The Annual Education Report provides detailed information on educator qualifications, student assessment and accountability, and other educational information for schools, districts, and the state in one convenient place.
The report is designed to meet the federal requirements of the Elementary and Secondary Education Act, helping school districts to easily package the required data elements for annual federal reporting.
Users can easily link to, print with cover letter, and distribute these reports to fulfill requirements of the Every Student Succeeds Act. To fulfill Michigan’s requirements for an annual education report, the district and schools must add the following components:
- The process for assigning students to each school
- The status of its school improvement plan
- A description of each specialized school
- The status of core curriculum implementation
- Information about locally administered assessments
- Parent-Teacher conference data
- Postsecondary and/or college accredited courses and dual enrollment
Most of these data are locally generated and can be addressed in the AER cover letters to fulfill both the federal and state requirements in a single report. For more information about the state requirements, jump to the Michigan Legislative website. Visit the MDE site for AER frequently asked questions.
The report is updated annually. The release schedule varies. See the Recently Posted Reports page for when the report was last updated.
From the Annual Education Report Home page, you can create any of the five individual reports by clicking on the respective “Generate a Report” link. Or, use the “Annual Education Report” button, which will take you directly to the Student Assessment report.
The report presents statewide data by default. Use the Location and Report Settings menu to select a location, then click “Update Report.”
Each report includes a menu with links to all five of the individual reports:
- Student Assessment: Presents proficiency and other data from the M-STEP, SAT, PSAT and MI-Access assessments in English language arts, mathematics, and science, including subgroup comparisons and benchmarks.
- Accountability: Uses information from assessments, graduation and attendance rates, and school quality measures to determine if the school is meeting accountability targets. Here you can identify how well your school is serving the overall academic needs of students. More information about school accountability is available on the MDE Accountability page.
- Educator Qualifications: The report identifies teacher qualifications in relation to requirements. Here you can find how many teachers in a school, district or across the state possess specific qualifications.
- NAEP report. NAEP administers a state-level assessment in mathematics and reading every two years. NAEP and M-STEP have different frameworks, and define their performance level descriptions differently, so they can't be directly compared. NAEP is administered in the winter; M-STEP is administered in the spring. NAEP data are reported at the state level only.
- 1003 School Improvement Funds: Under Section 1003 of the Every Student Succeeds Act, districts with schools identified for school improvement, corrective action and restructuring under Section 116 of Title I, Part A may be awarded supplemental funds to support efforts and initiatives aimed at raising student academic achievement. This report lists all schools that received section 1003 school improvement funds, including the amount of funds each school received and the types of strategies implemented in each school with such funds.
See the MI School Data Quick Start Guide for the basics of navigating the site and customizing a report.
These options can be customized in the Location and Report Settings menu.
Locations Setting options: Statewide, District and School. The NAEP report will only display state level results. The accountability report displays proficiency and targets data for Statewide and School settings only.
The Annual Education Report includes information related to assessments, accountability, educator qualifications, NAEP, pupil expenditures, civil rights and discipline, and Section 1003 School Improvement Funds, including data from all local education agencies in the state.
To meet federal guidelines, the report includes this assessment data:
- All students in all grade levels that have been tested, not just students enrolled for a full academic year.
- Assessment data on reading/language arts, Science and mathematics assessments.
The report includes the following accountability data required on state report cards:
- Data on student performance on the state’s additional academic indicators.
The Center for Educational Performance and Information collected data for this report via the Michigan Student Data System, including student building, district, and ISD information as well as demographics. For more information on the MSDS application and reporting rules, please see the MSDS Collection Details Manual on the CEPI website.
The Michigan Department of Education Office of Educational Assessment and Accountability provided the test data.
The AER includes required professional qualifications data for public elementary and secondary teachers as reported to the state of Michigan. Data are collected using the Michigan Online Educator Certification System (MOECS) and the fall collection of Registry of Educational Personnel (REP). High and low poverty disaggregation is calculated based on the percentage of economically disadvantaged students enrolled at the educational location selected. A “high-poverty school” is defined as a school in the top quartile of poverty in the State, and a “low-poverty school” is defined as a school in the bottom quartile of poverty in the State.
For all metrics, Full-time Equivalency (FTE) is used to represent counts and percentages. FTE values represent the amount of time normally required for a full-time position within a given school district. For example, a full-time educator assignment would be 1.0 FTE, and an educator who teaches half-time at two different elementary schools would be reported as 0.5 FTE at each school.
- Inexperienced Teachers/Principals and Other School Leaders: Staff within their first three years of teaching or administrative assignment of any public Michigan district. Administrators included are limited to those requiring educator evaluations.
- Out-of-Field Teachers: Teaching assignments for which the teacher does not hold a teaching certificate with appropriate endorsement(s) or teachers assigned to a special education class without special education approval or endorsement.
- Teacher Emergency or Provisional Credentials: Of teachers designated “Out-of-Field,” the count and percentage who hold a permit for long-term instruction. Day-to-day permits are not included in this metric.
Civil rights data, including discipline information, is collected by the United States Department of Education and provided to states to use for these reports.
If you have questions not addressed here or in the linked resources, please contact CEPI customer support at firstname.lastname@example.org.
To protect the privacy of individual students, CEPI applies data suppression rules to sensitive data when report settings would yield fewer than 10 students in a given group. Complementary groups may also be suppressed. In some cases, values less than 10 may be shown when there is no risk of identifying individual students. Secure users can log in to view unsuppressed data for their authorized location. Please see How CEPI Protects Education Data for more information.
See the glossary for additional terms and acronyms used on MI School Data.
Accountability Index Value: Displays the index values for each of the six components that make up a school’s overall index value. Index values are based on the degree to which schools met targets in the different components. For more information on the index system, visit MDE’s Michigan School Accountability web page.
Additional Targeted Support: Schools having one or more underperforming student groups.
Comprehensive Support and Improvement: Schools that are among the lowest performing 5% of schools in Michigan, or a high school that has a 4-year graduation rate of 67% or less.
Inexperienced Teachers/Principals/Other School Leaders: Staff who are within the first three years of their teaching career, disaggregated by high-poverty and low-poverty schools.
Targeted Support and Improvement: Schools that have one or more underperforming student groups defined as performing in the bottom 25% within each applicable component.
Find and select locations to view reports: