Everything a principal needs to understand the MDE 2025 Accountability Standards — models, components, FAY rules, formulas, growth weights, and letter grades. All facts tied directly to the document.
Source: Mississippi Public School Accountability Standards 2025 · Revised January 13, 2026 · Business Rules §1–§28 · Policy §2–§3
Mississippi uses two point-based models. The model depends on whether your school serves students in 12th grade.
Applies to elementary, middle, and K–8 schools. Scored on 7 components, each worth 100 points (700 total). Reading and Math each have two growth components: one for all students, one for the Lowest Performing 25% subgroup.
Applies to high schools and K–12 schools. Scored on 9 components. Graduation Rate is worth 200 points (×2.0 multiplier). Readiness is worth 150 points total (three 50-pt sub-components).
Tap any component card to open the formula — numerator, denominator, multiplier, worked example, and key rules.
Growth in Mississippi is not a percentile ranking — it is a binary determination of whether each student moved up in proficiency level from one year to the next.
A student is counted as meeting growth if they meet ANY of the following:
Additional weight of 1.25 applied in the numerator for exceptional growth. This is a per-student calculation, not school-level.
No accountability component may exceed its allocated maximum points (§6.2 note).
The Full Academic Year rule determines which students are included in accountability calculations. Per §2.1: enrollment is regardless of attendance.
*Exact date published yearly by MDE. §2.1 Note: 74.5% will NOT be rounded up to 75%. §2.3: Weekends and holidays are included in the calculation.
Enrollment is measured regardless of attendance. Days are calendar days — weekends and holidays count. 74.5% does NOT round up to 75%.
Fall semester FAY = Sept 1 → first day of Fall primary testing. Spring semester FAY = Feb 1 → first day of Spring testing. MDE publishes these dates annually.
If a student meets FAY at School A but tests at School B, the score is attributed to School A. The school where FAY was met receives the accountability impact.
If a student does not meet FAY at any school, that student's assessment score is excluded from all school accountability calculations for that year.
A student who transfers within a district may meet FAY for the district (combined days) but not for either individual school. District scores are separate from school scores.
If a student enrolls and withdraws on the same day, that student is counted as having been enrolled for one (1) calendar day at the receiving school.
If a student drops out and re-enrolls within the same school year, the re-entry date becomes the new enrollment date. Days accumulated before dropout are not carried forward.
Concurrent enrollment in more than one school or district is included in FAY calculations at both locations.
A student without a prior-year Mississippi assessment score is excluded from all growth calculations. No out-of-state score substitution accepted.
A student moves from another state and enrolls at your school. They have never taken a Mississippi state assessment.
Proficiency (§2.1): If enrolled early enough to accumulate ≥75% of calendar days from Sept 1 to the first day of testing, their proficiency score COUNTS.
Growth (§6.8): No Growth score can be calculated — ever — in the first year. There is no prior-year Mississippi baseline. The student is excluded from ALL four growth components. A prior-state score is not accepted as a substitute.
A student transfers in January from School A to School B within the same district. Neither school alone reaches the 75% threshold (170 days of a 226-day window).
District-Level FAY (§2.6): The district combines both schools' days. If combined = 100% of the window, the student meets DISTRICT-level FAY only.
Score attribution (§2.4): Score is not attributed to either school individually — it counts only at the district level.
A student was enrolled at School A (District 1) from September 1 through March 1 — approximately 181 calendar days of a 226-day window (80.1%). They transfer to School B (District 2) and sit for the exam there.
FAY determination: 181 ÷ 226 = 80.1% at School A — exceeds 75%. FAY is met at School A.
Score attribution (§2.4): Even though the student tests at School B, the score is attributed to School A. School B receives no data from this student.
A student enrolled September 1 at School A and accumulated 75%+ before the testing window — FAY is established. They then transfer to School B in March and test there.
FAY cannot be "un-met." Once the 75% threshold is reached, the designation is locked. The subsequent transfer does not change the FAY determination at School A.
A student enrolled September 1, attended through November 30 (91 days), then dropped out. Re-enrolled February 1, remaining through testing (73 days).
§2.10 — Clock Resets at Re-Entry: The 91 days before dropout are forfeited. FAY calculation begins from February 1. 73 ÷ 226 = 32.3% — FAY NOT met.
Enter the student's enrollment date and the MDE-published first day of testing to instantly determine FAY status. Per §2.1, 74.5% will NOT round up to 75%.
The cut scores below are taken directly from the MDE 2025 document. These reflect 700 and 1,000 point totals respectively.
| Grade | Cut Score | Range |
|---|---|---|
| A | ≥ 457 | 457–700 |
| B | 402 ≤ < 457 | 402–456 |
| C | 352 ≤ < 402 | 352–401 |
| D | 277 ≤ < 352 | 277–351 |
| F | < 277 | 0–276 |
| Grade | Cut Score | Range |
|---|---|---|
| A | ≥ 769 | 769–1,000 |
| B | 689 ≤ < 769 | 689–768 |
| C | 627 ≤ < 689 | 627–688 |
| D | 567 ≤ < 627 | 567–626 |
| F | < 567 | 0–566 |
| Grade | Cut Score | Range |
|---|---|---|
| A | ≥ 694 | 694–1,000 |
| B | 642 ≤ < 694 | 642–693 |
| C | 572 ≤ < 642 | 572–641 |
| D | 519 ≤ < 572 | 519–571 |
| F | < 519 | 0–518 |
Districts are calculated as one K–12 school (§1.5). District performance classification is separate from district accreditation status.
The Readiness Indicator applies only to schools with 12th grade and is worth 150 total points — three sub-components of 50 points each.
Percentage of eligible students taking AND passing accelerated courses. Numerator = students taking & passing; Denominator = all students whose MSIS grade is 11th or 12th (§9.4.2). Score = (num ÷ den) × 50.
| Qualifying Course/Credential |
|---|
| Advanced Placement (AP) — must score ≥3 on AP exam (§9.2) |
| International Baccalaureate (IB) — must score ≥4 |
| AICE — must pass the exam |
| Dual Credit — grade of C or above (§9.2) |
| SBE-approved Industry Certification |
Based on the ACT Superscore, ACT NCRC, SAT, or ASVAB scores at end of month 9. Each student receives a value between 0 and 1. Denominator = all Senior Snapshot students (§25.5).
| Score | ACT | SAT | NCRC | ASVAB |
|---|---|---|---|---|
| 0 | <15 | <850 | None | <31 |
| .25 | 15–16 | 850–929 | Bronze | 31–49 |
| .50 | 17–19 | 930–1039 | Silver | 50–64 |
| .75 | 20–24 | 1040–1209 | Gold | 65–92 |
| 1.0 | ≥25 | ≥1210 | Platinum | ≥93 |
Based on withdrawal/completion status by June 30 of the senior year. Each student receives a value between 0 and 1. Denominator = all Senior Snapshot students (§26.1).
| Score | Student Status |
|---|---|
| 0 | No qualifying completion |
| .25 | Diploma equivalency or Traditional diploma in 5th year |
| .50 | Traditional diploma or Alternate diploma (4 yr) |
| .75 | Diploma with Academic, CTE, or JROTC endorsement |
| 1.0 | Distinguished Diploma (§26.5) |
Schools identified as At-Risk include those earning an F under state accountability AND those identified under federal ESSA requirements.
A school earning an F under the SBE accountability system is automatically designated a School At-Risk per Miss. Code Ann. §§37-18-3 and 37-18-5. State intervention follows.
Method 1: Graduation rate ≤67% (3-year cycle). Method 2: Title IA school in bottom 5% of overall accountability index. Method 3: Previously ATSI school failing to exit after 3 years with 3 consecutive years of subgroup scores at or below the bottom 5% of Title IA schools (§11.3).
A school with a subgroup composite score in the lowest 50% of overall accountability AND in the lowest quartile of 3-year average gap-to-goal AND in the lowest quartile of 3-year improvement. Schools meeting all three criteria are rank-ordered; bottom 5% not already CSI are identified for TSI (§12.2).
A school where a subgroup's 3-year average performance is at or below the performance of all students in the lowest-performing 5% of Title IA schools statewide. Applies to any school — Title I or non-Title I. Identified on a 3-year cycle (§13.1).
District accreditation is separate from school performance classifications. Districts are accredited based on compliance with Process Standards and Accreditation Policies.
Assigned to a district that complies with Accreditation Policies and 100% of Process Standards. Local board retains full governance authority.
Assigned when a district fails to comply with 100% of Accreditation Policies and Process Standards. The district must develop and implement a Corrective Action Plan (CAP) submitted within 60 calendar days of notification (§2.8.1).
Assigned to a district previously on Probation that failed to comply with its CAP — or placed in a District of Transformation. Status listed as WITHDRAWN NOT ACCREDITED. District may petition for reinstatement on January 1 or July 1 (§2.8.2.5).
Adjust each component to project your point total and likely letter grade. Uses the correct MDE component structure and official cut scores from §1.2 and §1.3.