Department of Education

To help readers understand and use this guidance, the following table provides an overview of the categories of State and LEA report card requirements under Title I of the ESEA. For each category, the table provides applicable statutory and regulatory citations and identifies question in this guidance in which the requirements are discussed in detail. Each category of requirements applies to both State and LEA report cards.

To help ensure that parents contribute to decisions related to report card style and format, the ESEA and its implementing regulations require that SEAs and LEAs consult with parents in developing report cards. (ESEA section 1111(h)(1)(B)(ii); 34 C.F.R. §§ 200.30(b) and 200.31(b)). The Department issued a Dear Colleague Letter to States on June 22, 2016, that provides information and resources on meaningful stakeholder engagement that may be helpful to SEAs and LEAs in consulting with parents on report cards. The letter includes the following suggestions:

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State and LEA report cards must be concise and presented in an understandable and uniform format accessible to persons with disabilities and, to the extent practicable, provided in a language that parents can understand (see questions B-8 through B-10 for more information on the accessibility of SEA and LEA report cards). See Sections C and D of this guidance for more detail on SEA and LEA responsibilities, respectively.

For example, report cards that include information for the 2017–2018 school year must be posted on SEA and LEA Web sites on or before December 31, 2018. If an SEA or LEA does not include per-pupil expenditure data on the report card posted on December 31, 2018, the State or LEA must indicate briefly on the posted report card when per-pupil expenditure data will be included, and must update the report card with such data by June 30, 2019.

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State and LEA report cards must be concise, presented in an understandable and uniform format, and accessible to the public. (ESEA section 1111(h)(1)(B) and (h)(2)(B); 34 C.F.R. §§ 200.30(a)-(b) and 200.31(a)-(b)). In addition, State and LEA report cards must begin with an overview section that provides information on key metrics of State, LEA, and school performance (see B-6 for more information regarding State and LEA report card overview sections). (34 C.F.R. §§ 200.30(b)(2) and 200.31(b)(2)). Beyond these requirements, SEAs and LEAs have flexibility to use the report card style or format they determine to be most effective in presenting information to stakeholders, including parents.

To help ensure that parents contribute to decisions related to report card style and format, the ESEA and its implementing regulations require that SEAs and LEAs consult with parents in developing report cards. (ESEA section 1111(h)(1)(B)(ii); 34 C.F.R. §§ 200.30(b) and 200.31(b)). The Department issued a Dear Colleague Letter to States on June 22, 2016.

To help ensure that parents contribute to decisions related to report card style and format, the ESEA and its implementing regulations require that SEAs and LEAs consult with parents in developing report cards. (ESEA section 1111(h)(1)(B)(ii); 34 C.F.R. §§ 200.30(b) and 200.31(b)). The Department issued a Dear Colleague Letter to States on June 22, 2016, that provides information and resources on meaningful stakeholder engagement that may be helpful to SEAs and LEAs in consulting with parents on report cards. The letter includes the following suggestions:

State and LEA report cards must be, to the extent practicable, written in a language that parents can understand or, if it is not practicable to provide written translations to a parent with limited English proficiency.

 SEAs and LEAs have some flexibility in determining what mix of oral and written translation services may be necessary and reasonable for communicating the required information to parents with limited English proficiency, it will generally be necessary for an SEA or LEA that has parents with limited English proficiency to produce versions of its report card in other languages.