School Performance Profile (SPP)

Lynne A. Snyder, Supervisor of Curriculum and Instruction


This fall, the Pennsylvania Department of Education plans to release a new public "PA School Performance Profile" website

The School Performance Profiles (SPPs) will serve several purposes:

  • To inform the public of the performance of each district, school, comprehensive career and technical center, cyber charter and charter school in Pennsylvania.
  • To provide parents and taxpayers performance measures for the school/district of residence, neighboring schools/districts and schools/districts across the state.
  • To provide a building level academic score for teachers as part of Pennsylvania's new Educator Effectiveness System.

SPPs and Educator Effectiveness:

Regarding the last item above, Pennsylvania's new Educator Effectiveness System (enacted as part of Act 82 of 2012) is designed to evaluate teachers based upon multiple measures, including classroom observations, teacher-specific data, elective data, and building level data. 

The building level data will be derived from the school academic performance score on the new SPP website.  That score will comprise 15% of the annual evaluation for teachers beginning with the upcoming 2013-2014 school year (and also for principals, beginning with the 2014-15 school year).

The School Academic Performance Score:

The academic performance score for a school will use a 100-point scale and will result from multiple indicators that define a high performing school, as selected by PDE from already available data.  (PDE was restricted to data already provided by schools or other data sources - no additional data could be collected.) 

The data elements used are grouped into five categories. 

The first three categories comprise 50% of the building level score:

  • "Indicators of Academic Achievement" include PSSA performance, industry certification test performance, grade 3 reading proficiency, Advanced Placement performance, and SAT college ready benchmarks.
  • "Indicators of Closing the Achievement Gap - All Students" scores how well a school is making progress toward proficiency of all students.
  • "Indicators of Closing the Achievement Gap - Historically Low Performing Students" scores how well a school is making progress toward proficiency of high needs students who have historically not demonstrated proficiency.

The next category comprises 40% of the building level score:

  • "Indicators of Academic Growth / PVAAS" measures the school's impact on the academic progress of groups of students from year-to-year.
  • This final category represents 10% of the building level score:
  • "Other Academic Indicators" assesses factors that contribute to student achievement (e.g., graduation rate, promotion rate).

Finally, schools may earn additional points via "Credit for Advanced Achievement," based upon advanced performance on state and industry assessments.

Role of IUs:

PDE has asked IUs to provide at least two SPP trainings (each approximately two hours in length) during their superintendent and curriculum coordinator/principal meetings in February.  The first of these trainings at ARIN was provided during the Superintendents Advisory Council (SAC) meeting on February 15 and the second at a workshop for Curriculum Council representatives and principals on February 28.