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2009 Grade 3-8 English Language Arts Results - p-12

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2009 Grade 3-8 English Language Arts Results - p-12 Powered By Docstoc
					Assessing College & Career
        Readiness
        July 17, 2012




                             1
    Our Challenge
    Graduating All Students College & Career Ready
New York's 4-year high school graduation rate is 74% for All Students.
However, the gaps are disturbing.

                                              June 2011 Graduation Rate

          Graduation under Current Requirements                      Calculated College & Career Ready*

                                               % Graduating                                              % Graduating
     All Students                                             74.0     All Students                                  34.7
     American Indian                                          59.6     American Indian                               16.8
     Asian/Pacific Islander                                   82.4     Asian/Pacific Islander                        55.9
     Black                                                    58.4     Black                                         11.5
     Hispanic                                                 58.0     Hispanic                                      14.5
     White                                                    85.1     White                                         48.1
     English Language Learners                                38.2     English Language Learners                       6.5
     Students with Disabilities                               44.6     Students with Disabilities                      4.4
     *Students graduating with at least a score of 75 on Regents English and 80 on a Math Regents, which correlates with
     success in first-year college courses.
     Source: NYSED Office of Information and Reporting Services                                                        2
Higher education degree holders:
Earn and contribute more to economic growth

                  2010 By Educational Degree
       Unemployment Rate              Median Annual Earnings




                                                               3
U.S. college graduation rates have stagnated relative to the
rest of the developed world.




                               Decline in relative position
                               of U.S. from 1995 to 2009




                                                               4
Over 50% of students in NYS two-year institutions of
higher education take at least one remedial course.




                                                                                                                               5
Source: NYSED Administrative Data for all Public, Independent and Proprietary 2- and 4-year institutions of higher education
  Regents Reform Agenda
  Path to College & Career Readiness
                                                     l   Implementing Common Core standards
                   Highly Effective                      and developing curriculum and
                   School Leaders
                                                         assessments aligned to these
                                                         standards to prepare students for
                                                         success in college and the workplace

                                                     l   Building instructional data systems
                                                         that measure student success and
                                                         inform teachers and principals how they
                                                         can improve their practice in real time
Highly Effective                       College and
   Teachers                           Career Ready
                                        Students     l   Recruiting, developing, retaining, and
                                                         rewarding effective teachers and
                                                         principals

                                                     l   Turning around the lowest-achieving
                                                         schools


                                                                                                  6
In the 21st Century Economy,
College Readiness = Career Readiness
Research by Achieve, ACT, and others indicate a high
degree of convergence.

The knowledge and skills that high school graduates will
need to be successful in college are the same as those they
will need to be successful in a job that:

            l       pays enough to support a family well above the
                    poverty level,
            l       provides benefits, and
            l       offers clear pathways for career advancement
                    through further education and training.
 ACT. (2006). Ready for College and Ready for Work: Same or different? Iowa City, IA.
 American Diploma Project (2005). Rising to the Challenge: Are High School Graduates Prepared for College and Work? Washington, DC.
Alignment of Performance Standards to
College & Career Readiness
                               2010

• In 2010, national experts conducted analyses of New York
  State assessment data and performance in first-year college
  courses
• Admissions directors of two- and four-year public and private
  colleges in the Western NY, Central NY, Hudson Valley, and
  New York City regions supported the experts’ determination
  that Regents scores ranging from 75 to 85 in ELA and Math
  were required for success in entry-level credit-bearing courses
• In 2010, NYSED reset the performance standards on grades
  3 – 8 ELA and Math assessments such that a designation of
  Meets Proficiency Standard (Level 3) was indicative of a
  75% chance of achieving a college- and career-ready score
  on the ELA and Math Regents exams
                                                                    8
Grades 3-8 ELA and Math Assessment Improvements to
Increase Rigor and Alignment with College & Career
Readiness




                                                     9
                2012
Grade 3-8 English Language Arts and
        Mathematics Results




                                      10
The average scale scores on the English Language Arts test this
       year were generally slightly higher than last year

               English Language Arts 2006-2012
                          By Grade
                      Mean Scale Scores




                                                                  11
The average scale scores on the Math test this year were
         generally slightly higher than last year

                Mathematics 2006-2012
                      By Grade
                 Mean Scale Scores




                                                           12
            Scale Scores Needed for Proficiency
Each year, scores are “equated” so that performance levels have the same
meaning from one year to the next. Because of year-to-year differences in
 individual test items, the number of raw scores needed to reach a scale
                   score or performance level may change.


    Grade           Math           Math          ELA           ELA
                     2011           2012          2011         2012

       3             684            684           663          663
       4             676            676           671          671
       5             676            676           668          668
       6             674            674           662          662
       7             670            670           665          665
       8             674            674           658          658 13
Grades 3-8 ELA Results




                         14
   55.1 percent of grades 3-8 students across the State met or
exceeded the proficiency standard, a small increase from last year

                    English Language Arts 2006 – 2012
                           Grades 3-8 Combined
              Percentage of Students Scoring at Levels 3 and 4
                                      Number of Students Tested
                  2006       2007        2008         2009     2010        2011        2012
Grades 3-8:   1,205,120   1,228,362   1,207,778   1,200,460   1,196,283   1,195,432   1,192,129




                                                                                                  15
As a result of raising the bar for what it means to be proficient, fewer
students met or exceeded the new ELA proficiency standard in 2010.
    In 2012, progress toward this new standard varied by grade.
   Number Tested 2006         2007        2008        2009       2010        2011        2012
   Grade 3 =     185,603     198,457     195,777     198,367     196,604     196,757     198,878
   Grade 4 =     190,951     197,499     197,016     195,942     199,530     197,385     195,346
   Grade 5 =     201,262     202,133     198,022     197,856     197,448     200,602     197,786
   Grade 6 =     204,249     204,463     200,505     197,996     198,135     198,450     200,821
   Grade 7 =     210,735     211,839     207,278     202,805     200,183     200,551     199,131
   Grade 8 =     212,320     213,971     209,180     207,494     204,383     201,687     200,167
   Grades 3-8=   1,205,120   1,228,362   1,207,778   1,200,460   1,196,283   1,195,432   1,192,129




                                                                                                     16
   In 2012, the majority of the Grades 3-5 students statewide met or
 exceeded the English Language Arts proficiency standard (Level 3 or
Level 4). The percentage of students in Grades 3-5 who scored at Level
                    4 increased compared to 2011.

              (2011 results are striped; 2012 results are solid)




                                                                     17
   In 2012, the majority of the Grades 6-8 students statewide met or
 exceeded the English Language Arts proficiency standard (Level 3 or
Level 4). The percentage of students who scored at Level 4 compared to
                       2011 varied by grade level.

              (2011 results are striped; 2012 results are solid)




                                                                    18
11.7 percent of English Language Learners met or exceeded the ELA
                                proficiency standard



                                 Number of ELL Students Tested

               2006     2007     2008      2009     2010         2011     2012
  Grades 3-8: 27,507   72,082    73,199    74,854   79,348       81,869   79,552




                                                                                   19
15.5 percent of Students with Disabilities met or exceeded the ELA
                       proficiency standard




                           Number of Students with Disabilities Tested
                    2006       2007      2008      2009      2010    2011      2012


  Grades 3-8:   166,511    173,369    181,381   182,847   188,096   186,886   185,682




                                                                                        20
41.1 percent of Economically Disadvantaged grades 3-8 students met or
                 exceeded the ELA proficiency standard




                                                                    21
The ELA results for racial/ethnic groups across grades 3-8 reveal
           the persistence of the achievement gap

                       Asian:                         96,272
 2012 Total Students
                       Black:                         220,328
                       Hispanic:                      270,236
                       American Indian/ Alaskan Native: 6,137
                       White:                         586,984
                       Total Public:                  1,192,129




                                                                  22
Across grades 3-8, 60.1 percent of girls, compared to 50.4 percent
     of boys, met or exceeded the ELA proficiency standard




                                                                23
    Across grades 3-8, low-need communities continued to
outperform large cities and rural areas in English Language Arts




                                                              24
A smaller proportion of grades 3-8 students met or exceeded the
   ELA proficiency standard in the Big 5 cities than statewide.




                                                             25
    A smaller proportion of Grade 8 students met or
exceeded the ELA proficiency standard in the Big 5 cities
                    than statewide.




                                                      26
 The percentage of students scoring at Level 4
statewide and in the Big 5 was generally slightly
             higher than last year
            English Language Arts 2009-2012
                   Statewide and Big 5
                  Grades 3-8 Combined
        Percentage of Students Scoring at Level 4




                                                    27
In 2010, Charter Schools saw similar declines in the proportion of
   their students who met or exceeded the new ELA proficiency
standard. In 2012, progress toward this standard varied by grade.
               Number of charter school students tested (Grades 3-8 combined)
               2006           9,916 students tested
               2007           12,108 students tested
               2008           15,222 students tested
               2009           17,862 students tested
               2010           21,315 students tested
               2011           25,479 students tested
               2012           30,492 students tested




                                                                                28
Grades 3-8 Mathematics Results




                                 29
64.8 percent of grades 3-8 students across the State met or exceeded
the mathematics proficiency standard, a slight increase from last year

                            Mathematics 2006-2012
                            Grades 3-8 Combined
                Percentage of Students Scoring at Levels 3 and 4
                                        Number of Students Tested
                 2006        2007         2008       2009        2010        2011         2012

   Grades 3-8   1,259,956   1,238,635    1,217,789   1,211,360   1,210,384   1,207,539   1,202,504




                                                                                                     30
As a result of raising the bar for what it means to be proficient,
     fewer students met or exceeded the new mathematics
proficiency standard in 2010. In 2012, progress toward this new
                   standard increased slightly.
                                              Number of Students Tested
                        2006        2007         2008            2009     2010        2011          2012

         Grade 3        201,956     200,217      197,500       200,336    198,785     198,825     200,625
         Grade 4        202,791     199,391      198,730       197,704    201,769     199,459     197,116
         Grade 5        209,242     203,956      199,746       199,511    199,594     202,738     199,552
         Grade 6        211,428     206,220      202,058        199,940   200,774     200,417     202,394
         Grade 7        217,308     213,436      209,039        204,648   202,723     202,492     200,933
         Grade 8        219,414     215,415      210,716        209,221   206,739     203,608     201,884
         Grades 3-8   1,259,956   1,238,635    1,217,789      1,211,360   1,210,384   1,207,539   1,202,504




                                                                                                           31
    In 2012, the majority of the Grades 3-5 students statewide met or
exceeded the mathematics proficiency standard (Level 3 or Level 4). The
     percentage of students in Grades 4 and 5 who scored at Level 4
                      increased compared to 2011.


              (2011 results are striped; 2012 results are solid)




                                                                     32
    In 2012, the majority of the Grades 6-8 students statewide met or
exceeded the mathematics proficiency standard (Level 3 or Level 4). The
     percentage of students in Grades 6 and 8 who scored at Level 4
                      increased compared to 2011.

              (2011 results are striped; 2012 results are solid)




                                                                     33
34.4 percent of English Language Learners met or exceeded the
               mathematics proficiency standard




                                                           34
28.5 percent of Students with Disabilities met or exceeded the
              mathematics proficiency standard




                                                                 35
53.3 percent of Economically Disadvantaged grades 3-8 students
     met or exceeded the mathematics proficiency standard




                                                             36
The mathematics results for racial/ethnic groups across grades
      3-8 reveal the persistence of the achievement gap




                                                                 37
Across grades 3-8, 65.9 percent of girls, compared to 63.7 percent
 of boys, met or exceeded the mathematics proficiency standard




                                                                38
Across grades 3-8, low-need communities continued to outperform
   large cities and rural areas on the mathematics proficiency
                              standard




                                                             39
A smaller proportion of grades 3-8 students met or exceeded
the mathematics proficiency standard in the Big 5 cities than
                         statewide.




                                                                40
A smaller proportion of Grade 8 students met or exceeded the
   mathematics proficiency standard in the Big 5 cities than
 statewide. Grade 8 math performance varied by grade level.




                                                               41
In 2012, the percentage of students scoring at Level 4 varied by
                grade statewide and in the Big 5

                  Mathematics 2009-2012
                    Statewide and Big 5
                   Grades 3-8 Combined
          Percentage of Students Scoring at Level 4




                                                                   42
  In 2010, Charter Schools saw similar declines in the proportion of
their students who met or exceeded the new mathematics proficiency
             standard. In 2012, progress varied by grade.
                Number of charter school students tested (Grades 3-8 combined)
                2006           9,908 students tested
                2007           12,009 students tested
                2008           15,161 students tested
                2009           17,758 students tested
                2010           21,357 students tested
                2011           25,527 students tested
                2012           30,492 students tested




                                                                                 43
Assessment: Work Underway




                            44
New York State Assessment Transition Plan: ELA and Mathematics
As of July 13, 2012 (Subject to Revision)




                                               1
                                                The PARCC assessments are scheduled to be operational in 2014-15 and are subject to adoption by the
l   2012-13: the content of the grade 3-8      New York State Board of Regents. The PARCC assessments are still in development. All PARCC
                                               assessments will be aligned to the Common Core.
    tests will be aligned to the Common Core   2
                                                   Funding Pending.
                                               3
                                                The PARCC consortium is developing ELA and mathematics assessments that will cover grades 3-11.
l   2013-14: some Regents Exams will be        New York State will continue to monitor the development of these assessments to determine how the
                                               PARCC assessments might intersect with the Regents Exams. Note that all new Regents Exams and
    aligned to the Common Core                 PARCC assessments will be implemented starting with the end-of-year administration, rather than the
                                               winter or summer administrations.

    2014-15: all ELA and math Regents will
                                               4
                                                The names of New York State’s Mathematics Regents Exams are expected to change to reflect the new
l                                              alignment of these assessments to the Common Core. For additional information about the upper-level
    be aligned to the Common Core              mathematics course sequence and related standards, see the “Traditional Pathway” section of Common
                                               Core Mathematics Appendix A (http://engageny.org/news/traditional-course-pathway-for-high-school-
                                               mathematics-courses-approved/).
l   2014-15: transition to PARCC pending       5
                                                   This transition plan is specific to the NYSAA in ELA and mathematics.

    BoR approval                               6
                                                 New York State is a member of the NCSC national alternate assessment consortium that is engaged in
                                               research and development of new alternate assessments for alternate achievement standards. The NCSC
                                               assessments are scheduled to be operational in 2014-15 and are subject to adoption by the New York
                                               State Board of Regents.


                                                                                                                                          45
    Assessing College & Career Readiness
• In 2010, the elementary- and middle-level ELA and math
  proficiency standard was re-set to be aligned with college-
  and career-ready performance in high school and post-
  secondary education.
• In 2011 and 2012, this proficiency standard was maintained
  through the annual equating process, which ensures that cut
  scores are equivalent from year to year.
• In 2013, performance standards for the new NYS Common
  Core 3-8 assessments will use a similar approach as was
  used in 2010 to set cut scores aligned with college and career
  readiness.
• In 2014-15, PARCC will follow NY’s lead and use similar
  college and career ready data to set performance standards
  for the PARCC assessments.
                                                                46
 Partnership for the Assessment of Readiness for
         College and Career (PARCC)

• A consortium of states working together to develop a
  common set of K-12 assessments in English and
  math anchored in what it takes to be ready for
  college and careers.
• New K-12 assessments will build a pathway to
  college and career readiness by the end of high
  school, mark students’ progress toward this goal
  from 3rd grade up, and provide teachers with timely
  information to inform instruction and provide student
  support.

                                                      47
        The PARCC Assessment System
Target Launch in 2014-2015

The PARCC assessment system will:
•   Better reflect the sophisticated knowledge and skills found in the
    English and math Common Core State Standards
•   Include a mix of item types (e.g., short answer, richer multiple
    choice, longer open response, performance-based)
•   Make significant use of technology and will be computer-based
•   Include testing at key points throughout the year to give teachers,
    parents and students better information about whether students are
    on track or need additional support in particular areas


                                                                         48

				
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