According to federal waiver due to the extraordinary events of 2020, some standardized tests were not administered. Therefore, the results related to the META-PR tests throughout the Report Card correspond to the 2018-2019 academic year.
This data is preliminary, the PRDE is in the process of completing the final validation.
Important:The graphics presented consider the official certified enrollment (M1C), which includes every student who was enrolled on the last Friday of August. The STC grade refers to the full-time or no-grade special education classroom. When a school is selected, only the grades offered at that school are displayed. Starting from 2023-2024, the STC grade will only include students enrolled in the EEA grade.
It does not reach the minimum amount of 10. (*)
It does not reach the minimum amount of 10. (*)
The Puerto Rico Department of Education (PRDE) measures the academic achievement of students through the standardized test Measurement and Evaluation for the Academic Transformation of Puerto Rico, hereinafter META-PR (for its acronym in Spanish). The test is aligned with the content standards and grade expectations approved by the agency and measures the mastery of content in Spanish, Mathematics, English as a second language, and Science subjects. All 3rd, 4th, 5th, 6th, 7th, 8th and 11th students participate, except in Science, which is administered in 4th, 8th and 11th only. There are two modalities of the test: the regular one (META-PR Regular), for students in the regular program, and the alternate one (META-PR Alternate), for students with significant cognitive impairments.
The Puerto Rico Department of Education (PRDE) measures the academic achievement of students through the standardized test SCREENING, REVIEW, AND ONGOING STUDENT ASSESSMENT, hereinafter CRECE (for its acronym in Spanish). The test is aligned with the content standards and grade expectations approved by the agency and measures the mastery of content in Spanish, Mathematics, English as a second language, and Science subjects. All 3rd, 4th, 5th, 6th, 7th, 8th and 10th students participate, except in Science, which is administered in 4th, 8th and 10th only. There are two modalities of the test: the regular one (CRECE Regular), for students in the regular program, and the alternate one (CRECE Alternate), for students with significant cognitive impairments.
Proficiency is defined as the number of students who obtained a proficient or advanced level of performance. When calculating proficiency, students of both modalities are considered. Students identify themselves in one of the following 4 levels: pre-basic, basic, proficient, and advanced. The proficiency percentage measures the number of students who obtained a proficient or advanced level of performance on the tests by the total number of students who took the test and obtained a valid score. In compliance with the PRDE Consolidated Plan or ESSA Plan, short and long-term proficiency goals were established according to the required subgroups. The required subgroups in the accountability system are: All students, ethnicity, economically disadvantaged, with disabilities, and Spanish learners. These goals are presented in the graphs that include information about the subgroups.
To protect the identity of the participants, the figure is omitted when the minimum number of 10 students is not reached in a subgroup. If the values do not necessarily add up to 100%, it is because the data was rounded to the nearest whole number.
Durante este año no se administraron las pruebas estandarizadas META-PR. Los últimos resultados disponibles correspondientes al 2018-2019 pueden consultarse cambiando el año académico.
It does not reach the minimum amount of 10. (*)
It does not reach the minimum amount of 10. (*)
It does not reach the minimum amount of 10. (*)
The established goals only apply to the subgroups considered under the accountability model. There are no specific goals for the other subgroups.
The graduation rate refers to the group or cohort of students identified at the beginning of ninth grade who graduated after 4 years with a regular diploma. In this calculation, a student who does not graduate within the established period is not considered a graduate. Each subgroup is compared to its goal set in the ESSA Plan. From the 2017-2018 school year, to calculate the graduation rate, the period consists of 4 years.
It does not reach the minimum amount of 10. (*)
It does not reach the minimum amount of 10. (*)
The established goals only apply to the subgroups considered under the accountability model. There are no specific goals for the other subgroups.
The purpose of the program is to provide services to students whose primary language is not Spanish. To determine proficiency and exit the program, an annual test is administered. Less than 1% of students belong to the program, therefore, most schools do not meet the minimum amount of 10 to publish the information or to apply it as an indicator in accountability. The DEPR does not exempt newly arrived Spanish learners from any standardized test administration in the subject of Spanish, and the results are considered in the accountability process.
| Spanish Learners | Amount | Percentage |
|---|---|---|
| Certified Official Enrollment | ||
| Proficiency test candidates | ||
| Amount that took the test | ||
| Proficient Amount |
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150 Calle Federico Costas
San Juan 00918
Postal Address
P.O. Box 190759
San Juan, PR 00919-0759
Telephone
(787) 759-2000
To improve students’ academic achievement by increasing the capacity of states, Local Education Agencies, schools, and local communities to provide all students with access to a well-rounded education; improve school conditions for student learning; and improve the use of technology in order to improve the academic achievement and digital literacy of all students.
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