Strategic Plan » Balanced Scorecard

Balanced Scorecard

Modified Balanced Scorecard 2021

On March 26, 2021, the U.S. Department of Education (US ED) approved Georgia's waiver of several accountability requirements. Thus, there are no CCRPI summary scores for school districts or schools. In order to provide stakeholders with data that can assist in understanding the impact of the pandemic on student learning and support student learning in the future, available CCRPI-related data are reported below:

Content Mastery:

Indicators include achievement scores in English language arts, mathematics, science, and social studies based on student performance on the Georgia Milestones Assessment System and the Georgia Alternate Assessment (GAA) 2.0. The achievement scores utilize weights based on achievement level, where Beginning Learners earn 0 points, Developing Learners earn 0.5 points, Proficient Learners earn 1.0 point, and Distinguished Learners earn 1.5 points and factor in participation rates.

Summaries of scores should be interpreted as one measure of mastery of the knowledge and skills outlined in the state's academic content standards. These scores should not be used as a part of a longitudinal trend analysis without including context of this year's pandemic and associated learning disruptions, proportion and representativeness of the tested population, and varying access to instruction.




There are three readiness indicators for elementary and middle schools:  Literacy, Student Attendance, and Beyond the Core. There are five readiness indicators for high schools:  Literacy, Student Attendance, Accelerated Enrollment, Pathway Completion, and College and Career Readiness.

Beyond the Core indicates the percent of students earning a passing score in fine arts, world language, or computer science at elementary school level; percent of students earning a passing score in fine arts, world language, physical education/health, career exploratory, or computer science at middle school level.

The literacy indicator is the percent of students in grades 3-8 or American Literature demonstrating reading comprehension at the midpoint of the College & Career Ready “Stretch” Lexile Band for each grade level or course.

Student attendance is the percent of students absent fewer than 10% of enrolled days.

Additionally, for high schools, the Accelerated Enrollment indicator reflects the percent of 12th grade students earning at least one full credit for accelerated enrollment via Dual Enrollment, Advanced Placement, or International Baccalaureate courses during their school career.

College and Career Readiness shows the percent of 12th grade students entering Technical College System of Georgia/University System of Georgia (TCSG/USG) without needing remediation; achieving a readiness score on the ACT, SAT, two or more AP exams, or two or more IB exams; passing a pathway-aligned end of pathway assessment (EOPA) resulting in a national or state credential; or completing a work‐based learning program. This indicator is based on lagging data, i.e., data from the previous year’s 12th-grade students.

Pathway Completion is the percent of 12th grade students completing an advanced academic, CTAE, fine arts, or world language pathway.

The scores below are reported as the actual percentage of students attaining the indicator requirement, as opposed to the benchmarked score that has been reported in the past.  Since it is not expected that 100% will meet this indicator, the rate is typically reported according to a state benchmark.  These results should not be utilized for longitudinal purposes.



Graduation Rate:

This component includes both the four‐ and five‐year adjusted cohort graduation rates. The adjusted cohort graduation rate is the number of students who graduate in the specified number of years (four or five) with a regular high school diploma divided by the number of students who form the adjusted cohort for the graduating class. While graduating from high school in four years is the priority, the five‐year graduation rate is also included to acknowledge the work schools do to keep students in school who need additional time to meet requirements to graduate.