Overview and UpdateRaising Achievement and Closing Gaps Conference
March 30, 2010
Angela H. Quick, Deputy Chief Academic OfficerLou Fabrizio, Director, Accountability Policy and Communications
Gary Williamson, Director, Accountability Operations
Mission
Our Goal:
NC public schools will produce globally competitive students.
The Purpose of Standards:To define and communicate the knowledge and skills a student must master to be globally competitive.
ACRE Accountability and Curriculum Revision Effort
A Simple Vision
Essential Standards
Assessments
Accountability
Writing and Revising
Writing and Revising the Essential Standards
Writing Teams Membership
Teachers Higher Ed AccountabilityStaff
EC & CurriculumStaff
School Readiness Staff
External Business
Instructional Coaches
Curriculum Directors
Administrators
National & InternationalStandards
Revised Bloom’s Taxonomy
Assessment Prototypes
21st Century Skills
Filters
National and International Standards
Science K-12 Standards Frameworks
• American Association for the Advancement of Science - Benchmarks for Science Literacy
• American Association for the Advancement of Science - Atlas of Science Literacy volumes I and II
• National Research Council - National Science Education Standards
• Other State Standards (including Massachusetts, Connecticut, New Jersey, South Carolina, California)
• Singapore Science Syllabus
Assessment Frameworks
• Trends in International Mathematics and Science Study (TIMSS)
• Programme for International Student Assessment (PISA)
• National Assessment of Educational Progress (NAEP) 2009 Framework
NSES
Conceptual development
TIMSS
Other State Standards
PISA
NAEP
AAAS Benchmarks
AAAS Atlas
Singapore
ES
ES ES
ES ES
ES ES
ES ES
ES
Nat
ion
al &
In
tern
atio
nal
Sta
nd
ard
s
21st
Ce
ntu
ry S
kills
Re
vise
d B
loo
m’s
Ta
xon
omy
Conceptual development Criteria and Filters
• Enduring
• Measurable
• Clear and Concise
• Prioritized and Focused
• Rigorous
• Relevant to the Real World
Criteria Filters CourseGeneralized goals Examples and processes to
achieve criteriaStudent Outcomes
Ass
ess
me
nt P
roto
type
s
Objective
Objective
Objective
Objective
ES
ES ES
ES ES
ES ES
ES ES
ES
North Carolina Standard Course of Study Essential Standards Overview
Essential Standard
...zooming in on one Essential
Standard
Course
Prototypical Assessment
Prototypical Assessment
Classroom
EOC-EOG
Essential Standards
CreateCreate
EvaluateEvaluate
AnalyzeAnalyze
Apply
UnderstandUnderstand
RememberRememberKnowingKnowing
OrganizingOrganizing
ApplyingApplying
AnalyzingAnalyzing
GeneratingGenerating
IntegratingIntegrating
EvaluatingEvaluating
Marzano’s Dimensions of Thinking
Revised Bloom’s Taxonomy
Four primary meansfor involvement…
Stakeholder InvolvementWriting and Revising
IndividualPublic
Comment
Writing Teams and
Meetings
LEA Collaborative
Feedback
StructuredBusinessFeedback
Current Status:I. SBE Approved
Math, Science, English 10, &Instructional Technology
2. Under Development
English Language Arts, Social Studies, Second Languages, Guidance, The Arts, Health and Physical Education, and Instructional Toolkits
Indicators Uses Levels
Goal: Institute an accountability model that improves student achievement, increases graduation rates and closes achievement gaps.
2
Student Performance
Post-SecondaryReadiness
Student Growth
Graduation Rates
Academic Course Rigor
Proposed Indicators
Impact of ESEA Reauthorization
http://www2.ed.gov/policy/elsec/leg/blueprint/
index.html
School
Indicator Ex 1 Ex 2 Ex 3 Ex 4 Avg ?Student Achievement: The School Performance Composite
50 70 50 10 45
Post-Secondary Readiness as Measured by the ACT (or Other National Indicators)
20 20 20 40 25
Future-Ready Core Participation (A Measure of the Rigor of Courses that Students Take Based on Algebra II Completion and Proficiency)
10 5 5 10 7.5
5-Year Cohort Graduation Rate 20 5 25 40
22.5
High School
Shown are some possible weighting scenarios we have considered. We’d like both performance index and growth index to have the same weighting. These are preliminary numbers, not final recommendations.
Draft; For discussion purposes only.
Weighting the Indicators?
Performance Index Growth Index
Making Expected or High Growth
Making Less than Expected Growth
900 - 1000 School of Excellence No Recognition
800 - 899 School of Distinction
600 - 799 School of Progress
Less than 600 Low-Performing School*
How to Update School Classification System?
First Classification Example(Similar Format; Fewer Categories)
*Will require statutory change.
The categories and scales are not finalized. The performance index is differentthan the performance composite and therefore a new scale has been used.
18
Second Classification Example (Four-Quadrant)
Lower PerformanceHigher Growth
Higher Performance Higher Growth
Lower PerformanceLower Growth
Higher PerformanceLower Growth
Gro
wth
Inde
x
Performance IndexScale to be determined
Sca
le to
be
dete
rmin
ed
Examples of Data We Should Report But Not Include
in the High-Stakes Accountability Model?
• Advanced Placement (# and % of participants and scores)• International Baccalaureate (# and % of participants and
scores)• Credentialing Programs (# and % credentials)• Online Courses Taken (# and %)• Higher-Levels Foreign Language Courses Taken (# and %)• Concentrations (# and %)• College courses taken (# and %)• Attendance of teachers and students• Local Options • Additional?
How Do We Address Unique School Types?
Examples• Alternative Schools• Hospital Schools• VocEd/Career Centers• Special Education Schools• Schools with grade 3 and below
How do these schools fit into the system?
How Do We Best Measure Post-Secondary Readiness?
ACT, SATWorkKeys
Accuplacer Compass
•If multiple, how to set cut scores, or ranges, for points to award to school?•If one assessment, which one?
Synopsis: What’s Different?
• Inclusion of LEA Accountability (Longitudinal Growth)
• Incorporation of an Index Model
• Robust Growth Measures
• Inclusion of Post-Secondary Readiness Measure
• Increased Academic Course Rigor (Future-Ready Core)
• Graduation Rate Instead of Dropout Rate
• Revised Reporting
• Revised Student Accountability System
Academic Growth
How to Establish and Utilize Long-Term Growth Standards
Reading Growth Curves by Cohort Panel
500
600
700
800
900
1000
1100
1200
2 3 4 5 6 7 8 9
Grade
Le
xil
e M
ea
su
re
1995-2000 1996-2001 1997-2002 1998-2003 1999-2004
Measurement of Growth
Extrapolated Growth Curvewith Median Postsecondary Text Measures
UndergraduateAdmissionsand Military
Citizenship
Workplace
Community College
University
200
400
600
800
1000
1200
1400
1600
0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16
Grade (0=K)
Lex
ile
E(L) = 700.0 + 118.7 (Grade-3) - 6.1 (Grade-3)2
400
600
800
1000
1200
1400
1600
3 4 5 6 7 8 9 10 11 12
LEXI
LE M
EASU
RE
GRADE
Alternate Paths to a Higher Twelfth-Grade Outcome
NC ref
intercept=820
400
600
800
1000
1200
1400
1600
3 4 5 6 7 8 9 10 11 12
LEXI
LE M
EASU
RE
GRADE
Alternate Paths to a Higher Twelfth-Grade Outcome
NC ref
intercept=820
velocity=132
400
600
800
1000
1200
1400
1600
3 4 5 6 7 8 9 10 11 12
LEXI
LE M
EASU
RE
GRADE
Alternate Paths to a Higher Twelfth-Grade Outcome
NC ref
intercept=820
velocity=132
deceleration=-9.2
400
600
800
1000
1200
1400
1600
3 4 5 6 7 8 9 10 11 12
LEXI
LE M
EASU
RE
GRADE
Alternate Paths to a Higher Twelfth-Grade Outcome
NC ref
Combined strategy
Numerical Comparison of the Four Strategies
Parameters (in Lexiles)
NC HigherIntercept
Higher Velocity
Lower Deceleration
Combination Strategy
Intercept 700.0 820.0 700.0 700.0 775.0
Initial velocity 118.7 118.7 132.0 118.7 122.0
Deceleration -12.2 -12.2 -12.2 -9.2 -11.8
1999-2004 NC Average Reading Growth Curve
500
600
700
800
900
1000
1100
1200
3 4 5 6 7 8
Grade
Le
xile
Me
as
ure
Average Quadratic Fit
A Growth Standard Presented in Tabular Form
Gains Between Each Pair of GradesNC Averages (N=67,908) By Grade
rounded to nearest Lexile 700 813 913 1001 1077 1141
Grade 3 4 5 6 7 8
3 113 213 301 377 441
4 100 189 265 329
5 88 164 228
6 76 140
7 64
8 0
change between adjacent grades; i.e., year-to-year change
change across 2-year spans
change across 3-year spans
change across 4-year spans
change across 5-year span from 3 to 8
Growth Standard Presented as an Equation(Example)
)(1.6)(7.118700)( 2TTLE t
Note: Use T = (Grade – 3) when applying the model