Frequently Asked Questions
This document will be continuously updated. Last update: 08/19/13.
Click on the link to “jump” to the answer later in the document.
A. ABOUT THE STRIVE HI PERFORMANCE SYSTEM
1. What is the Strive HI Performance System?
2. What does the Strive HI Performance
System include?
3. What is the relationship between the Strive
HI Performance System and Hawaii’s
Strategic Plan?
B. CHANGES FROM NCLB
4. Does the Strive HI Performance System
replace NCLB?
5. Will Adequate Yearly Progress (AYP) still be
calculated and reported?
6. Are schools still identified under the NCLB
categories of school for improvement,
corrective action or restructuring?
7. Are schools still required to provide School
Choice to students in low-performing
schools?
8. Are schools still required to provide
Supplemental Educational Services to
students in low-performing schools?
C. STRIVE HI GOALS AND ANNUAL TARGETS
9. What are the Strive HI Goals and Targets?
10. How were the goals and annual targets set?
11. How are schools held accountable for
meeting annual targets?
D. STRIVE HI INDEX: INDICATORS
12. What is the Strive HI Index?
13. How are the “Achievement” indicators for
reading, math, and science calculated?
14. How is “growth” calculated?
15. How is “chronic absenteeism” calculated?
16. How is performance on the 8th grade ACT
EXPLORE calculated?
17. How is performance on the 11th grade ACT
Test calculated?
18. How are high school graduation rates
calculated?
19. How is the college-going rate calculated?
20. How are the High-Needs and Non-High
Needs student groups used to calculate the
two “Achievement Gap” indicators defined?
21. How is “Current Year Gap Rate” calculated?
22. How is “Gap Rate Reduction” calculated?
23. Are the Achievement Gap indicators
included in the Index for all schools?
E. STRIVE HI INDEX: CALCULATING THE INDEX
24. How is the Index calculated for schools with
unusual grade spans?
25. How is the Index calculated for a school
with missing data?
26. How many points are awarded for each
indicator?
27. Is there a minimum participation rate for
assessment-related indicators, as there was
with NCLB accountability?
28. Is there a minimum number of students
needed to produce Index calculations?
29. Are indicators weighted evenly for all
schools?
F. STRIVE HI STEPS (SCHOOL CLASSIFICATIONS)
30. How are schools classified?
31. What are the criteria for classification as a
Recognition School?
32. What are the criteria for classification as a
Priority School?
33. What are the criteria for classification as a
Focus School?
G. STRIVE HI RESULTS
34. Where can I find my school’s results?
35. Can schools appeal their results?
H. SCHOOL IMPROVEMENT
36. What rewards do Recognition schools
receive?
37. What are the school improvement
requirements for Continuous Improvement
Schools?
38. What are the school improvement
requirements for Focus Schools?
39. What are the school improvement
requirements for Priority Schools?
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Frequently Asked Questions
A. ABOUT THE STRIVE HI PERFORMANCE SYSTEM
1.
What is the Strive HI Performance System?
The U.S. Department of Education (USDE) offered states the opportunity to apply for a waiver from
certain requirements of the federal No Child Left Behind Act of 2001 (NCLB). The Hawaii Department of
Education (Department) seized this opportunity and in September 2012 submitted an application
designed with input from educators, parents, community groups, higher education, and other
stakeholders.
Approved in May 2013, the Strive HI Performance System replaces many of NCLB’s most outdated and
ineffective requirements with a system better designed to meet the needs of Hawaii’s students, educators
and schools.
2.
What does the Strive HI Performance System include?
The Strive HI Performance system has three key components:
3.

Goals and Annual Targets: The DOE has set up updated annual reading, math, science and graduation
rate goals through School Year (SY) 2017-18. They are aligned to the State Strategic Plan, ambitious to
reflect our belief that all students can achieve college- and career-readiness, and customized for each
school complex to provide them with challenging but attainable targets that reflect their current
performance.

The Strive HI Index: The Strive HI Index uses multiple indicators to measure achievement, growth,
readiness and achievement gaps to understand schools’ performance and progress and differentiate
rewards, supports and interventions based on individual needs. The Index considers the performance
of all students as well as performance gaps between two new student subgroups: “High-Needs
Students” and “Non-High Needs Students.”

The Strive HI Steps: Based on the Index score, schools are classified in one of 5 Steps – Recognition,
Continuous Improvement, Focus, Priority and Superintendent’s Zone – as they strive for continuous
improvement. The state’s highest-performing schools receive recognition, financial awards and
administrative flexibility to sustain their success. Low-performing schools receive customized
supports based on the lessons learned from Hawaii’s successful school turnarounds.
What is the relationship between the Strive HI Performance System and Hawaii’s Strategic Plan?
The State Strategic Plan, established jointly by the Department and the Hawaii State Board of Education in
2012, sets the vision for Hawaii’s education system. The Strive HI Performance System was designed to
align with that vision and timeline.
The Strive HI Performance System draws on a subset of the Strategic Plan’s targets and performance
metrics. The improvement strategies used in schools are drawn directly from the Strategic Plan. And the
approach of differentiated school improvement is aligned with the Strategic Plan’s direction to ensure
strategic deployment of resources that support student success, staff success, and successful systems.
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Frequently Asked Questions
B. CHANGES FROM NCLB
4.
Does the Strive HI Performance System replace NCLB?
The Strive HI Performance System replaces outdated and ineffective components of the No Child Left
Behind Act of 2001 (NCLB). However, Hawaii is still required to comply with the components of NCLB not
waived by USDE.
The Department’s fact sheet titled Strive HI Performance System vs. No Child Left Behind provides a
comparison of the two systems and can be found here.
5.
Will Adequate Yearly Progress (AYP) still be calculated and reported?
No. Adequate Yearly Progress (AYP) is no longer calculated or reported. Instead, schools’ performance
and progress will be calculated using the Strive HI Performance Index (see below).
6.
Are schools still identified under the NCLB categories of school improvement, corrective action or
restructuring?
No. Hawaii’s approved plan allows the state to replace the NCLB categories of school improvement,
corrective action or restructuring with the 5 Strive HI Steps of (1) Recognition, (2) Continuous
Improvement, (3) Focus, (4) Priority and (5) Superintendent’s Zone. See the section on Strive HI Steps
below.
7.
Are schools still required to provide School Choice to students in low-performing schools?
Hawaii state law provides all families the opportunity to apply for permission to attend another school
outside a student's geographic area, known as a geographic exception (GE).
Under NCLB, schools that received Title I funds and were categorized as a “status” school were required
to offer families the opportunity to transfer children to another school that was not identified as a “status
school,” and provide mileage reimbursements or transportation options. For Hawaii schools, this meant
that students in NCLB status schools received a priority in the GE process and were eligible for mileage
reimbursements or transportation options (known as NCLB Public Choice).
Under the approved Strive HI Performance System, HIDOE will discontinue the NCLB Public Choice
provision and repurpose funds previously spent mileage reimbursements or transportation options on
activities aligned with the State Strategic Plan and designed to improve teaching and learning in all
schools.
Children currently enrolled in a school as a result of a Geographic Exception due to NCLB Public Choice are
entitled to remain enrolled in that school through the highest grade served. However, mileage
reimbursements or transportation options will no longer be provided.
Families maintain the option of applying for a GE, per state law. More information about the Geographic
Exception process can be found here:
www.hawaiipublicschools.org/ParentsAndStudents/EnrollingInSchool/Pages/Geographic-exceptions.aspx.
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Frequently Asked Questions
Schools and families were notified of this change in May 2013 through letters distributed by schools.
8.
Are schools still required to provide Supplemental Educational Services to students in low-performing
schools?
Under NCLB, schools that received Title I funds and were categorized as a “status” school were required
to offer students Supplemental Educational Services (SES), or free afterschool tutoring.
Under the approved Strive HI Performance System, HIDOE will discontinue SES and repurpose funds
previously spent on mileage reimbursements or transportation options on activities aligned with the State
Strategic Plan and designed to improve teaching and learning in all schools.
Schools and families were notified of this change in May 2013 through letters distributed by schools.
C.
STRIVE HI GOALS AND ANNUAL TARGETS
9.
What are the Strive HI Goals and Targets?
One of the most effective aspects of NCLB was the identification of underperformance by certain student
groups. The Strive HI Performance System continues to set goals, and annual targets toward those goals,
and publicly report student performance against those targets.
Under the Strive HI Performance System, Hawaii set ambitious and attainable goals for success by 201718 for graduation rates and proficiency in math, reading, and science.
10. How were the goals and annual targets set?
Graduation Rates
USED required each state to set a single, statewide graduation rate goal as well as annual graduation rate
targets ensuring continuous and substantial progress toward that goal.
For the Strive HI Performance System, Hawaii has established a statewide high school graduation rate goal
of 90 percent by SY 2017-18, with annual targets toward that goal. The previous targets set for SY 2011-12
were used as the baseline for SY2012-13 to support transition to the new system.
Reading, Math, and Science Proficiency Rates
Hawaii’s goals for reading, math and science proficiency are customized for each school complex to
recognize current challenges and reinforce the importance of collaborating as a K-12 community.
For each school complex, the goal is to reduce by half the percent of non-proficient students in math,
reading and science by SY 2017-18, with annual targets towards that goal. The previous targets set for SY
2011-12 were used as the baseline for SY2012-13 to support transition to the new system.
11. How are schools held accountable for meeting annual targets?
Each year, the Department will calculate and publicly report the performance for all students and student
groups against those goals. This report includes data on the traditional federal student groups (African4
Frequently Asked Questions
American, White, Asian Pacific Islander, Hispanic, American Indian, economically disadvantaged, English
Language Learners, students with disabilities) as well as three new student groups that better reflect
Hawaii’s demographics (Asian-American, Native Hawaiian, and Pacific Islander).
These data can be found in the Student Group Performance Reports, which can be found here.
D. STRIVE HI INDEX: INDICATORS
12. What is the Strive HI Index?
The Strive HI Index uses multiple indicators to measure achievement, growth, readiness and
achievement gaps to understand schools’ performance and progress and differentiate schools based on
their individuals needs for reward, support and intervention.
•
•
•
•
Student Achievement: reading and math scores on state assessment; end-of-course Biology
assessment (high schools only)
Student Growth: median Student Growth Percentile (SGP)
Readiness: chronic absenteeism (elementary schools); median 8th grade ACT/Explore scores (middle
schools) and 11th grade ACT scores, high school graduation rates; and college enrollment rates (high
schools)
Achievement Gaps: current year gap rate and two-year gap reduction
Each of these indicators is explained below.
13. How are the “Achievement” indicators for reading, math, and science calculated?
The Achievement indicators measure whether a school is providing students with the math, reading, and
science skills that provide a solid foundation for success after high school.
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Frequently Asked Questions
Math, reading, and science proficiency are measured by statewide assessments. Hawaii is in the process
of transitioning to using new assessments aligned to the Common Core State Standards. For SY2012-13
results, the Index will rely on scores from the Hawaii State Assessment, and then shift to the HSA bridge
assessment for SY2013-14 and then to the Smarter Balanced assessment in 2014-15.
14. How is “growth” calculated?
Hawaii uses the Hawaii Growth Model to measure how well a school is improving students’ reading and
math scores over time. The Hawaii Growth Model is based on the Colorado Growth Model, which has
been adapted by dozens of states across the country.
For an individual student, growth is a measure of progress in academic achievement. The Hawaii Growth
Model compares the progress of individual students on the Hawaii State Assessment relative to others
with a similar achievement history, known as their academic peers. This comparison is quantified as a
Student Growth Percentile or (SGP).
The SGP is similar to children’s height and weight percentiles that pediatricians share with parents. A child
that is in the 76th percentile in weight is as heavy as or heavier than 76% of other children of the same
age. Similarly a SGP of 60 indicates the student grew more than 60% of her academic peers. The SGP
helps us understand whether their growth is high, typical, or low relative to others who have shared the
same achievement history.
The Index uses a school’s Median SGP.
The Median SGP is calculated by taking the individual SGPs of all the students in the school being
analyzed, ordering them from lowest to highest, and identifying the middle score (the median). The
Median SGP tells us how much growth that school’s students are making as a whole.
For more information, see the following resources on the Hawaii Student Growth Model:
 Video: The Hawaii Growth Model: An Introduction to Student Growth Percentiles http://vimeo.com/38819410
 FREQUENTLY ASKED QUESTIONS: The Hawaii Growth Model: An Explanation of Student Growth
Percentiles (SGP) -http://www.hawaiipublicschools.org/DOE
Forms/StriveHIIndexReports/HawaiiGrowthModelFAQs.pdf.
15. How is “chronic absenteeism” calculated?
The Readiness indicators measure whether a school is doing its part in ensuring students are ready to
move through the K-12 pipeline prepared to graduate ready for college and careers. At the elementary
school level, the Index uses Chronic Absenteeism as the metric to determine whether students are on
track to graduate ready for college and careers.
The chronic absenteeism rate is defined as the percentage of students that are absent for 15 or more
school days a year (excluding medical emergencies). Chronic absenteeism rates fall into one of five
quintiles - very low absenteeism, low absenteeism, average absenteeism, high absenteeism, very
absenteeism – each of which has been assigned its own respective point value.
16. How is performance on the 8th grade ACT EXPLORE calculated?
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Frequently Asked Questions
For middle schools, the Readiness indicator is instead measured by student performance on the 8th grade
ACT EXPLORE assessment of college- and career-readiness.
EXPLORE consists of four multiple-choice tests: English, Mathematics, Reading, and Science – scored from
1 (low) to 25 (high) , and science and has content similar to the ACT Test. Students receive a score on
each of the four tests, and a Composite Score – the average of the four test scores, rounded to the
nearest whole number.
The Strive HI Index uses a school’s median 8th grade ACT EXPLORE Composite Score.
17. How is performance on the 11th grade ACT Test calculated?
For high schools, the Readiness indicator is measured in part by student performance on the 11th grade
ACT college- and career-readiness “anchor” assessment.
The ACT consists of four multiple-choice tests - English, Mathematics, Reading, and Science – scored from
1 (low) to 36 (high). Students receive a score on each of the four tests, and a Composite Score – the
average of the four test scores, rounded to the nearest whole number.
The Strive HI Index uses the percentage of students that receive a Composite Score of 19 or above. This
cut point was selected based on analyses that demonstrate students with a 19 or higher on the Composite
Score are likely to succeed in entry-level, credit courses in Hawaii.
Note: Based on national data, ACT has identified College Readiness Benchmark Scores – the minimum
score needed on an ACT subject-area test to indicate a 50% chance of obtaining a B or higher or about a
75% chance of obtaining a C or higher in the corresponding credit-bearing college courses, as follows.
ACT Test
English
Reading
Mathematics
Science
ACT Test Benchmark
18
21
22
23
College Course
English Composition
Social Sciences
College Algebra
Biology
Also note: local universities use a range of ACT scores in a variety of ways as entrance or course
placement requirements. For the 2012-13 school year, setting a cut score based on the Composite Score
of 19 was determined to provide the most reasonable baseline.
18. How are high school graduation rates calculated?
All states, including Hawaii, are required to calculate graduation rates using a four-year adjusted cohort
rate as defined in federal 2008 regulations.
The four-year adjusted cohort graduation rate is federally defined as the number of students who
graduate in four years with a regular high school diploma divided by the number of students who form
the adjusted cohort for the graduating class. From the beginning of 9th grade (or the earliest high school
grade), students who are entering that grade for the first time form a cohort that is “adjusted” by adding
any students who subsequently transfer into the cohort and subtracting any students who subsequently
transfer out, emigrate to another country, or die.
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Frequently Asked Questions
19. How is the college-going rate calculated?
College enrollment is calculated using data provided by the National Student Clearinghouse and analyzed
by Hawaii P-20. These data includes records on more than 98 percent of all students in public and private
U.S. institutions, including the UH system, Chaminade and Hawaii Pacific University.
The Strive HI Index defines the college-going rate as the “total percentage of students who enrolled in any
institution of higher education (IHE) within 16 months of earning a regular high school diploma.”
This is a slightly different indicator than the college-going rate provided on Hawaii P-20’s College and
Career Readiness Indicators reports. Those reports calculate college-going rates based on students who
enroll in an institution of higher education in the Fall following high school graduation. By using the 16
month college-going rate, the Department captures students who may have taken time off before
enrolling college.
20. How are the High-Needs and Non-High Needs student groups used to calculate the two “Achievement
Gap” indicators defined?
The Achievement Gap indicators measure the extent of the achievement gap between student groups and
how well a school is closing those gaps over time. The inclusion of an achievement gap measure reflects
the Strategic Plan’s focus on achievement gaps.
The Index’s Achievement Gap metrics compare performance between two student groups: “High-Needs”
students and “Non-High Needs” students. The High-Needs category includes students that are
economically disadvantaged, limited English proficiency and/or special education. Each student will
belong to only one group “High-Needs” or “Non-High Needs.” This replaces NCLB’s system where a single
student can be counted in multiple subgroups.
21. How is “Current Year Gap Rate” calculated?
The current year gap rate is a comparison between proficiency rates of students in the “High-Needs”
(HN) or “Non-High Needs” (NHN) student groups. This measure identifies the extent achievement
disparities exist. The current-year gap rate is calculated by dividing the difference between the NHN and
HN proficiency rates by the NHN proficiency rate ((NHN – HN)/NHN)).
22. How is “Gap Rate Reduction” calculated?
The second measure is based on a two-year gap reduction rate, e.g., a school’s 2012 NHN/HN gap versus
2010 gap rate.
23. Are the Achievement Gap indicators included in the Index for all schools?
No. A “Gap Index Exemption” is applied to some schools.
If a school's combined High Needs proficiency for Math and Reading is greater than or equal to the
combined target of 68% (equally weighted between 72% for Reading, 64% for Math) then that school
may be exempt from using the Achievement Gap indicator as part of their Index calculation. If a school
qualifies for the Gap Index Exemption, their overall Index value is calculated with the Achievement Gap
excluded and the greater overall Index value is used. For example, if a school eligible for the exemption
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Frequently Asked Questions
has an initial calculated Index score of 335, and its Index score not including Achievement Gap is
calculated to be 354, then the higher value - 354 - is used as the school's overall final Index score.
The rationale for this exemption is two-fold. First, performance demonstrates a level of absolute
achievement whereby conventional concerns associated with gaps are mitigated. More importantly,
resources and support for high gap schools may be better spent at schools where similar or even slightly
lower gaps exist yet overall achievement is low. Schools with HN Students meeting or exceeding AMOs
may still have the gap indicator applied to their Strive HI Index if these schools’ gap performance is similar
or higher, relative to performance on its other indicators (achievement, growth and readiness).
E.
Strive HI Index: Calculating the Index
24. How is the Index calculated for schools with unusual grade spans?
For purposes of calculating the Index, a school is treated based on the highest grade for which it has the
Index’s “readiness” indicators. For example, K-8 schools are treated as middle schools and any school with
an 11th or 12th grade is treated as a high school.
25. How is the Index calculated for a school with missing data?
Schools are not penalized for missing data. If an indicator is missing data for a specific measure, then the
weighted value of that missing measure is split evenly among the remaining measures. Likewise, if a
school is missing data for an entire indicator, then the weighted value of that missing indicator is split
evenly among the remaining indicators.
26. How many points are awarded for each indicator?
Many indicators are assigned points calculated by multiplying actual performance by the total possible
points.
 This approach applies to math, reading and science proficiency; 11th grade ACT; graduation rates;
college-going rates; and current-year gap rate.
 The table below lists the indicator and the possible points available for that indicator.

For example, if 75 percent of a school’s students score proficient or above on the reading
assessment, the school will receive 75 percent of possible points for that indicator (0.75 X 40 possible
points = 30 points).
Indicator
Reading proficiency
Mathematics proficiency
Science Proficiency
Percent of students scoring above 19 on
the 11th grade ACT (high school only)
Graduation rate (high school only)
College-going rate (high school only)
Current-year gap rate
Possible Points
40
40
20
45
50
5
50
Other indicators are assigned points based on a scoring rubric that compares schools’ results to each
other.
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Frequently Asked Questions




This approach applies to growth, chronic absenteeism, 8th grade ACT, and gap rate reduction.
The scoring rubrics list cut points, and the points assigned to results within those cut points.
For those three indicators, the scoring rubrics used to calculate the SY12-13 results are provided
below.
Each year, the cut points will be reestablished based on the distribution of results.
Growth scoring rubric
Category
Very High Growth
High Growth
Average Growth
Low Growth
Very Low Growth
Reading
Median SGP Points
>57
50
54-57
35
50-53
25
45-49
15
<45
0
Mathematics
Median SGP Points
>61
50
55-61
35
48-54
25
41-47
15
<41
0
Chronic absenteeism scoring rubric (used for elementary schools only)
Category
Very Low Absenteeism
Low Absenteeism
Average Absenteeism
High Absenteeism
Chronic Absenteeism
% of students chronically absent
<10
10 – 14
15 – 19
20 - 24
Points
100
60
30
15
Median 8th Grade ACT EXPLORE scoring rubric (used for middle schools only)
Median 8th Grade Explore score
<13
13.5 – 14
14.5 – 15
>15
Points
0
35
65
100
Gap rate reduction scoring rubric
Note that schools with a negative percent reduction increased their gap rate. For SY12-13 results,
it was necessary to assign points to schools even with gap rate increases to further differentiate
between schools with moderate versus high gap increases. Schools with a negative gap (HN
outperforming NHN Students) are awarded the full 50 points for this measure.
Category
Very High Reduction
High Reduction
Moderate Reduction
Moderate Increase
High Increase
% Reduction
>42%
41% - 20%
19% – 1%
0% - -27%
<-27%
Points
50
35
25
15
0
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Frequently Asked Questions
27. Is there a minimum participation rate for assessment-related indicators, as there was with NCLB
accountability?
Yes, but it is calculated differently. If a school's participation rate for Math or Reading is below 95% then a
"low participation penalty" is attributed to their proficiency values. The number of students not tested
that dropped the schools participation rate below 95 percent are added to the denominator in calculating
the proficiency for that particular subject. For example, a given school needed to test 7 more students in
Math and 8 more students in Reading to reach the 95 percent threshold. The number of proficient
students remains the same, but the number of tested students (denominator) is increased so the Math
proficiency calculation changes from 174/396 to 174/403 and the Reading proficiency calculation changes
from 298/395 to 298/403. The adjusted proficiency values are used for the achievement Index
calculation.
28. Is there a minimum number of students needed to produce Index calculations?
For index calculations, a minimum count of 30 students is required. If the current year's data does not
meet the minimum count, then data from the previous year are included in the calculation. If the
minimum student count is still not met, then the 2nd previous year's data are included. If the minimum
student count is still not met after including three (3) years of data, then the calculation is done based
upon the pooled three (3) years of data.
29. Are indicators weighted evenly for all schools?
No. To produce the final 400 point score, indicators are weighted for each school level (elementary,
middle, and high) according to the graphic below. The weights are designed to reflect each level’s
contribution to ensuring students are ready to move through the K-12 pipeline prepared to graduate
ready for college and careers.
F.
Strive HI Steps (School Classifications)
30. How are schools classified?
Based on the Strive HI Index results and other factors, schools are classified on one of 5 Steps as they
strive for continuous improvement: Recognition, Continuous Improvement, Focus, Priority and
Superintendent’s Zone.
The 5 Steps are designed to:
 Consistently differentiate rewards, supports and interventions and strategically deploy resources
when and where they are most needed.
 Provide the highest-performing schools with recognition, financial awards and administrative
flexibility to sustain success.
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Frequently Asked Questions


Provide schools with supports and interventions based on the lessons learned from the
successful efforts to turnaround low-performing schools in Hawaii’s Zones of School Innovation.
Prioritize intense state support for the lowest-performing schools to catalyze significant
improvements.
31. What are the criteria for classification as a Recognition School?
The federal parameters limit Recognition Schools to no more than 5 percent of all Hawaii schools.
Schools are classified as a Recognition school based upon their status as either a High- Performing School
or High-Progress School. Beginning with the highest ranked Index schools, all schools are evaluated
against the criteria for either of the two categories.
High- Performing School criteria
High-Progress School criteria:
 Meet or exceed annual targets for all student
groups
 Graduation rates in top 10% of all high schools
 Current year gap -rate less than 30%
 Increases of 15% or higher of all students’ proficiency
over three years
 Highest increases in grad rates (top 10% of schools
with increase of 10% over three years)
 Reduction of gap between High-Needs and Non-High
Need student groups by 10% or more over 3 years
(cannot meet gap reduction by lowering performance
of non-High Needs group.)
This process is repeated until a total of no more than 5% of all Hawaii schools are identified, or until all
schools have been evaluated for Recognition School status.
32. What are the criteria for classification as a Priority School?
The federal parameters require that the Department classify a minimum number of low-performing schools as
Priority Schools. This minimum number is equal to 5 percent of the number of Hawaii’s Title I schools.
Schools are classified as a Priority School according to the following steps:
Step 1: Select any School Improvement Grant (SIG) school that is implementing a school intervention model
Step 2: Select any high school (Title I or non-Title I) with a high school graduation rate of less than 70% over
three consecutive years
Step 3: Select the lowest Index-ranking Title I schools until a school count equal to 5% of all Title I schools is
reached (including the schools identified in Steps 1 and 2)
Step 4: Select all non-Title I schools scoring at or below the highest scoring Title I school selected in Step 3
33. What are the criteria for classification as a Focus School?
The federal parameters require that the Department classify minimum number of low-performing schools as
Focus Schools. This minimum number is equal to at 10 percent of the number of Hawaii’s Title I schools.
Step 1: Select any high school (Title I or non-Title I) with a high school graduation rate of less than 70% over
two years.
Step 2: Select any school (Title I or non-Title I) that has an academic achievement gap of 50% or larger
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Frequently Asked Questions
between the High Needs and Non-High Needs student groups. .
Step 3: Select any high school (Title I or non-Title I) that has a graduation gap of 20% or larger between the
High Needs and Non-High Needs subgroups.
Step 4: Select the lowest Index-ranking Title I schools (after Priority schools selection) until a school count
equal to 10% of all Title I schools is reached, including the schools identified in Steps 1-3.
Step 5: Select all non-Title I schools scoring at or below the highest scoring Title I school selected in Step 4.
G. Strive HI Results
34. Where can I find my school’s results?
There are several resources that can be used to review an individual school’s reports.




School Performance Report (SY12-13): This one-page document provides a snapshot of key school
indicators from the Strive HI Index and demonstrates how each school’s results were converted into
the 400 point Strive HI Index, and then into a school classification. To find these reports use the
“Find Schools” feature at the top of the webpage to find each school’s individual school page, which
includes a link to the report.
o Strive HI School Performance Report Overview: provides a step-by-step guide on how to
read the Strive HI Performance Report.
http://www.hawaiipublicschools.org/DOE%20Forms/StriveHIIndexReports/StriveHIIndexexpl
ain.pdf
o For a small number of schools, details from these reports are not publicly available. Due to
small student population, data are suppressed to protect student privacy.
Student Group Performance Reports: The Student Group Performance Reports provide detailed
information about how each school’s student groups’ performance meeting math, reading, science,
and retention or graduation rate targets. These reports can be access through the ARCH site at
School Accountability Report (SY13-14): The official School Report Card with the full information
required by federal law. These reports will be published in mid-September.
Strive HI Performance System: School Distribution (interactive site): This interactive site allows users
to explore schools’ performance relative to other schools.
http://public.tableausoftware.com/views/StateIndexDistribution/StateScatterplot?:embed=y&:displa
y_count=no
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