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Academic Growth in Math High Poverty Students – WASL and MAP
Feng-Yi Hung, Ph.DDirector of Assessment and Program Evaluation
Clover Park School District
Clover Park School District
Concentrated poverty, family instability, homeless situations, and military deployment are but a few hardships typical of growing up in Clover Park School District – Lakewood, WA.
• 40% - Military Families• 50% - Minority Students• 60% - Free/Reduced Lunch
Measures of Academic Progress (MAP)
• Computerized adaptive tests by Northwest Evaluation Association (NWEA)
• Educators use the growth and achievement data from MAP tests to develop targeted instructional strategies.
• Growth - Additional Aspect of the Achievement Gap
• 2006-2007 - the first year to implement MAP assessments (grades 6-8)
Data Analysis• Three Criteria for this year’s 8th graders –
– Eligible for Free and Reduced Price Lunch– Participated in 2006 WASL (6th grade) and
2007 WASL (7th grade)– Participated in MAP Fall and Spring
assessments in the 2006-07 school year
• N = 210
WASL - Met Standard WASL - Not Met
Standard
Number of Students 71 (34%) 139 (66%)
RIT Range 38 (218-256) 72 (172-244)
RIT Mean 238 214
National Norm Grade 10 Grades 4-5
7th-Grade WASL and MAP
The NWEA 2005 Norms Study includes results from more than 2.3 million students in 794 school districts, representing 32
states.
Descriptive Statistics
WASL Math Level 1 - Two Consecutive Years (Grade 6, 2006 and Grade 7, 2007)
-20
-15
-10
-5
0
5
10
15
20
25
170 180 190 200 210 220 230 240 250
MAP Spring 2007
Ga
ins
(F
all
20
06
to
Sp
rin
g 2
00
7)
N=86
WASL Math Level 1 - Two Consecutive Years MAP Fall to Spring Growth by Ethnicity
3.7
5.46.0
0.00
1.00
2.00
3.00
4.00
5.00
6.00
7.00
Black (N=30) Hispanic (N=21) White (N=27)
Mean Scale Score
N
Asian/Pacific Islander 389 26
Black 360 50
Hispanic 363 42
White 387 84
Total 376 210
7th-Grade WASL Math
Design: Ethnicity + Gender + Ethnicity*Gender
Results: Significant Effect on Ethnicity, F=5.1, p < .05
Post Hoc Tests - Tukey HSD: Asian vs. Black; White vs. Black; White vs. Hispanic
Univariate Analysis of Variance (ANOVA)
Mean RIT Score N
Asian/Pacific Islander 225 26
Black 216 50
Hispanic 217 42
White 226 84
Total 222 210
7th- Grade MAP Math
Design: Ethnicity + Gender + Ethnicity*Gender
Results: Significant Effect on Ethnicity, F=4.1, p < .05
Post Hoc Tests - Tukey HSD: White vs. Black & White vs. Hispanic
Univariate Analysis of Variance (ANOVA)
Gains:
RIT ScoreN
Asian/Pacific Islander 2.7 26
Black 4.6 50
Hispanic 5.5 42
White 6.4 84
Total 5.4 210
7th- Grade MAP Math Gains Fall to Spring
Design: Ethnicity + Gender + Ethnicity*Gender
Results: No Significant Effect
Univariate Analysis of Variance (ANOVA)
Discussion Math Growth of High Poverty Students
• Improving student learning in math is a highly complex challenge, especially for students in poverty
• Schools and gender are not significant factors in impacting FRL student performance and growth over time.
• White and Hispanic FRL students made more gains in math than their peers
STAY FOCUSED ON THE KIDS!
Questions & Ideas
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