Using Data Strategically to Improve Reading and

Math Instruction

North Carolina Dept. of Public InstructionCurriculum Leaders’ Student Achievement

Summit on Reading and Mathematics

February 20, 2014

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1992-93

1993-94

1994-95

1995-96

1996-97

1997-98

1998-99

1999-00

2000-01

2001-02

2002-03

2003-04

2004-05

2005-06

2006-07

2007-08

2008-09

2009-10

2010-11

2011-120

10

20

30

40

50

60

70

80

90

100

52.955.5

58.160 61.7

66.369.1 69.9

71.774.7

80.8 81.3 80.9

62.565.8

52.655.1

58.1 59.4 60.6

Beginning of ABCs K-8 Accountability Model

Implementation of More Rigorous

Mathematics Standards

Implementation of More Rigorous Reading Standards

1992-93 to 2011-12 EOG General Test Multiple Choice Test Results Statewide Percent of Student at or above

Level III in BOTH Reading and Mathematics

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Impact of More Rigorous Content Standards in 2012-13

Decline in percent proficient is more pronounced than previously– Previously 13 to 15 percentage point decrease– For 2012-13, decreases in percent proficient range

from:• 16 to 25 percentage points in reading • 27 to 44 percentage points in mathematics• 9 to 33 percentage points in science

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State-level Data

Indicator Percent Proficient/Meeting Benchmark

Performance Composite 44.7 %

ACT (UNC minimum of 17) 58.5 %

Math Course Rigor >95 %

ACT WorkKeys 67.3 %

4-Year Graduation Rate 82.5 %

5-Year Graduation Rate 83.1 %

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Subgroup Data

Subgroup Percent Proficient

American Indian 29.4 %

Asian 66.9 %

Black 25.2 %

Hispanic 32.4 %

Two or More Races 45.5 %

White 56.8 %

Economically Disadvantaged 29.5 %

Limited English Proficient 13.3 %

Students with Disabilities 13.6 %

Academically Intelligently Gifted 90.6 %

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What does this mean?

Students have not learned less; the content is more rigorous and there were significant changes to the content standards.

Reading requires more careful analysis to comprehend the information/ideas

Mathematics requires understanding and application of mathematical processes; not just arithmetic

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Observations

• Math: More difficult across grade levelsGrade 3 = 46.8; Grade 6 = 38.9; Grade 8 = 34.2

• ELA/Reading: Ranges from high of 47.8 at grade 7 to a low of 39.5 at grade 5

• Science: Grade 8 = 59.1

• Biology: Requirement to test by the end of 11th grade not being met

• ACT WorkKeys: difficulty identifying completers

• Math Course Rigor: Not consistent with other measures

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Goal Summaries

Best at State-Level; More caution at school-level and class-level

Best to compare class-level /school-level to state-level

Requires at least five students per form and all forms are administered equally in a class or school

Use with other data sources, not in isolation

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Goal Summaries: MathematicsState-Level

Test Calculator Inactive Calculator Active

Grade 3 60.5 66.5

Grade 4 55.8 62.8

Grade 5 54.1 60.4

Grade 6 44.6 54.5

Grade 7 43.0 52.7

Grade 8 40.1 53.3

Math I 35.1 51.5

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Goal Summaries: MathematicsComparisons

Test Calculator Inactive Calculator Active

Math I (State) 35.1 51.5

High School A 17.9 31.4

Middle School B 57.2 69.4

District C 38.2 55.4

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Goal Summaries: English Language ArtsState-Level

Test Literacy Literature Informational Text

Grade 3 71.9 76.9 70.1

Grade 4 73.3 72.0 71.3

Grade 5 71.5 70.2 68.1

Grade 6 73.4 69.4 66.0

Grade 7 72.5 73.2 62.5

Grade 8 69.6 64.4 62.6

English II 58.7 62.8 60.4

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Achievement Level Descriptors

Provided for each Achievement LevelFirst Step in the Standard Setting

ProcessWhat students should be able to

doDelineates the content standards

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Achievement Level DescriptorsGrade 8 Level 4

Students performing at this level have superior command of the knowledge and skills contained in the Common Core State Standards (CCSS) Reading Standards for Literature as assessed by citing textual evidence that most strongly supports their analysis of what the text says directly as well as when making inferences; determining a theme and analyzing its development, including relationship to story elements…

superior command of informational text, showing consistency in citing textual evidence that most strongly supports their analysis of what the text says directly as well as when making inferences; determining central idea and analyzing its development, including its relationship to supporting ideas…

superior command of language when determining the meaning of unknown words and phrases by using context clues; and demonstrating the understanding of figures of speech…

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Accountability Includes Proficiency, Growth and Progress Targets

A school may increase students’ learning; meet/exceed expected growth,

But not increase the number of proficient students

Gro

wth

Proficiency

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Now What?

Communication

Data Review

1. Increased rigor2. College and Career

Readiness3. Students are learning

and growing, but there is a new expectation

1. Performance2. Growth3. Targets4. Participation

Questions

Every Student READY