Alternative Schools Accountability Model (ASAM)

ASAM provides standards for California alternative schools.

The Alternative School Accountability Model (ASAM) is a tool developed and utilized in California to assess alternative school and student performance. It provides supplemental information to the Adequate Yearly Progress and Academic Performance Index measures, which are two other measuring tools used in the state's traditional schools. The California ASAM has been used by the state since the 2001-2002 school year, and in outcomes the tool shows little consistency across schools. Therefore, the state continues to review the system by looking to improve the tool, making it more precise and academically based.

Purpose

The Alternative School Accountability Model (ASAM) was established in 2000 as a result of the Public Schools Accountability Act of 1999. It is one of four components of the act and the primary goal is to improve and measure the academic performance of alternative schools in California. The ASAM is offered to small schools or schools with a non-traditional population. The children who attend these schools that use the ASAM are high risk or a highly mobile population of students.

Participation

The State Board of Education determined in 2002-2003 which types of schools would meet eligibility for the ASAM. Schools can volunteer to take part in the reporting but must meet all federal No Child Left Behind (NCLB) Act of 2001, including specifically Adequate Yearly Progress (AYP) and Academic Performance Index (API) requirements. Schools required to serve high risk students are eligible which include continuation schools, county or community day schools,opportunity schools, Juvenile Court and California Education Authority schools and the Division of Juvenile Justice schools. In addition, choice or charter schools that service 70 percent of high risk students can apply. Schools including expelled students, children who are a ward of the court, pregnant students and students who have been left back two grade levels between kindergarten and eighth grade qualify.

Information

The Alternative Schools Accountability Model (ASAM) was developed based on a set of guiding principals. Principles include identifying and setting reasonable standards for school performance and providing the public and parents the right to know the levels of student performance in an alternative school. In addition, the ASAM would be flexible but the indicators would be stable. As set forth by the principals, originally schools would pick two out of 14 indicators. The indicators are divided into three categories measuring student learning readiness, transition and academic performance. Currently, schools are to pick three out of 14 indicators. In addition, all reporting is done online. Data and information are password protected.

Data Collection and Reporting

Reporting schools can only choose students who have been in the school for a minimum of 90 consecutive instructional days and are considered long-term schools. They must complete data for a full school year starting the first day of the school year. The schools must keep the same three out of 14 indicators for three years, and reporting is done annually. Schools are provided the ASAM Reporting Guide, which is updated annually and provides step-by-step instructions. The Evaluation, Research and Analysis Team unit is responsible for managing the data collected by the schools. All outcomes are provided on DataQuest and can be accessed by the public.

References

• California Department of Education: Alternative Schools Accountability Model
• NDTAC: Innovative Models in California, 2004

Resources

• EdSource
• CASAS: Alternative Schools Accountability Model