Appendix B Standardized Test Data—Dr. Andrea Wood To: Ruth Knop Kathy Blackmore Dr. Dan Coates Cindy Jaskowiak Subject: Mathematics Evaluation Information Evaluation Cycle 2006 - Assessment Data From: Dr. Andrea Wood Here are the tables and analysis I have put together for your evaluation cycle. For Mathematics I would like to talk to you about the Stanford data before you do too much… I have some thoughts on how you might want me to do or add a few things… I would like to “run it by” you first. Please call or stop by. Also, I did an extra look at the content clusters tested within the Stanford assessment… I felt that the information helped you to show the results of the various content strands within Mathematics a little easier. I realize it is something “extra” than what you had asked for if you choose not to use it that is within your scope and it will not bother me. You will also see that you only have the data for the AP for 3 years. I have kept the data since I came to Parkway however unfortunately these group reports are not available prior to my tenure at Parkway. I do believe however it shows a comprehensive look at the AP for the Social Studies content. On that same subject ~ I have compiled the data by school if you would like to take a look at it. We never publish by school at the BOE level – however in talking to you I understand that some of the students are taking the test in spite of not being able to take the course (not offered at their school) and the results of this might be of interest. If you have any questions or I can be of any assistance please call. ~ Andrea Please note: I have numbered the tables in this document to help you keep the table/write-up connected however when you combine these with the tables that will be given to you from Dan you will need to renumber within your own document. I have also done the work in Ariel 9 the font needed for BOE reporting.
Transcript
Appendix B
Standardized Test Data—Dr. Andrea Wood
To: Ruth Knop Kathy Blackmore Dr. Dan Coates Cindy Jaskowiak Subject: Mathematics Evaluation Information
Evaluation Cycle 2006 - Assessment Data From: Dr. Andrea Wood Here are the tables and analysis I have put together for your evaluation cycle. For Mathematics I would like to talk to you about the Stanford data before you do too much… I have some thoughts on how you might want me to do or add a few things… I would like to “run it by” you first. Please call or stop by. Also, I did an extra look at the content clusters tested within the Stanford assessment… I felt that the information helped you to show the results of the various content strands within Mathematics a little easier. I realize it is something “extra” than what you had asked for if you choose not to use it that is within your scope and it will not bother me. You will also see that you only have the data for the AP for 3 years. I have kept the data since I came to Parkway however unfortunately these group reports are not available prior to my tenure at Parkway. I do believe however it shows a comprehensive look at the AP for the Social Studies content. On that same subject ~ I have compiled the data by school if you would like to take a look at it. We never publish by school at the BOE level – however in talking to you I understand that some of the students are taking the test in spite of not being able to take the course (not offered at their school) and the results of this might be of interest. If you have any questions or I can be of any assistance please call. ~ Andrea Please note: I have numbered the tables in this document to help you keep the table/write-up connected however when you combine these with the tables that will be given to you from Dan you will need to renumber within your own document. I have also done the work in Ariel 9 the font needed for BOE reporting.
Table 1 National Percentile Scores*
2003-2005 Stanford Achievement Tests Grade 3
Stanford Scores Grade 3 2001 (Spring)
Total Scores Total Reading Total Math Language Science Social
Studies Complete Battery**
National Percentile -Stanine X 78-7 76-6 83-7 82-7 79-7 Scale Score X 633 639 650 625 na Parkway (N) X 1372 448 468 1371 1370
Stanford Scores Grade 3 2002 (Spring)
Total Scores Total Reading Total Math Language Science Social
*The National “average” is 50 ** Not all subtests are given in this grade.
Table 1 provides the percentile scores for grade 3 students who were administered the Stanford - Complete Battery as well as individual subtests. The complete battery is comprised of math, science, social studies, reading and language as the subtest groups yielding a “complete” score which is an average of the subtests. Students at Parkway prior to 2005 were administered the complete battery at grades 5, 6 and 9. Scores for Parkway students tested in either 2001- 2004 show results of subtests however the entire population of students was not required to take the full battery. Students at this grade level were not required to take the sections
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of the exam that were tested on the MAP assessment; therefore the data is not representative of the entire group. However, as the population was significant, their scores are reported here. Scores for Parkway students tested in the spring of 2001 indicate that the students continue to do well on this assessment tool, generally scoring at the 78th percentile. This percentile score indicates that our students, on the average, score better than 78% of the students they were compared to at the national level. The national average for the Total Math Subtest is a score of 50, with Parkway students scoring well above that measure. Scores for Parkway students tested in the spring of 2002 indicate that the students continue to do well on this assessment tool, generally scoring at the 70th percentile. This percentile score indicates that our students, on the average, score better than 70% of the students they were compared to at the national level. The national average for the Total Math Subtest is a score of 50, with Parkway students scoring well above that measure. This score is a significant drop compared to last year however is should be noted that it is a different group of students. Scores for Parkway students tested in the spring of 2003 indicate that the students continue to do well on this assessment tool, generally scoring at the 72nd percentile. This percentile score indicates that our students, on the average, score better than 72% of the students they were compared to at the national level. The national average for the Total Math Subtest is a score of 50, with Parkway students scoring well above that measure. This score is a slight increase compared to last year however is should be noted that it is a different group of students. Scores for Parkway students tested in the spring of 2004 indicate that the students continue to do well on this assessment tool, generally scoring at the 68th percentile. This percentile score indicates that our students, on the average, score better than 68% of the students they were compared to at the national level. The national average for the Total Math Subtest is a score of 50, with Parkway students scoring well above that measure. This score is a slight decrease compared to last year however is should be noted that it is a different group of students.
Scores for Parkway students tested in the spring of 2005 represent a change in the assessment. During the 2005 testing of the Stanford, students began taking the Stanford-10. The Stanford-10 is an updated version of the old exam. This test also was norm referenced in 2003 and therefore gives a more current national ability for comparison. Another change associated with the new test is the time of year the test is given for grades 3-8. Parkway gives the Stanford-10 in the fall to students in grades 3-8 compared to previous years of a spring administration. It is important to note that the new time frame for the test changes the content by which the students are tested. Students taking a test in the fall are being tested much earlier during the year, and thus the comparison from year to year is converted to a representative range of equivalence expected for that change. Scores for Parkway students tested in the spring of 2005 indicate that the students continue to do well on this assessment tool, generally scoring at the 50th percentile. This percentile score indicates that our students, on the average, score better than as many as 50% of the students they were compared to at the national level. The national average for the Total Math Subtest is a score of 50, with Parkway students scoring at that measure. . In summary, at the 3rd grade level, the students of the Parkway School District are consistently scoring above the national average of 50 and maintaining a consistent average around the 67th percentile.
*The National “average” is 50 ** Not all subtests are given in this grade.
Table 2 provides the percentile scores for grade 4 students who were administered the Stanford - Complete Battery as well as individual subtests. The complete battery is comprised of math, science, social studies, reading and language as the subtest groups yielding a “complete” score which is an average of the subtests. Students at Parkway prior to 2005 were administered the complete battery at grades 5, 6 and 9. Scores for Parkway students tested in the spring of 2001 indicate that the students continue to do well on this assessment tool, generally scoring at the 69th percentile. This percentile score indicates that our students, on the
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average, score better than 69% of the students they were compared to at the national level. The national average for the Total Math Subtest is a score of 50, with Parkway students scoring well above that measure. Scores for Parkway students tested in the spring of 2002 indicate that the students continue to do well on this assessment tool, generally scoring at the 66th percentile. This percentile score indicates that our students, on the average, score better than 66% of the students they were compared to at the national level. The national average for the Total Math Subtest is a score of 50, with Parkway students scoring well above that measure. This score is a significant drop compared to last year however is should be noted that it is a different group of students. Scores for Parkway students tested in the spring of 2003 indicate that the students continue to do well on this assessment tool, generally scoring at the 68th percentile. This percentile score indicates that our students, on the average, score better than 68% of the students they were compared to at the national level. The national average for the Total Math Subtest is a score of 50, with Parkway students scoring well above that measure. This score is an increase compared to last year however is should be noted that it is a different group of students. Scores for Parkway students tested in the spring of 2004 indicate that the students continue to do well on this assessment tool, generally scoring at the 68th percentile. This percentile score indicates that our students, on the average, score better than 68% of the students they were compared to at the national level. The national average for the Total Math Subtest is a score of 50, with Parkway students scoring well above that measure. This score is the same as compared to last year however is should be noted that it is a different group of students.
Scores for Parkway students tested in the spring of 2005 represent a change in the assessment. During the 2005 testing of the Stanford, students began taking the Stanford-10. The Stanford-10 is an updated version of the old exam. This test also was norm referenced in 2003 and therefore gives a more current national ability for comparison. Another change associated with the new test is the time of year the test is given for grades 3-8. Parkway gives the Stanford-10 in the fall to students in grades 3-8 compared to previous years of a spring administration. It is important to note that the new time frame for the test changes the content by which the students are tested. Students taking a test in the fall are being tested much earlier during the year, and thus the comparison from year to year is converted to a representative range of equivalence expected for that change. Scores for Parkway students tested in the spring of 2005 indicate that the students continue to do well on this assessment tool, generally scoring at the 57th percentile. This percentile score indicates that our students, on the average, score better than as many as 57% of the students they were compared to at the national level. The national average for the Total Math Subtest is a score of 50, with Parkway students scoring above that measure. This score is a decrease compared to last year however is should be noted that it is a different group of students, and can be attributed to the new test. In summary, at the 4th grade level, the students of the Parkway School District are consistently scoring above the national average of 50 and maintaining a consistent average around the 67th percentile.
Table 3 provides the percentile scores for grade 5 students who were administered the Stanford - Complete Battery as well as individual subtests. The complete battery is comprised of math, science, social studies, reading and language as the subtest groups yielding a “complete” score which is an average of the subtests. Students at Parkway prior to 2005 were administered the complete battery at grades 5, 6 and 9. Scores for Parkway students tested in the spring of 2001 indicate that the students continue to do well on this assessment tool, generally scoring at the 76th percentile. This percentile score indicates that our students, on the average, score better than 76% of the students they were compared to at the national level. The national average for the Total Math Subtest is a score of 50, with Parkway students scoring well above that measure.
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Scores for Parkway students tested in the spring of 2002 indicate that the students continue to do well on this assessment tool, generally scoring at the 75th percentile. This percentile score indicates that our students, on the average, score better than 75% of the students they were compared to at the national level. The national average for the Total Math Subtest is a score of 50, with Parkway students scoring well above that measure. This score is a significant increase compared to last year however is should be noted that it is a different group of students. Scores for Parkway students tested in the spring of 2003 indicate that the students continue to do well on this assessment tool, generally scoring at the 72nd percentile. This percentile score indicates that our students, on the average, score better than 72% of the students they were compared to at the national level. The national average for the Total Math Subtest is a score of 50, with Parkway students scoring well above that measure. This score is a decrease compared to last year however is should be noted that it is a different group of students. Scores for Parkway students tested in the spring of 2004 indicate that the students continue to do well on this assessment tool, generally scoring at the 70th percentile. This percentile score indicates that our students, on the average, score better than 70% of the students they were compared to at the national level. The national average for the Total Math Subtest is a score of 50, with Parkway students scoring well above that measure. This score is a slight decrease compared to last year however is should be noted that it is a different group of students.
Scores for Parkway students tested in the spring of 2005 represent a change in the assessment. During the 2005 testing of the Stanford, students began taking the Stanford-10. The Stanford-10 is an updated version of the old exam. This test also was norm referenced in 2003 and therefore gives a more current national ability for comparison. Another change associated with the new test is the time of year the test is given for grades 3-8. Parkway gives the Stanford-10 in the fall to students in grades 3-8 compared to previous years of a spring administration. It is important to note that the new time frame for the test changes the content by which the students are tested. Students taking a test in the fall are being tested much earlier during the year, and thus the comparison from year to year is converted to a representative range of equivalence expected for that change. Scores for Parkway students tested in the spring of 2005 indicate that the students continue to do well on this assessment tool, generally scoring at the 65th percentile. This percentile score indicates that our students, on the average, score better than as many as 65% of the students they were compared to at the national level. The national average for the Total Math Subtest is a score of 50, with Parkway students scoring well above that measure. This score is a slight decrease compared to last year however is should be noted that it is a different group of students. In summary, at the 5th grade level, the students of the Parkway School District are consistently scoring above the national average of 50 and maintaining a consistent average around the 70th percentile.
*The National “average” is 50 Table 4 provides the percentile scores for grade 6 students who were administered the Stanford - Complete Battery as well as individual subtests. The complete battery is comprised of math, science, social studies, reading and language as the subtest groups yielding a “complete” score which is an average of the subtests. Students at Parkway prior to 2005 were administered the complete battery at grades 5, 6 and 9. Scores for Parkway students tested in the spring of 2001 indicate that the students continue to do well on this assessment tool, generally scoring at the 79th percentile. This percentile score indicates that our students, on the average, score better than 79% of the students they were compared to at the national level. The national average for the Total Math Subtest is a score of 50, with Parkway students scoring well above that measure.
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Scores for Parkway students tested in the spring of 2002 indicate that the students continue to do well on this assessment tool, generally scoring at the 77th percentile. This percentile score indicates that our students, on the average, score better than 77% of the students they were compared to at the national level. The national average for the Total Math Subtest is a score of 50, with Parkway students scoring well above that measure. This score is a slight drop compared to last year however is should be noted that it is a different group of students. Scores for Parkway students tested in the spring of 2003 indicate that the students continue to do well on this assessment tool, generally scoring at the 70th percentile. This percentile score indicates that our students, on the average, score better than 70% of the students they were compared to at the national level. The national average for the Total Math Subtest is a score of 50, with Parkway students scoring well above that measure. This score is a significant decrease compared to last year however is should be noted that it is a different group of students. Scores for Parkway students tested in the spring of 2004 indicate that the students continue to do well on this assessment tool, generally scoring at the 74th percentile. This percentile score indicates that our students, on the average, score better than 74% of the students they were compared to at the national level. The national average for the Total Math Subtest is a score of 50, with Parkway students scoring well above that measure. This score is a significant increase compared to last year however is should be noted that it is a different group of students.
Scores for Parkway students tested in the spring of 2005 represent a change in the assessment. During the 2005 testing of the Stanford, students began taking the Stanford-10. The Stanford-10 is an updated version of the old exam. This test also was norm referenced in 2003 and therefore gives a more current national ability for comparison. Another change associated with the new test is the time of year the test is given for grades 3-8. Parkway gives the Stanford-10 in the fall to students in grades 3-8 compared to previous years of a spring administration. It is important to note that the new time frame for the test changes the content by which the students are tested. Students taking a test in the fall are being tested much earlier during the year, and thus the comparison from year to year is converted to a representative range of equivalence expected for that change. Scores for Parkway students tested in the spring of 2005 indicate that the students continue to do well on this assessment tool, generally scoring at the 66th percentile. This percentile score indicates that our students, on the average, score better than as many as 66% of the students they were compared to at the national level. The national average for the Total Math Subtest is a score of 50, with Parkway students scoring well above that measure. This score is a decrease compared to last year however is should be noted that it is a different group of students. In summary, at the 6th grade level, the students of the Parkway School District are consistently scoring above the national average of 50 and maintaining a consistent average around the 72nd percentile.
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Table 5 National Percentile Scores*
2003-2005 Stanford Achievement Tests Grade 7
Stanford Scores Grade 7 2001 (Spring)
Total ScoresTotal
Reading Total Math Language Science
Social Studies
Complete Battery**
National Percentile - Stanine X 76-6 X X 74-6 X Scale Score X 701 X X 661 na Parkway (N) X 1386 X X 1385 X
Stanford Scores Grade 7 2002 (Spring)
Total ScoresTotal
Reading Total Math Language Science
Social Studies
Complete Battery**
National Percentile - Stanine X 79-7 X X 74-6 X Scale Score X 706 X X 661 na Parkway (N) X 1496 X X 1472 X
Stanford Scores Grade 7 2003 (Spring)
Total ScoresTotal
Reading Total Math Language Science
Social Studies
Complete Battery**
National Percentile - Stanine X 71-6 9-2 4-2 72-6 X Scale Score X 694 609 575 659 X Parkway (N) 2 1424 2 14 1433 2
Stanford Scores Grade 7 2004 (Spring)
Total Scores Total Reading
Total Math Language Science Social
Studies Complete Battery**
National Percentile – Stanine X 71-6 X 73-6 71-6 X Scale Score X 695 X 679 658 X Parkway 1 1337 1 1338 1342 X
*The National “average” is 50 ** Not all subtests are given in this grade.
Table 5 provides the percentile scores for grade 7 students who were administered the Stanford - Complete Battery as well as individual subtests. The complete battery is comprised of math, science, social studies, reading and language as the subtest groups yielding a “complete” score which is an average of the subtests. Students at Parkway prior to 2005 were administered the complete battery at grades 5, 6 and 9. Scores for Parkway students tested in the spring of 2001 indicate that the students continue to do well on this assessment tool, generally scoring at the 76th percentile. This percentile score indicates that our students, on the average, score better than 76% of the students they were compared to at the national level. The national average for the Total Math Subtest is a score of 50, with Parkway students scoring well above that measure.
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Scores for Parkway students tested in the spring of 2002 indicate that the students continue to do well on this assessment tool, generally scoring at the 79th percentile. This percentile score indicates that our students, on the average, score better than 79% of the students they were compared to at the national level. The national average for the Total Math Subtest is a score of 50, with Parkway students scoring well above that measure. This score is a significant increase compared to last year however is should be noted that it is a different group of students. Scores for Parkway students tested in the spring of 2003 indicate that the students continue to do well on this assessment tool, generally scoring at the 71stpercentile. This percentile score indicates that our students, on the average, score better than 71% of the students they were compared to at the national level. The national average for the Total Math Subtest is a score of 50, with Parkway students scoring well above that measure. This score is a significant decrease compared to last year however is should be noted that it is a different group of students. Scores for Parkway students tested in the spring of 2004 indicate that the students continue to do well on this assessment tool, generally scoring at the 71st percentile. This percentile score indicates that our students, on the average, score better than 71% of the students they were compared to at the national level. The national average for the Total Math Subtest is a score of 50, with Parkway students scoring well above that measure. This score is the same compared to last year however is should be noted that it is a different group of students.
Scores for Parkway students tested in the spring of 2005 represent a change in the assessment. During the 2005 testing of the Stanford, students began taking the Stanford-10. The Stanford-10 is an updated version of the old exam. This test also was norm referenced in 2003 and therefore gives a more current national ability for comparison. Another change associated with the new test is the time of year the test is given for grades 3-8. Parkway gives the Stanford-10 in the fall to students in grades 3-8 compared to previous years of a spring administration. It is important to note that the new time frame for the test changes the content by which the students are tested. Students taking a test in the fall are being tested much earlier during the year, and thus the comparison from year to year is converted to a representative range of equivalence expected for that change. Scores for Parkway students tested in the spring of 2005 indicate that the students continue to do well on this assessment tool, generally scoring at the 66th percentile. This percentile score indicates that our students, on the average, score better than as many as 66% of the students they were compared to at the national level. The national average for the Total Math Subtest is a score of 50, with Parkway students scoring well above that measure. This score is a decrease compared to last year however is should be noted that it is a different group of students. In summary, at the 7th grade level, the students of the Parkway School District are consistently scoring above the national average of 50 and maintaining a consistent average around the 71st percentile.
*The National “average” is 50 ** Not all subtests are given in this grade.
Table 6 provides the percentile scores for grade 8 students who were administered the Stanford - Complete Battery as well as individual subtests. The complete battery is comprised of math, science, social studies, reading and language as the subtest groups yielding a “complete” score which is an average of the subtests. Students in eighth grade at Parkway prior to 2005 were not administered the mathematics sub test. Beginning in 2005 all students were required to take the complete battery, therefore those sores appear in Table 6. Scores for Parkway students tested in the spring of 2005 represent a change in the assessment. During the 2005 testing of the Stanford, students began taking the Stanford-10. The Stanford-10 is an updated version of the old exam. This test also was norm referenced in 2003 and therefore gives a more current national ability for comparison. Another change associated with the new test is the time of year the test is given for grades 3-8. Parkway gives the Stanford-10 in the fall to students in grades 3-8 compared to previous years of a spring administration. It is important to note that the new time frame for the test changes the content by which the students are tested. Students taking a test in the fall are being tested much earlier during the year, and thus the comparison from year to year is converted to a representative range of equivalence expected for that change. Scores for Parkway students tested in the spring of 2005 indicate that the students continue to do well on this assessment tool, generally scoring at the 68th percentile. This percentile score indicates that our students, on the average, score better than as many as 68% of the students they were compared to at the national level. The national average for the Total Math Subtest is a score of 50, with Parkway students scoring well above that measure
Table 7 provides the percentile scores for grade 9 students who were administered the Stanford - Complete Battery as well as individual subtests. The complete battery is comprised of math, science, social studies, reading and language as the subtest groups yielding a “complete” score which is an average of the subtests. Students at Parkway prior to 2005 were administered the complete battery at grades 5, 6 and 9. Scores for Parkway students tested in the spring of 2001 indicate that the students continue to do well on this assessment tool, generally scoring at the 84th percentile. This percentile score indicates that our students, on the average, score better than 84% of the students they were compared to at the national level. The national average for the Total Math Subtest is a score of 50, with Parkway students scoring well above that measure.
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Scores for Parkway students tested in the spring of 2002 indicate that the students continue to do well on this assessment tool, generally scoring at the 84th percentile. This percentile score indicates that our students, on the average, score better than 84% of the students they were compared to at the national level. The national average for the Total Math Subtest is a score of 50, with Parkway students scoring well above that measure. This score is the same compared to last year however is should be noted that it is a different group of students. Scores for Parkway students tested in the spring of 2003 indicate that the students continue to do well on this assessment tool, generally scoring at the 81st percentile. This percentile score indicates that our students, on the average, score better than 81% of the students they were compared to at the national level. The national average for the Total Math Subtest is a score of 50, with Parkway students scoring well above that measure. This score is a slight decrease compared to last year however is should be noted that it is a different group of students. Scores for Parkway students tested in the spring of 2004 indicate that the students continue to do well on this assessment tool, generally scoring at the 84th percentile. This percentile score indicates that our students, on the average, score better than 84% of the students they were compared to at the national level. The national average for the Total Math Subtest is a score of 50, with Parkway students scoring well above that measure. This score is a slight increase compared to last year however is should be noted that it is a different group of students.
Scores for Parkway students tested in the spring of 2005 represent a change in the assessment. During the 2005 testing of the Stanford, students began taking the Stanford-10. The Stanford-10 is an updated version of the old exam. This test also was norm referenced in 2003 and therefore gives a more current national ability for comparison. Another change associated with the new test is the time of year the test is given for grades 3-8. Parkway gives the Stanford-10 in the fall to students in grades 3-8 compared to previous years of a spring administration. It is important to note that the new time frame for the test changes the content by which the students are tested. Students taking a test in the fall are being tested much earlier during the year, and thus the comparison from year to year is converted to a representative range of equivalence expected for that change. Scores for Parkway students tested in the spring of 2005 indicate that the students continue to do well on this assessment tool, generally scoring at the 79th percentile. This percentile score indicates that our students, on the average, score better than as many as 79% of the students they were compared to at the national level. The national average for the Total Math Subtest is a score of 50, with Parkway students scoring well above that measure. This score is a slight decrease compared to last year however is should be noted that it is a different group of students and can be attributed to the new test. In summary, at the 9thgrade level, the students of the Parkway School District are consistently scoring above the national average of 50 and maintaining a consistent average around the 82nd percentile.
As seen in Table 8, the content cluster scores show that our students are scoring well in most al areas
tested on the social science subtest. This table gives the percent of students scoring below average, average, and above average, in relation to a standard bell curve. It is important to note that a standard curve has 23% of all students scoring low, 54% of students scoring average, and 23% of students scoring high with a mean of 50. When comparing our students to a standard bell curve, we see that more students are scoring at or above average; therefore we are doing well. At the elementary level on average 85 % of the students are scoring average or above.
As seen in Table 9, the content cluster scores show that our students are scoring well in most al areas tested on the social science subtest. This table gives the percent of students scoring below average, average, and above average, in relation to a standard bell curve. It is important to note that a standard curve has 23% of all students scoring low,
54% of students scoring average, and 23% of students scoring high with a mean of 50. When comparing our students to a standard bell curve, we see that more students are scoring at or above average; therefore we are doing
well. At the middle level on average 90 % of the students are scoring average or above.
As seen in Table 10 , the content cluster scores show that our students are scoring well in all areas tested on the social science subtest. This table gives the percent of students scoring below average, average, and above average, in relation to a standard bell curve. It is important to note that a standard curve has 23% of all students scoring low, 54% of students scoring average, and 23% of students scoring high with a mean of 50. When comparing our students to a standard bell curve, we see that more students are scoring at or above average; therefore we are doing well. At the high school level on average 92 % of the students are scoring average or above.
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Table 11 2001-2005 MAP Scores - Mathematics
All Parkway Students
MAP Totals
Content Area
Grade Year %Step1 %Prog %NP %Prof %Adv %Bot2 %Top2 Map Index
Parkway Mathematics 04 2001 1.5 11.9 39.4 34.4 12.8 13.4 47.2 222.6 Mathematics 04 2002 1.1 13.3 38.6 35 12.1 14.3 47.1 221.9 Mathematics 04 2003 1.5 10.8 37.9 39.3 10.5 12.4 49.8 223.2 Mathematics 04 2004 1.1 10.2 35.2 40.1 13.3 11.3 53.5 227.2 Mathematics 04 2005 2.6 12.8 38.3 38.4 8.7 14.6 14.6 47.1 Mathematics 08 2001 13.4 23.7 36.3 23.4 3.3 37.1 26.7 189.7 Mathematics 08 2002 13.6 25.0 37.0 22.3 2.2 38.6 24.4 187.2 Mathematics 08 2003 10.6 23.9 38.8 23.8 2.9 34.5 26.7 192.2 Mathematics 08 2004 11.6 27.6 37.4 20.9 2.5 39.2 23.4 187.6 Mathematics 08 2005 12.4 25.2 37.3 21.5 3.5 37.6 14.7 189.3 Mathematics 10 2001 13.3 26.2 35.7 22.5 2.3 39.5 24.8 187.2 Mathematics 10 2002 15.1 25.6 37.7 19.6 2.1 40.6 21.7 184.1 Mathematics 10 2003 12.1 26.4 38.8 20.4 2.2 38.6 22.6 187.1 Mathematics 10 2004 14.1 22.3 35.4 23.7 4.5 36.4 28.2 191.1 Mathematics 10 2005 12.6 23.2 34.1 25.1 5.0 35.8 30.0 193.3 State Mathematics 04 2001 1.5 11.9 39.4 34.4 12.8 13.4 47.2 222.6 Mathematics 04 2002 1.1 13.3 38.6 35 12.1 14.3 47.1 221.9 Mathematics 04 2003 1.5 10.8 37.9 39.3 10.5 12.4 49.8 223.2 Mathematics 04 2004 1.1 10.2 35.2 40.1 13.3 11.3 53.5 227.2 Mathematics 04 2005 2.6 12.8 38.3 38.4 8.7 14.6 14.6 47.1 Mathematics 08 2001 13.4 23.7 36.3 23.4 3.3 37.1 26.7 189.7 Mathematics 08 2002 13.6 25.0 37.0 22.3 2.2 38.6 24.4 187.2 Mathematics 08 2003 10.6 23.9 38.8 23.8 2.9 34.5 26.7 192.2 Mathematics 08 2004 11.6 27.6 37.4 20.9 2.5 39.2 23.4 187.6 Mathematics 08 2005 12.4 25.2 37.3 21.5 3.5 37.6 14.7 189.3 Mathematics 10 2001 13.3 26.2 35.7 22.5 2.3 39.5 24.8 187.2 Mathematics 10 2002 15.1 25.6 37.7 19.6 2.1 40.6 21.7 184.1 Mathematics 10 2003 12.1 26.4 38.8 20.4 2.2 38.6 22.6 187.1 Mathematics 10 2004 14.1 22.3 35.4 23.7 4.5 36.4 28.2 191.1 Mathematics 10 2005 12.6 23.2 34.1 25.1 5.0 35.8 30.0 193.3 Table 8 examines students’ performance on the MAP across three years. These achievement level percent of scores show that more of Parkway students score in the top two achievement levels at all tested grade levels than in the bottom two-achievement levels (see highlighted columns). These scores also show that over time the percent of students scoring at the top are similar while fewer students are scoring at the bottom. In Mathematics, this indicates that Parkway is moving more students from the lower achievement levels forward while maintaining a high level at the top. In comparison to the state averages, more Parkway students are scoring at the top and fewer Parkway students are scoring at the bottom. From this information, it is apparent that our students do demonstrate a high level of performance on the MAP compared to the State.
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Overall, however, the percent of students within these sub-categories (Top two/Bottom two) are not being maintained. In Communication Arts the top is losing students and the bottom is gaining students. And in Mathematics, although we are maintaining the percent of students in both the top and the bottom, there is a lower percent of students overall scoring at the top compared to Communication Arts. As the Parkway School District continues to be dedicated to the achievement of every student we will need to continue work to bring each student into line with their potential and move all students to higher levels of performance.
Table 12
MAP Communication Arts District Totals - by Gender
2001-2005
MAP Totals
Content Area
Grade Year %Step1 %Prog %NP %Prof %Adv %Bot2 %Top2 Map Index
Table 12 examines students’ performance on the MAP across five years. These achievement level percent of scores show that more of Parkway students score in the top two achievement levels at all tested grade levels than in the bottom two-achievement levels (see highlighted columns). In comparison to the state averages, more Parkway students are scoring at the top and fewer Parkway students are scoring at the bottom. From this information, it is apparent that our students do demonstrate a high level of performance on the MAP compared to the State. Overall, the percent of male students within these sub-categories (Top two/Bottom two) are being maintained at the 4th and 8th grade levels however at the 10th grade level the scores have shown a significant improvement. The percent of female students within these sub-categories (Top two/Bottom two) are not being maintained at the 4th and 8th grade levels however at the 10th grade level the scores have shown a significant improvement.
In Mathematics the scores also show that males are scoring on average above their female counterparts on the MAP therefore, increases or decreases in overall scores can be also attributed to gender in mathematics.
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Table 13
MAP – Mathematics By Race
2001-2005 PARKWAY C-2 District Totals
Race Content Area
Grade Year %Step1 %Prog %NP %Prof %Adv %Bot2 %Top2 Map Index
Mathematics: 4th Grade As seen in Table 13, the results for Parkway 4th grade students in the area of Mathematics for Asian and white students are positive. During the 2005 spring administration the results show 63.3% of the Asian students scored at the top two achievement levels, with only 7.2% scoring at the bottom two achievement levels. The table also shows 55.1% of the white students scored at the top two achievement levels, with only 6.6% scoring at the bottom two achievement levels. However the results show that only 8.8% of the black students scored at the top two achievement levels, and 46.2% scored at the bottom two achievement levels. Student achievement can be seen at all documented ethnicity groups using the MAP Index, as another measure. Looking at the MAP Index (a score representing the change across all achievement levels) shows that the Asian population has shown a drop from 248.2 in 2001 to 237.5 in 2005. Whites students have dropped from a MAP Index of 233.2 reported in 2001 to a 228.2 in 2005. Finally, the same trend can be seen in the black population with a 179.6 in 2001 and a 176.9 in 2005. The results for 4th grade would indicate that for the Parkway School District, level of achievement can be attributed to race; however, decreases in overall scores is seen in all reported ethnic groups and therefore cannot be attributed to race. Simply put, at the 4th grade level, scores show an achievement gap between students by race; however, all scores have shown a recent decline in Mathematics. 8th Grade Continuing to look at Table 13, the results for Parkway 8th grade students in the area of Mathematics for Asian and white students are positive. During the 2005 Spring administration the results show 40.5% of the Asian students scored at the top two achievement levels, with only 22.3% scoring at the a the bottom two achievement levels. The table also shows 29.8% of the white students scored at the top two achievement levels, with only 26.6% scoring at the bottom two achievement levels. However the results show that only 3.0% of the black students scored at the top two achievement levels, and 81.3% scored at the bottom two achievement levels. Looking at the MAP Index shows that the Asian population has shown an increase from 212.1 in 2001 to 214.5 in 2005. White students have also increased from a MAP Index of 197.8 reported in 2001 to a 200.7 in 2005. In the black population we continue to see an increase from a 135.4 in 2001 and a 140.1 in 2005. The results for 8th grade would indicate that for the Parkway School District, level of achievement can be attributed to race as the level of achievement shows a gap; however the decreases and or increases in overall scores cannot be attributed to race. Simply put, at the 8th grade level, scores show an achievement gap between students by race; however, all scores have shown a decrease. 10th Grade Finally as seen in Table 13, the results for Parkway 10th grade students in the area of Mathematics for Asian and white students are positive. During the 2005 Spring administration the results show 51% of the Asian students scored at the top two achievement levels, with only 20.7% scoring at the a the bottom two achievement levels. The table also shows 33.5% of the white students scored at the top two achievement levels, with only 28.3% scoring at the bottom two achievement levels. However the results show that only 10% of the black students scored at the top two achievement levels, and 57.5% scored at the bottom two achievement levels. Looking at the MAP Index shows that the Asian population has shown an increase from 211.9 in 2001 to 219.7 in 2005. White students have also shown and increase from a MAP Index of 195.5 reported in 2001 to a 201.3 in 2005. In the black population we also see an increase from a 195.5 in 2001 and a 160.0 in 2005. The results for 10th grade would indicate that for the Parkway School District, level of achievement can perhaps be attributed to race as the level of achievement shows a gap; however, the increases in overall scores is shown at all levels and therefore cannot be attributed to race. Simply put, at the 10th grade level, scores show an achievement gap between students by race; however, all scores have shown an increase. It is important to note that this level is the only level that has shown an increase MAP Index scores across all reported ethnicities.
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Overall the MAP scores for Mathematics show there is an achievement gap between ethnicities at all levels; however, different groups have increased or decreased within the sub-populations. The high school level is the only level that has shown an increase MAP Index scores across all reported ethnicities.
Table 14 MAP- Mathematics
By Individual Education Plan (IEP)
MAP Totals
Content Area
Grade Year %Step1 %Prog %NP %Prof %Adv %Bot2 %Top2 Map Index
Parkway Mathematics 04 2001 1.5 11.9 39.4 34.4 12.8 13.4 47.2 222.6 Mathematics 04 2002 1.1 13.3 38.6 35 12.1 14.3 47.1 221.9 Mathematics 04 2003 1.5 10.8 37.9 39.3 10.5 12.4 49.8 223.2 Mathematics 04 2004 1.1 10.2 35.2 40.1 13.3 11.3 53.5 227.2 Mathematics 04 2005 2.6 12.8 38.3 38.4 8.7 14.6 14.6 47.1 Mathematics 08 2001 13.4 23.7 36.3 23.4 3.3 37.1 26.7 189.7 Mathematics 08 2002 13.6 25.0 37.0 22.3 2.2 38.6 24.4 187.2 Mathematics 08 2003 10.6 23.9 38.8 23.8 2.9 34.5 26.7 192.2 Mathematics 08 2004 11.6 27.6 37.4 20.9 2.5 39.2 23.4 187.6 Mathematics 08 2005 12.4 25.2 37.3 21.5 3.5 37.6 14.7 189.3 Mathematics 10 2001 13.3 26.2 35.7 22.5 2.3 39.5 24.8 187.2 Mathematics 10 2002 15.1 25.6 37.7 19.6 2.1 40.6 21.7 184.1 Mathematics 10 2003 12.1 26.4 38.8 20.4 2.2 38.6 22.6 187.1 Mathematics 10 2004 14.1 22.3 35.4 23.7 4.5 36.4 28.2 191.1 Mathematics 10 2005 12.6 23.2 34.1 25.1 5.0 35.8 30.0 193.3 IEP Mathematics 04 2001 4.0 26.2 50.0 17.1 2.7 30.2 19.8 194.1 Mathematics 04 2002 4.3 28.5 43.4 20.3 3.5 32.8 23.8 23.8 195.1 Mathematics 04 2003 3.7 16.4 42.9 29.1 7.9 20.1 37.0 210.6 Mathematics 04 2004 2.1 20.4 45.8 26.4 5.3 22.5 31.7 206.2 Mathematics 08 2005 5.8 17.0 45.9 28.6 2.7 22.8 31.3 202.7 Mathematics 04 2001 44.8 31.2 22.2 1.4 0.5 760 1.8 140.7 Mathematics 08 2002 42.4 35.2 20.8 1.7 0.0 77.5 1.7 140.9 Mathematics 08 2003 37.5 35.5 22.4 4.3 0.3 73.0 4.6 147.2 Mathematics 08 2004 36.8 45.9 13.4 3.9 0.0 82.7 3.9 142.2 Mathematics 08 2005 35.8 37.8 21.5 4.9 0.0 73.6 4.9 147.7 Mathematics 10 2001 43.2 35.5 19.4 1.3 0.6 78.7 1.9 140.3 Mathematics 10 2002 47.6 35.3 14.1 2.9 0.0 82.9 2.9 136.2 Mathematics 10 2003 42.3 31.7 19.0 1.6 0.0 79.4 1.6 139.9 Mathematics 10 2004 47.1 33.9 14.8 3.9 0.4 80.9 4.3 138.3 Mathematics 10 2005 41.2 33.3 19.2 5.5 0.8 74.5 6.3 145.7 Table 14 examines students’ performance on the MAP across three years. These achievement level percent of scores show that more of Parkway students score in the top two achievement levels at all tested grade levels than in the bottom two-achievement levels (see highlighted columns). In comparison to the district averages, Parkway students with an IEP designation are scoring lower in mathematics. As the IEP designation is only given to students who have been identified for special services, this data seems expected. However, it is important to note two things. One is that the NCLB act has required this sub-group to show achievement at the same proficiency as all students, and two, as a result of the NCLB act, the Missouri Department of Elementary and Secondary Education (DESE) is working to create levels of expected proficiencies for students that fall within this sub-group. Currently the students
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who are designated as being taught on a functional curriculum level have a different set of expected standards and curricular implications and take the MAP-Alternate (MAP-A). These students are scored against this set of standards and will be reported within the 2005-2006 MAP scores using this format. As a result, it will be possible for those students who qualify for MAP-A to post achievement level scores, based on their expectations. As a result of this, however, gap increases or decreases in overall scores can be attributed to IEP.
Table 15 2001-2005 MAP Scores - Mathematics
Parkway Gifted Students and All Parkway Students
MAP Totals
Content Area
Grade Year %Step1 %Prog %NP %Prof %Adv %Bot2 %Top2 Map Index
Parkway Mathematics 04 2001 1.5 11.9 39.4 34.4 12.8 13.4 47.2 222.6 Mathematics 04 2002 1.1 13.3 38.6 35 12.1 14.3 47.1 221.9 Mathematics 04 2003 1.5 10.8 37.9 39.3 10.5 12.4 49.8 223.2 Mathematics 04 2004 1.1 10.2 35.2 40.1 13.3 11.3 53.5 227.2 Mathematics 04 2005 2.6 12.8 38.3 38.4 8.7 14.6 14.6 47.1 Mathematics 08 2001 13.4 23.7 36.3 23.4 3.3 37.1 26.7 189.7 Mathematics 08 2002 13.6 25.0 37.0 22.3 2.2 38.6 24.4 187.2 Mathematics 08 2003 10.6 23.9 38.8 23.8 2.9 34.5 26.7 192.2 Mathematics 08 2004 11.6 27.6 37.4 20.9 2.5 39.2 23.4 187.6 Mathematics 08 2005 12.4 25.2 37.3 21.5 3.5 37.6 14.7 189.3 Mathematics 10 2001 13.3 26.2 35.7 22.5 2.3 39.5 24.8 187.2 Mathematics 10 2002 15.1 25.6 37.7 19.6 2.1 40.6 21.7 184.1 Mathematics 10 2003 12.1 26.4 38.8 20.4 2.2 38.6 22.6 187.1 Mathematics 10 2004 14.1 22.3 35.4 23.7 4.5 36.4 28.2 191.1 Mathematics 10 2005 12.6 23.2 34.1 25.1 5.0 35.8 30.0 193.3 Gifted Mathematics 04 2001 0.0 0.0 8.0 47.0 45.0 0.0 92.0 na Mathematics 04 2002 0.0 0.0 5.0 49.0 46.0 0.0 95.0 na Mathematics 04 2003 0.0 0.0 3.0 53.0 45.0 0.0 97.0 na Mathematics 04 2004 0.0 0.0 7.0 47.0 46.0 0.0 93.0 na Mathematics 04 2005 0.0 0.0 8.0 55.0 38.0 0.0 92.0 na Mathematics 08 2001 0.0 0.0 15.0 74.0 11.0 0.0 85.0 na Mathematics 08 2002 0.0 0.0 19.0 71.0 12.0 0.0 83.0 na Mathematics 08 2003 0.0 0.0 19.0 68.0 13.0 0.0 81.0 na Mathematics 08 2004 0.0 1.0 26.0 58.0 15.0 1.0 73.0 na Mathematics 08 2005 0.0 1.0 23.0 57.0 19.0 1.0 76.0 na Mathematics 10 2001 0.0 0.0 11.0 60.0 29.0 0.0 89.0 na Mathematics 10 2002 0.0 0.0 14.0 58.0 28.0 0.0 86.0 na Mathematics 10 2003 0.0 2.0 27.0 56.0 15.0 2.0 71.0 na Mathematics 10 2004 0.0 0.0 13.0 58.0 29.0 0.0 87.0 na Mathematics 10 2005 0.0 0.0 20.0 54.0 26.0 0.0 80.0 na As shown in Table 15, during the last 5 years, a greater majority of Parkway gifted students scored in the upper two levels on the mathematics assessment than did other Parkway students. At 4th grade 92% of Parkway’s gifted students are in the upper two levels; while at the district level, 47.0% are in the upper two levels. At the 8th grade
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level, 76% of Parkway’s gifted students score in the upper two levels; while at the district level, 14.7% of the 8th grade students score in the upper two levels. Scores are similar for Parkway gifted grade 10 gifted students with 80.0% scoring in the upper two levels compared to 30.0% at the district level. Clearly gifted students are score significantly higher than their peers.
Table 16
MAP - Mathematics 2001-2005 By Socio-Economic Status Free Reduced Lunch (FRL)
MAP Totals
Content Area
Grade Year %Step1 %Prog %NP %Prof %Adv %Bot2 %Top2 Map Index
Table 16 examines students’ performance on the MAP-Mathematics across three years. These achievement level percent of scores show that more of Parkway students score in the top two achievement levels at all tested grade levels than in the bottom two achievement levels (see highlighted columns). In comparison to the district averages, Parkway students with a FRL/ designation are scoring lower in communication arts. The FRL designation is only given to students who qualify for free or reduced subsidized support due to lower socio-economic status. It is important to note the NCLB act has required this sub-group to show achievement at the same proficiency as all students. As a result of this gap, increases or decreases in overall scores can be attributed to SES.
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Table 17
MAP- Mathematics 2003-2005 By Limited English Proficiency
(LEP)
** These years the total population at that level was not large enough to report. (Less than 30)
MAP Totals
Content Area
Grade Year %Step1 %Prog %NP %Prof %Adv %Bot2 %Top2 Map Index
Table 17 examines students’ performance on the MAP mathematics across three years. These achievement level percent of scores show that more of Parkway students score in the top two achievement levels at all tested grade levels than in the bottom two achievement levels (see highlighted columns). In comparison to the district averages, Parkway students with an LEP designation are scoring lower in mathematics. As the LEP designation is only given to students for whom English is not their first or primary language and thus become classified as a language minority student whose English language proficiency is below that of grade and age level peers. It is important to note two things, one the NCLB act has required this sub-group to show achievement at the same proficiency as all students, and two the communication arts portion of the exam cannot be read to these students or paraphrased in any way. As a result of this gap, increases or decreases in overall scores can be attributed to LEP.
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Table 18
ACT-2001-2005 Mathematics
ACT 2001 2002 2003 2004 2005 Total Scores Math Math Math Math Math National 20.7 20.6 20.6 20.7 20.7 State 20.8 20.9 20.7 20.9 20.9 Parkway 23.5 23.9 23 23.6 23.5 Gender Math Math Math Math Math National Male 21.4 21.2 21.2 21.3 21.3 National Female 20.2 20.1 20.1 20.2 20.2 State Male 21.5 21.7 21.5 21.7 21.8 State Female 20.2 20.3 20.1 20.3 20.2 Parkway Female 22.7 24.9 22.5 23.1 23 Parkway Male 24.5 23.1 23.7 24.2 24.1 Like Parkway Male 23.2 22.7 22.8 22.9 22.8 Like Parkway Female 22.0 21.5 21.7 21.7 21.7 National Ethnicity Math Math Math Math Math Black 16.8 16.7 16.7 16.9 16.8 Am Indian 18.4 18.4 18.3 18.6 18.4 White 21.3 21.3 21.3 21.4 21.5 Chicano 18.7 18.4 18.3 18.5 18.6 Asian/Pacific Islander 23.1 22.9 22.9 23 23.1 Hispanic 19.4 18.9 18.9 18.9 19 State Ethnicity Math Math Math Math Math Black 17.0 17.0 16.8 17 16.9 Am Indian 19.0 19.7 19.8 20.4 19.5 White 21.2 21.3 21.1 21.3 21.4 Chicano 19.4 19.5 19.3 19.6 20 Asian/Pacific Islander 23.1 23.3 22.5 23.2 23.6 Hispanic 20.9 20.8 20.2 19.8 20.1 Parkway Ethnicity Math Math Math Math Math Black 17.9 18.4 18 18.8 18.3 Am Indian 17.7 25.0 23.5 21.9 21 White 23.9 24.2 23.3 24 23.9 Chicano 23.8 22.6 23.5 22.9 24.7 Asian/Pacific Islander 27.1 27.0 25.8 25.6 26.8 Hispanic 24.7 22.3 19.8 22.7 21.1 Like Parkway Ethnicity Math Math Math Math Math Black 18.2 17.9 17.8 18.2 18 Am Indian 20.2 21.3 20.9 21 20.9 White 23.0 22.8 23 23.1 23.1 Chicano 21.1 20.3 20.6 20.8 20.3 Asian/Pacific Islander 24.9 24.4 24.2 24.4 24.4 Hispanic 21.4 20.4 20 21.1 20.3
Table 18 examines students’ performance on the ACT math sub-test across five years. Results indicate that Parkway students did well on the assessment with a math score average of 23.5. When looking at the scores by ethnicity there is evidence of an achievement gap amongst the groups. When looking to see differences with gender although
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males tend to score higher than females the difference is not significant, therefore the achievement cannot be attributed to gender.
Table 19
PLAN-2001- 2005 Mathematics
PLAN Scores 2001 2002 2003 2004 2005
Total Scores Number
(N) Math Number
(N) Math Number
(N) Math Number
(N) Math Number
(N) Math Parkway 1500 19.7 1388 19.7 1424 1937 1487 19.8 1424 19.7 National X 16.3 X 16.3 x 16.3 x 16.3 x 16.3
Table 16 examines students’ performance on the Plan math sub-test across five years. Results indicate that Parkway students did well on the assessment with a math score of 19.7- 19.8. When looking at the scores by ethnicity there is evidence of an achievement gap amongst the groups. However when looking to see differences with gender although males have begun to score higher than females the difference is not significant, therefore the achievement cannot be attributed to gender.
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Table 20
SAT-2001- 2005 Mathematics
SAT Total Scores 2001 2002 Math 2003 Math 2004 Math 2005 Math Total Scores Number (N) Math Number (N) Math Number (N) Math Number (N) Math Number (N) Math National 1,406,324 519 1,519,870 518 1,406,324 519 1,519,870 518 1,475,623 520State 4,850 583 4,797 585 4,850 583 4,797 585 4,413 588Parkway 442 598 427 596 442 598 427 596 368 613Gender Number (N) Math Number (N) Math Number (N) Math Number (N) Math Number (N) Math National Male 652,606 537 660,270 537 652,606 537 660,270 537 686,298 538National Female 753,718 503 758,737 501 753,718 503 758,737 501 789,325 504State Male 2,429 600 2,451 601 2,429 600 2,451 601 2,253 604State Female 2,421 566 2,346 568 2,421 566 2,346 568 2,160 571Parkway Female 221 583 237 575 221 583 237 575 210 604Parkway Male 221 613 190 622 221 613 190 622 158 624National Ethnicity Number (N) Math Number (N) Math Number (N) Math Number (N) Math Number (N) Math American Indian 7,452 482 8,219 488 7,452 482 8,219 488 8,916 493Asian/Pacific Islander 100,970 575 112,542 577 100,970 575 112,542 577 134,996 580Mexican/Chicano 50,375 457 57,739 458 50,375 457 57,739 458 66,968 463Puerto Rican 14,569 453 16,449 452 14,569 453 16,449 452 19,402 457Latin American/Latino 42,548 464 48,192 465 42,548 464 48,192 465 57,826 469White 670,260 534 719,753 531 670,260 534 719,753 531 824,776 536AA 125,657 426 137,953 427 125,657 426 137,953 427 153,132 431State Ethnicity Number (N) Math Number (N) Math Number (N) Math Number (N) Math Number (N) Math American Indian 11 606 36 568 11 606 36 568 19 532Asian/Pacific Islander 240 619 266 635 240 619 266 635 299 622Mexican/Chicano 52 476 64 486 52 476 64 486 65 526Puerto Rican 6 607 8 528 6 607 8 528 6 487Latin American/Latino 40 552 35 544 40 552 35 544 55 550White 3,047 591 3,130 591 3,047 591 3,130 591 3,144 597AA 283 473 275 469 283 473 275 469 303 475Parkway Ethnicity Number (N) Math Number (N) Math Number (N) Math Number (N) Math Number (N) Math American Indian 1 1 1 1 1 Asian/Pacific Islander 54 629 53 641 54 629 53 641 78 646Mexican/Chicano 2 4 2 4 2 Puerto Rican 0 0 0 0 0 Latin American/Latino 3 7 590 3 7 590 4 White 273 593 255 595 273 593 255 595 232 611AA 10 517 22 467 10 517 22 467 13 543
ADVANCED PLACEMENT TESTS Advanced Placement (AP) tests are rigorous and difficult examinations. Some institutions offer credit to students who score a 3, 4 or 5 although each institution sets, their own policies. For this reason, students who do well in class performance should be encouraged to take the AP test, especially since Parkway students are routinely demonstrating strong performance and adequate preparation for these exams.
Scoring a 3 or Higher 72 61 62 195 78 DIST GRAND TOTALS 113 64 73 250 100
Tables 21a, 21b, and 21c show the Advanced Placement scores of students taking the mathematics content tests. As shown in these tables, the percentage of students participating in the AP program has either increased or remained constant. Parkway students passed with a score of 3 or better on the exams at an overall rate of 69% during 2003, 58% during 2004 and 78% was found in 2005.
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March 6, 2006 TO: Supt. Council, Middle School Principals, Dan Coates,
Lisa Schwarz, Ruth Knop, Maried Swapp FROM: Dr. Andrea L. Wood
RE: ACT Scores 2005
I am pleased to notify you that the Parkway School District EXPLORE scores have arrived! EXPLORE has a range of 1-25 for a Composite score. Parkway’s first attempt has us scoring an average composite of 17.3 the national average is only 14.7.
To further breakdown the Parkway 2006 results: English Math Reading Science Composite PSD 17.2 16.8 16.4 18.1 17.3 National 13.9 14.4 13.9 15.9 14.7
When looking at these types of scores it is also important to note the % of students scoring at or above the national average. The national average is 14.7. Parkway had 830 out of 1127 students scoring at or above the national average. This would be a total of 73.6 % of our students scoring at or above the national average.
One of the benefits of the EXPLORE is the relationship it has with the PLAN and the ACT. According to these results the 2006 8th graders as a group are predicted to score on the Plan to be within the Range of 17-21. This range for the PLAN further predicts the ACT range to be 21-25. A further look at our results:
By Ethnicity
(N) English Math Reading Science Composite Asian 95 17.8 18.3 17.7 19.6 18.5 Black 175 13.4 13.1 13.2 15.3 13.9 White 828 17.9 17.4 16.9 18.5 17.8 BY Gender
(N) English Math Reading Science Composite Male 584 16.3 16.8 16.1 18.0 16.9 Female 543 18.0 16.8 16.8 18.3 17.6
