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NCUST

AMERICA’S BEST SCHOOLS AWARD

ELIGIBILITY CRITERIA

America's Best Schools Award

ELIGIBILITY

The America’s Best Schools Award is presented annually to the nation’s highest-performing schools. The National Center for Urban School Transformation (NCUST) presents this award to elementary schools, middle schools, high schools, dual language schools, and alternative schools. To compete for an America’s Best Schools Award, schools must submit the following data and meet or exceed the criteria as defined in the America’s Best Schools Award Application, available on this website in September each year.

 

AMERICA'S BEST SCHOOLS AWARD CRITERIA

Low-Income Eligibility

For elementary schools in which the highest grade is grade six or lower, at least 60% of the students enrolled (both in the prior and the current year) must have met eligibility criteria for free- or reduced-price lunch. For middle schools (grade nine or lower), at least 50% of the students must have met the same criteria. In high schools, at least 40% of the students must have met the same criteria.

High Rates of Academic Proficiency for Every Racial/Ethnic Group and for Students Who Meet Low-income Criteria

The school must indicate the percentage of students from each racial/ethnic group who achieved academic proficiency as measured by the latest annual state assessment. The school may be eligible to compete only if every racial/ethnic group with 20 or more students, has a percentage of students who achieved proficiency that exceeds the statewide percentage of all students who achieved proficiency in at least two academic subjects. Similarly, the school must indicate the percentage of students who meet low-income criteria who achieved academic proficiency as measured by the latest state assessment. The school may be eligible to compete only if the school’s percentage of low-income students who achieved proficiency exceeds the statewide percentage of all students who achieved proficiency in at least two academic subjects

Evidence of High Achievement for Students with Disabilities

The school must indicate the percentage of students with disabilities who achieved proficiency on state assessments.

High Attendance Rates

The school must indicate that the average student attendance rate exceeded 92% for each of the past two academic years.

Other Academic Successes

Schools must also respond to several open-ended questions that ask for evidence of rigorous curricula, engaging and effective instruction, a positive school culture, student engagement in extracurricular activities, excellence in Science, Technology, Engineering, and Mathematics education (STEM) and describe what efforts the school is making to ensure students are successful in subsequent school levels (e.g. elementary schools must show evidence that their students are successful at the middle school).

Non-Selective Admissions

In general, the school may not require students to meet academic criteria in order to attain or retain admission. For example, a school that requires students to possess/maintain a certain test score or possess/maintain a minimum grade point average would not be eligible for consideration. Schools may house programs (e.g., programs for students identified as gifted or talented) that admit children from beyond the school’s attendance area through selective admissions if fewer than 10 percent of the school’s students are enrolled through selective admissions.

High Rates of Academic Proficiency

The school must be able to show that the percentage of students demonstrating proficiency on the latest state assessments was higher than the average of all schools in the state (within the same grade-span grouping). The school must have exceeded the state-wide percentage of students demonstrating proficiency in at least half of the subject areas/grade levels assessed.

Evidence of High Achievement for English Learners

If more than 20 students are identified as English learners, the school must present evidence that a high percentage of English learners are progressing toward proficiency with the English language. As well, the school must indicate the percentage of English learners that achieved proficiency on state assessments.

Low Rates of Out-of-School Suspension

For every demographic group served, with an enrollment greater than 20, the total number of student days lost to suspensions must be less than the total number of students enrolled. Also, the percentage of students from each demographic group who experienced at least one suspension or expulsion had to be lower than the statewide percentage of all students in the state who experienced at least one suspension or expulsion.

Low Rates of Teacher Absence

Schools must indicate the percentage of teachers who were absent for more than 10 days.

Additional Criteria for High Schools

In addition to the general criteria, high schools must meet the following criteria.

Percentage of First-Year High School Students Advancing to the Second Year

Each high school must present the number and percentage of their first-year students who earned sufficient credit during the last academic year to be promoted to second-year status.

High Graduation Rates

Each high school must present the latest four-year adjusted cohort graduation rate (as defined by the U.S. Department of Education) for every racial/ethnic group of students.

Percentage of Students Earning College Credit or Participating in Advanced Placement Courses during High School

Each school must present evidence of the number and percentage of students who earned college credit in the prior year. Also, each applicant must present evidence of the number and percentage of students who participated in advanced placement or international baccalaureate courses; the number and percentage who took advanced placement or international baccalaureate assessments; and the number and percentage who received passing scores. Schools also provide average SAT/ACT scores.

Additional Criteria for Dual Language Schools

Schools that apply in the dual language category must provide school-wide dual language programs.

Dual language applicants must meet all other award criteria.

Additional Criteria for Alternative Schools

Alternative school applicants must meet non-selective admissions and low-income award criteria

Regarding non-selective admissions, alternative schools may be considered if they selectively enroll students who have experienced academic and behavioral difficulty in typical schools. Additionally, alternative schools must present data regarding all other criteria however, there are no minimal eligibility criteria associated with these criteria. Alternative schools will be reviewed and considered on a competitive basis.
Concourse Village Elementary School
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