Equitable Discipline Practices
Equitable Discipline Practices
State law requires districts to monitor disproportionality in discipline practices within general education populations.
New Hampshire Revised Statutes Annotated 193-E:3 Delivery of an Adequate Education.
I. Annually, each school district shall report data to the department of education at the school and district levels on the indicators set forth in this paragraph. The report shall not contain personally identifiable information including but not limited to name, gender, or social security number. The department of education shall develop a reasonable schedule to collect the reporting of data required by state and federal law. The requirements for data keeping and the form of the report shall be established in accordance with rules adopted by the state board of education. Indicators shall include the following areas: (a) Attendance rates. (b) Annual and cumulative drop-out rates of high school students and annual drop-out rates for students in grades 7 and 8. (c) School environment indicators, such as safe-schools data. (d) Number and percentage of graduating high school students. (e) Number and percentage of graduating high school students going on to postsecondary education, military service, and an advanced learning program leading to a value added skill or career certification. (f) Number and percentage of students earning a career and technical education industry recognized credential. (g) Number and percentage of students completing a career pathway program of study. (h) Number and percentage of high school students who earned postsecondary credit of C or better for one or more concurrent or dual enrollment courses from a New Hampshire postsecondary college or university. (i) Number of students that completed a New Hampshire scholars program of study. (j) Number and percentage of students that completed and passed an advanced placement exam with a score of 3, 4 or 5; or International Baccalaureate exam with a score of 4, 5, 6, or 7. (k) Number of students that scored at least a level III on components of the ASVAB, as defined in RSA 186:68, I, that comprise the Armed Forces Qualification Test (AFQT). (l) The number and percentage of high school students that either met or exceeded the college and career ready benchmark established by the department for either the SAT or ACT. (m) Expulsion and suspension rates, including in-school and out-of-school suspensions including data identifying the percentage of out-of-school suspensions of more than 10 days for each school year. This indicator shall be categorized by district, school, and grade level with each category disaggregated and broken down by gender, race, IEP, and eligibility for free and reduced-price meal programs. (n) Teacher and administrative turnover rates at the school and district levels. II. (a) The department of education, with the approval of the legislative oversight committee established in RSA 193-C:7, may implement and report data on any additional indicators deemed relevant to the purposes of this section. (b) The department of education shall enter into an agreement with the board of trustees of the university system of New Hampshire or the community college system of New Hampshire, or both, if necessary, to determine additional indicators applicable to postsecondary institutions within their respective jurisdictions which are not required under paragraph VI. III. (a) Annually, the department of education shall issue a public report on the condition of education statewide and on a district-by-district and school-by-school basis. This report shall be entitled “New Hampshire School District Profiles” and shall be made available on the department’s website and online at every school administrative unit for public review. It shall include: (1) School district and school demographic and pupil performance data reported in paragraph I and other relevant statistics as determined by the department of education. (2) Comparisons with state averages for all data reported. (3) Comparisons of each district and school to itself based on its own statewide improvement and assessment performance for the prior school year and its most recent 3-year averages. (4) Statewide rankings of each district and school using an index system to communicate achievement and growth results on a 1-4 performance scale, including a statewide ranking of each school and school district based on the percentage increase of improvement as compared with the same school and school district’s performance in the previous year. (b) The report shall be organized and presented in a manner that is easily understood by the public and that assists each school district personnel, parents, and the community with the information to identify trends, strengths, and weaknesses. Each school’s academic achievement and growth level score shall be visibly posted on the school, school district, and state websites. The academic achievement and growth level score shall describe how well specific school districts and schools have mastered the Standard and the extent to which the district or school is preparing students to meet performance Standard and be prepared for college and career. The rating scale shall include 4 reporting levels: level 4 means exceeds grade-level performance Standard and advanced progress toward college and career readiness; level 3 means meets grade-level performance Standard and progress toward college and career readiness; level 2 means nearly meets grade-level performance Standard and may require further development to meet college and career readiness; and level 1 means does not meet grade-level performance Standard and needs substantial improvement to meet college and career readiness. (c) The department of education shall include data provided by early childhood programs, school districts, and postsecondary institutions. IV. Data reported in paragraph I shall be disaggregated as required by federal law and shall include numbers and percentages of pupils with disabilities, limited English proficient pupils, pupils in advanced placement programs, economically disadvantaged pupils, and pupils of major ethnic, racial, and multi-racial groups.