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Task force debates exit rules for CSI/TSI/ATSI and rejects adding '3c' growth tier in straw poll
Summary
Members discussed decile-based exit criteria for federal designations (CSI/TSI/ATSI) and whether to replace them with 'any improvement' or a different metric; the group held a straw poll on adding a 3c growth category and declined to adopt it pending further impact analysis.
A major focus of the meeting was how Mississippi should define exit criteria for federal accountability designations and whether letter grades should be tethered to CSI/TSI/ATSI status.
Chris Topolasco reminded the task force that federal law requires identifications for Comprehensive Support and Improvement (CSI), Targeted Support and Improvement (TSI), and Additional Targeted Support and Improvement (ATSI), and that states must also specify exit criteria. "You no longer meet the entry criteria, and you do one of the following," Topolasco said while presenting draft menu options that included composite score improvements, decile movement and targeted subgroup improvements.
Members voiced two recurring concerns. Some supported replacing decile progress targets with an "any improvement" rule for the subgroup step because the decile bands can be arbitrary; others warned that lowering the bar could unintentionally benefit some districts and change the distribution of identified schools. "I don't like blind things," a superintendent said, urging impact data before a change to make sure the reform does not create perverse incentives.
On growth methodology, the department proposed adding a third sublevel inside Level 3 (3a/3b/3c) to give more granular credit for slow but steady progress. The chair called the question and took a hand vote: six members raised hands in favor of keeping the current model (status quo) when asked explicitly, and the rest declined to vote. The chair recorded that the task force would not adopt 3c at this time and that staff should run additional impact simulations.
Why it matters: Exit rules and growth definitions determine which schools receive federal supports and how the state reports school accountability. Changes can shift schools into or out of improvement classifications and affect compliance with ESSA.
Next steps: MDE will produce impact runs comparing decile rules, any‑improvement rules, and the 3c option; staff will return with analyses before drafting amendment text for the U.S. Department of Education.
