• In June 2013, the State Board of Education & Early Development adopted new school and district accountability regulations to replace the Adequate Yearly Progress system of No Child Left Behind. The new accountability system is based on two prongs: the Alaska School Performance Index (ASPI) and Annual Measureable Objective targets.
  • In September 2012 Alaska applied for a flexibility waiver from the provisions of the federal Elementary and Secondary Education Act (ESEA). The waiver was approved in May 2013 by the United States Department of Education. In June 2013, the State Board adopted a new accountability system for our public schools. The new system has been named the Alaska School Performance Index (ASPI). The ASPI system effectively replaces the former Adequate Yearly Progress (AYP) model that has been in place since 2002.



2003 - 2012

  • Under the new state accountability system and approved ESEA Flexibility Waiver, Alaska has set new Annual Measurable Objective (AMO) targets in reading, writing, and mathematics that are ambitious but achievable.
  • AMO targets are set for the all-students group and for each of the currently required subgroups that have at least 5 students (economically disadvantaged students, limited English proficient students, students with disabilities, and all six ethnic groups).
  • The targets, in each assessed subject, increase in annual increments toward a goal of reducing by half the percentage of students who are not proficient within six years (based on the 2012 assessment data for the baseline year).
  • Targets have been set for the state, each district, and each school. A school or district will meet the AMO targets if it meets either the state target or its individual school or district target. The target of 95% participation in assessments must be met to meet the AMO target.



  • In 2012, the State Board of Education & Early Development adopted new educator evaluation regulations. The new guidelines require educators to be evaluated through observations and input from students and parents. Evaluation should identify educators’ strengths and weaknesses and support to improve instruction and to grow professionally.

  • The Alaska Department of Education & Early Development has developed tools that can be used by districts across the state as they redesign their evaluation system. The purpose of the design tools is to provide templates and samples to be used as a starting point to developing a revised district educator evaluation system that satisfies the new regulatory requirements and also incorporates best practices. Please visit the Alaska Educator Evaluation Design Tools.
  • Beginning in the 2015-2016 school year, teachers and administrators also will be evaluated using student learning data. Please see the Student Learning Data tab for more information.

Regulation & Statutes

Standards & Frameworks


Resources for Educator Evaluation Implementation


  • By July 1, 2015, Standards for performance based on student learning data must be adopted. Two to four measurements of student growth must be identified for each subject and grade level. Procedures to incorporate student data into the evaluation process for teachers and administrators must be established.

  • Student learning data is defined as an objective, empirical, valid measurement of a student’s growth in knowledge, understanding, or skill in a subject area. The growth must have occurred during the time the student was taught the subject by a teacher. The measurement or assessment must be:
    • Based on verifiable data or information that has been recorded or preserved;
    • Able to be repeated with the same expected results, and;
    • Independent of the point of view or interpretation of the person giving the assessment.


Resources for Student Learning Data Implementation

Links of Interest