Concordance
Concordance measures whether a student's classroom grades and assessment scores tell the same story. When they agree, the student shows a checkmark. When they disagree (triangle), it signals that grades alone may not reflect the student's true performance level.
Concordance Symbols
- ✓ Checkmark -- Grades and assessments agree. The student's classroom performance matches their tested performance.
- ▲ Triangle up -- Assessment score is higher than the grade suggests. The student may be undergraded.
- ▼ Triangle down -- Grade is higher than the assessment score. This may indicate grade inflation -- the student's report card looks stronger than their tested skills.
Bubble Students
Bubble students are those closest to the next performance level -- students where targeted intervention is most likely to change their outcome. A student qualifies as "bubble" when at least one assessment places them just below proficiency.
Intervention Segments
Every bubble student is assigned to one of four intervention segments based on what barrier is most pressing:
- Attendance First -- Below 90% attendance. Academic support cannot work until the student is in school.
- Multiple Barriers -- Three or more risk factors (attendance 90%+). Needs a coordinated plan, not a single fix.
- Grade Inflation Masked -- Classroom grades above 80% but assessment scores below proficient. Looks fine on report cards but is not on track.
- Almost There -- Nearest to proficiency with no major barriers. Targeted skill work can push them over the line.
Risk Tiers
Students are classified by cumulative risk: On Track (0-1 risk factors), Monitor (2 risk factors), At Risk (3+ risk factors), and Critical (4+ risk factors with attendance below 85%).
Lower Quartile (LQ) Growth
Progress of the lowest-performing 25% of students. Arkansas accountability weights LQ growth heavily -- improving the students who are furthest behind has an outsized impact on school letter grades.