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Carolyn M. Wood - Assistant State Superintendent Division of Accountability, Assessment, and Data
SystemsOctober 31, 2012
11
HIGH SCHOOL ASSESSMENTSHIGH SCHOOL ASSESSMENTS
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End-of-course tests in◦ Algebra/Data Analysis◦ Biology◦ English
Tests are aligned with Maryland High School Core Learning Goals, which are a part of the curriculum
Represents a State high school diploma requirement
Students take each test when they take the related course (not determined by grade level) and can be re-tested if needed to earn a passing score
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Achieve a passing score on all tests Achieve a minimum COMBINED score
allowing for high test scores to compensate for lower scores
Complete a Bridge Plan for Academic Validation for assessments not passed
Receive a waiver for extenuating circumstances
Receive a Special Education Certificate in place of a high school diploma
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SpEd Certificates – 816
Graduates Entering Prior to
2005 – 29
Completers Non-CompletersPassed All –
45,019Combined Score – 7930
Bridge – 5669
Waiver – 123
Not Met-HSA Only 1
Not Met-Other 2773
Drop-Outs 1821 (2011)*
Total Completers – 59,608
Total – 3844
June 2012 62,465
Sept. 2011 60,289
Enrollment
Non-Grads without HSA
requirement – 1070Total Diplomas –
58,792
* 2012 data not yet * 2012 data not yet available.available.
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Total Non-Grads: 3844 Working toward Special Ed Certificates: 1057 Entered prior to 2005 (no HSA requirement): 6 Foreign Exchange Students: 7
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77
88
99
2010 2011 2012
1010
1111
1212
1313
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Elimination of government requirement for 2012
New combined score is 1208 (for 3 HSAs)
Students who took government previously can use their score to help them meet requirements (with a combined score of 1602 for 4 HSAs)
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Describes the percent of students who meet requirements for a high school
diploma and graduate
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--Percent of “eligible” students who received a Maryland high school diploma during the school
--Calculated as #Graduates / #graduates + #dropouts in consecutive years in grades 9-12
Does not follow a Grade 9 COHORT of students; counts all graduates, not just those who graduate in 4 years
Single statewide “standard” for all schools Only current graduation indicator with trends 2012 Leaver Rate not available until January 2013
due to summer data capture Is no longer an accountability indicator
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The number of students who graduate in four years with a regular high school diploma divided by the number of students who form the adjusted cohort for that graduating class.• Follows a cohort, or a group of students, who begin as
first-time ninth graders in a particular school year.
• For high schools that start after grade nine, the cohort is calculated based on the earliest high school grade.
• Requires “lagged” rate (using Class of 2011)
2020
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A student who leaves school during high school (grades 9 through 12) for any reason, except death, before graduation or completion of a Maryland approved educational program AND who is not known to enroll in another school or state-approved program during the same school year
A student who leaves school during the summer A student who leaves evening high school or
another alternative program
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Annual Event Rate Adjusted Cohort Rate
EVENT is the reporting unit Does not require an LDS (1
year of data) Reflects all drop out
“events” occurring across grades 9-12 in a given school year
Multiple “events” can be attributed to a single student
A drop out can also count as a graduate
STUDENT is the reporting unit
Requires an LDS (4 years of data)
Reflects cumulative drop outs across a 4 and 5 –year period from a cohort group entering Grade 9 (at the same time)
A student is counted only once (final status is reported)
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* This data was updated with the information from Summer 2011
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Questions and Discussion
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All schools should improve the learning of all
students.
Schools have different needs and operate in
specific contexts - the strategies they adopt for
improvement should reflect their needs.
School performance targets should reflect the
school’s history of student performance.
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Schools should be judged by
◦ the progress they make towards improving the learning
of all students, in the aggregate and by subgroup.
◦ the extent to which they close subgroup gaps in
achievement.
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Moving to Realistic and Achievable targets
through ESEA Flexibility
New Annual Measurable Objectives (AMOs)
approved by USDE as part of Maryland’s ESEA
Flexibility Request
Uses HSA results and cohort graduation data
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Three indicators:◦ Proficiency Progress
English and Algebra/Data Analysis ProficiencyAll Student group and at each subgroup
◦ Participation Rate All Student group and at each subgroup
◦ Cohort Graduation Rate All Student group and each subgroup (new in
2012)
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Establishing AMOs - Calculations◦ 50% reduction of basic proficiency by 2017 (Subtract
the non-proficient number from 100, divide in half, then divide this number by 6)
◦ Target increases in equal increments for the 6 years from 2012 to 2017
◦ For “all students” group and each subgroup◦ 2011 assessment results used as the baseline year for
setting AMOs◦ Each school for all and each subgroup has its own
unique targets based on its baseline year results
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2011 2012 2013 2014 2015 2016 2017 Gain/Year
0.00% 8.33% 16.67%
25.00%
33.33%
41.67%
50.00%
8.33%
10.00%
17.50%
25.00%
32.50%
40.00%
47.50%
55.00%
7.50%
20.00%
26.67%
33.33%
40.00%
46.67%
53.33%
60.00%
6.67%
30.00%
35.83%
41.67%
47.50%
53.33%
59.17%
65.00%
5.83%
40.00%
45.00%
50.00%
55.00%
60.00%
65.00%
70.00%
5.00%
50.00%
54.17%
58.33%
62.50%
66.67%
70.83%
75.00%
4.17%
60.00%
63.33%
66.67%
70.00%
73.33%
76.67%
80.00%
3.33%
70.00%
72.50%
75.00%
77.50%
80.00%
82.50%
85.00%
2.50%
80.00%
81.67%
83.33%
85.00%
86.67%
88.33%
90.00%
1.67%
90.00%
90.83%
91.67%
92.50%
93.33%
94.17%
95.00%
0.83%
95.00%
95.42%
95.83%
96.25%
96.67%
97.08%
97.50%
0.42%
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GroupEnglish
Algebra/Data Analysis
Graduation
% Proficient
Participation
% Proficient
Participation
All Students
Hispanic
Amer. Ind.
Asian
African Amer.
Hawaiian
White
2 or More
FARMs
ELL
Special Ed. 3939
88.2% of schools met the target for “all students”. There are 3,397 subgroups (cells) in 250 high
schools. 91.3% of all subgroups met their target for 2012 –
that is 3,102 subgroups that met their target.
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“The progress of each school toward meeting their own unique targets provide valuable information over time on the effectiveness of instructional strategies, the inherent needs of the students and the extent to which the school is fulfilling those needs.”
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4343
Questions?