The ESEA requires all states to implement statewide accountability systems based on challenging state standards in reading and mathematics, annual testing for all students in grades three through eight, and annual statewide progress objectives ensuring that all groups of students reach proficiency within 12 years. Assessment results are disaggregated by socioeconomic status, race, ethnicity, disability, and limited English proficiency to ensure that no group is left behind. LEAs and schools that fail to make AYP toward statewide proficiency goals are subject to improvement and corrective action measures.
In California, PI is the formal designation for Title I-funded schools and LEAs that fail to make AYP for two consecutive years.
Once in PI, a school or LEA that fails to make AYP will advance further in PI status. See Data Files Listing Schools and LEAs in PI or At Risk of Entering PI.
PI Status Determinations
Determinations are made using two years of data for schools and LEAs that receive Title I funds. Information on PI status determinations (identification, advancement, and exit criteria) at both the school and LEA level can be found at Title I PI Status Determinations.
See also Accountability Progress Reporting which provides links to PI Reports by school and LEA.
Under NCLB, PI schools and LEAs are responsible for implementing certain federal and state requirements during each year that they are in PI. These vary, based on the PI year and whether the entity is a school or LEA.
Program Improvement School Requirements
Resources for schools in PI Years 1 – 5, including timeline of requirements, detailed outline of requirements and recommendations for schools in PI, power-point slides, and information on school choice and supplemental educational services.
Program Improvement LEA Requirements
Requirements for LEAs subject to Title I accountability, and to joint Title I and Title III accountability.
Resources for PI Schools and LEAs
State Technical Assistance to PI Schools and LEAs
A statewide system of intensive and sustained support assists LEAs with PI schools and PI LEAs to increase the opportunity for all students in those agencies and schools to successfully meet academic standards.
Parent Notification Letter Templates for PI Schools and LEAs
Sample letters (with available translations) notifying parents of a school's and/or LEA's PI status.
State Program Assessment Tools
Underperforming schools and districts need policy and programmatic coherence to effectively address their students’ diverse needs. The state has developed several tools to help create this coherence, including the Academic Program Survey (APS), the District Assistance Survey (DAS), the English Learner Subgroup Self Assessment (ELSSA), and the Inventory of Services and Supports (ISS) for Students with Disabilities.
A comprehensive collection of all correspondence to the field regarding PI.
Program Improvement Overview - CalEdFacts
Part of the California Department of Education's information and media guide about education in the State of California. For similar information on other topics, visit the full CalEdFacts.
PI Funding to LEAs
LEAs identified as PI receive funding to implement provisions of the federal ESEA and California Education Code Section 52055.57. Funding is provided with the goal to improve student achievement while meeting the state's standards that will allow identified districts and county offices to exit from PI status.
Funding Profiles and Results
Funding profiles and results for both PI LEAs and Non-PI LEAs with PI schools.
Evaluation of Reform Strategies Undertaken by LEAs in PI Corrective Action
Annual evaluations as required by Assembly Bill 519 (Chapter 757, Statutes of 2008, Education Code Section 52055.59), prepared by the University of California Davis.