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.