016

The highest-level category description of the discipline or field of study of the student's program, as defined in the 2-digit Classification of Instructional Programs (CIP) by the US Department of Education's National Center for Education Statistics (NCES).

Designates if the award record came from the STARR collection.

The code indicating the discipline or field of study for which the award was conferred. As submitted by the IHE, sourced from the Classification of Instructional Programs (CIP), by the US Department of Education's National Center for Education Statistics (NCES).

The reporting category of the level of achievement the student has received upon graduation/completion.

The descriptive title for the academic award, as submitted by the IHE.

The description of the discipline or field of study of the student's program, as defined in the Classification of Instructional Programs (CIP) by the US Department of Education's National Center for Education Statistics (NCES).

The year, month and day in which the academic award was conferred.

The academic school year during which the award was conferred. Example: 2016-2017

The level of achievement the student has received upon graduation/completion.

The state code, county code, census tract and census block numbers merged into one field as described in the Notes section on the previous tab.

General collection (Fall, Spring, Year) or SRM identifier.

The number assigned to differentiate among distinct occurrences ofcourses that have the same Course Subject Abbreviation and Course Number butare considered to be different courses.

Designates if the session record came from the STARR collection.

The two-digit code for the course type that represents the level and rigor of the instruction provided throughout the reported course.

The title assigned by the educating entity to identify a particular course.

The Research Personnel Identification Code (RPIC), as assigned in the Registry of Educational Personnel (REP) Application, for each teacher responsible for some or all of the instruction of the course being reported. Third of up to 3 possible.

The school year in which the data was reported by the district.

The code for any programs that provide funding to the student course.

The standardized code representing a student's final status for the course being reported.

Flag that indicates whether the student is receiving instruction via a virtual delivery method. This could be virtual learning, online learning or computer courses; distance learning; or self-scheduled virtual learning.

The number of college credit hours earned in a dual/concurrent enrollment course that is eligible for Section 64b Incentive funding.

The final numeric grade awarded for participation in the course.

Y/N indicator of whether the course is a remedial course.

The name or title of the course, as defined by the IHE.

Total of STARR Credits Earned for the course, or NSC FTE Days converted to Credits Earned for the session.

Y/N indicator of whether the course is a remedial science course.

Y/N indicator of whether the course is a remedial reading course.

The alphabetical grade earned in the course.

The alphabetic abbreviation of the academic department or discipline offering the course, as defined by the IHE.

Y/N indicator of whether the course is a remedial English as a Second Language (ESL) course.

The grading scale used by the institution for the enrolled course, according to Postsecondary Electronic Standards Council (PESC) standards.

The Research Personnel Identification Code (RPIC), as assigned in the Registry of Educational Personnel (REP) Application, for each teacher responsible for some or all of the instruction of the course being reported. Second of up to 3 possible.