Educational Indicators of Student Success

2006-2007 Standardized Assessment Report

for The School District of Clayton

Board’s Questions Comparison of performance of Clayton

students with IEPs to students with IEPs statewide

Re-consider our “quality control” questions with a view toward more longitudinal data

More information about MAP questions Other assessments used to identify

students with potential learning problems

New Features Combined district and high school

information on standardized assessments Separate information on other indicators of

program quality (Academic Supplement) Additional ERB writing test information ACT sub-scale scores School-level MAP reports (appendices) AYP information Additional longitudinal and cohort

comparisons

Data Sources

District Assessment Matrix (page 52) Missouri Assessment Program (MAP) Educational Records Bureau (ERB)

writing exam EXPLORE PLAN ACT SAT

Data Analysis External comparisons to national or

statewide groups Cohort-to-cohort comparisons Longitudinal comparisons for a single

cohort Internal comparisons among sub-

groups Strengths and weaknesses, highs and

lows

Data Cautions

Test publishers do not all provide information in the same format

All data are not created equal Data “torture” Data-driven vs. data-informed

Q#1 How are Clayton students achieving in reading and English?

Clayton’s MAP communication arts scores consistently higher than Missouri’s median percentile scores % of students scoring proficient and advanced % of items correct on content standard of

speaking/writing standard English (at all grade levels)

ERB writing test scores slightly lower than suburban norms at 6th grade level; higher than suburban districts at 9th grade level.

Q#1 English and reading (cont.)

EXPLORE Disproportionate % of Clayton students

scoring in the top quartiles English, reading, and composite scores

consistently higher than national scores over a 5-year period

Q#1 English and reading (cont.)

PLAN scores like EXPLORE ACT scores also very high

skewed into top quartiles consistently higher than state and national

means over 5-year span SAT writing and critical reading scores

skewed into top quartiles consistently higher than state and nation over 5-

year span

Q#1 Mathematics Clayton’s MAP mathematics scores

consistently higher than Missouri’s median percentile scores % of students scoring proficient and advanced % of items correct on content standard related

to numbers and operations (at all grade levels) EXPLORE

disproportionate % of Clayton students scoring in the top quartiles

mathematics and composite scores consistently higher than national scores over a 5-year period

Q#1 Mathematics (cont.)

PLAN scores mirror EXPLORE ACT scores are also very high

mathematics and composite scores consistently higher than national scores over a 5-year period

disproportionate % of Clayton students scoring in the top quartiles

Q#1 Science

EXPLORE disproportionate % of Clayton students

scoring in the top quartiles science and composite scores

consistently higher than national scores over a 5-year period

PLAN scores mirror EXPLORE ACT scores are very high in the same

way that EXPLORE and PLAN are

Q#1 Summary

Clayton students achieved consistently high scores on all types of assessments, taken at all grade levels, in all content areas tested.

This year’s 6th grade ERB results are good but did not exceed those of other suburban districts.

Q#1 Adequate Yearly Progress NCLB requires setting target rates of

proficiency for district, schools, and sub-groups within schools.

MAP is the assessment used. In 2007, district and most schools did not

make AYP for one or more sub-groups of students in communication arts.

All sub-groups in all schools and district as a whole made AYP in mathematics.

Q#2 How are cohorts of students achieving on assessments over time? Due to discontinuation of CTB Multiple Assessments

and prior MAP grade span testing, there are more gaps in information collected.

12th grade cohort: No educationally significant differences in Terra Nova percentiles in any subject between grades 6-11

11th grade cohort: A statistically significant drop in science between grade 6 and 7

9th grade cohort: Increase in reading performance between grades 3-4 may be statistically significant

Q#3 How does the achievement of racial sub-groups compare?

Differences remain in the % of Asian, white, and African-American students achieving proficiency.

All subject areas: reading, English, mathematics, science

All assessments: MAP, EXPLORE, PLAN, ACT, SAT

Caveat: different group sizes

Q#3 Achievement of racial sub-groups (cont.)

Good news Increases in percentage of African-

American students scoring proficient or advanced on MAP between grades 3 – 4 and 4 – 5 in both CA and MA

Clayton’s percentage of African-American students scoring proficient and advanced exceeds that of the state in both CA and MA, with exception of grade 3 CA.

Q#4 How does the achievement of students with IEPs compare to that of students without IEPs?

MAP is sole data source. Gaps (some very large) exist between

performance of students with and without IEPs in both CA and MA at all grade levels.

Caveat: difference in group sizes

Q#4 Achievement of students with IEPs (cont.)

More Clayton students with IEPs score proficient or advanced than does statewide peer group.

Inconsistent pattern of improvement between cohorts in 2006 and 2007

Need to do longitudinal comparisons

Q#5 How does the achievement of female and male students compare?

Data sources: MAP, EXPLORE, PLAN, ACT, SAT

MAP shows variable amounts of difference between gender scores at most grade levels in CA and MA.

Longitudinal comparisons of MAP show similar increases at most grade levels.

Q#5 Gender achievement comparison (cont.)

EXPLORE scores strikingly similar, with differences of less than 1 point on any subtest

PLAN scores similar, but a 3 point difference in English

ACT scores very similar SAT scores higher for males on all subtests Need to do more longitudinal comparisons

Next year….

Science will be restored to MAP at grades 5, 8, and 11.

AYP proficiency targets will be 51% in communication arts and 45% in mathematics.