Embed Size (px)
Citation preview
ED 248 253
DOCUMENT RESUME
AUTHOR Myerberg, N. James;, Splaine, PamTITLE Annual Test Report,\ 1982 -83..INSTITUTION Montgomery County Public Schools, Rockville, Me.
Dept. of iducationalAccountibility.PUB DATE 83 s*-NOTE 18 For previous editions, see ED 171 791, ED 208
0 d ED 233 080. Small print in some tables.PUB TYPE Sta ical Data (110) -- Reports -
Evalutive/Feasibility (142)
EDRS PRICE MF01/PC08 Plus Postage.DESCRIPTORS *Academic Achievement; *Achievement Gains
Achievement Tests; Educational Assessm4pt;Educational Trends; Elementary SecondaryEducation;Racial Differences; School Distiicts; *Scores; SexDifferent s; *Testing Programs; Test Interpretation;*Test Resilts
IDENTIFIERS "California Achieviment Tests; *Montgomery CogOtyPublic Schools MD
TM 840 530
ABSTRACT .
During the 1982-83 school year, the CaliforniaAchievement Test (CAT) was administdred to students attendingMontgomery County (Maryland) Public Schools (MCPS)-in grades 3,5,8and.11.-This report describes and dispdayslhe county-wide and schooltest results which4Ep further broken down by racial/ethnic group andsex. An analysis ofjhe data found that MCPS student performance hidimproved slightly (1 percent),frdM the previous year. Of the studentstested, 78 percent tested at or above the national norm average..Similarly, the average scores for each racial ethnic group in 'MPSwere at or above the nationalnorm average except for Black studentsin grade 11. Performance 'of White students in MCPS was higher thanthat of .MCPS Hispanicor Black students. Asian students scoredslightly higher than White studentein all gtades. However; whencompared to their counterparts nationally, MCPS Hispanic and Black.students performed better than White students. A breakdown by sexfound that females scored slightly highir than males on the totaltest in all grades tested. (EGS) (
0,
f.
V
a 44*********************W***********************************4********4;*Reproductions s*plied by EDRS are the best=that can be made *. .
* fromthe o'fginal document. **********************************************,**************************
Ia
flo
I
4p 1
MONTGOMERY COUNTYPUBLIC SCHOOLS
ROCKVILLE MARYLAND
MIL
p
0
4982-83
WILMER S. CODYSuperintendent of Schools
U.S DEPARTMENT OF EDUCATIONNAliONAt INS III Litt 1)1 (ITUCATIONt)th INAt III `,,t )1 Ott INF (11IMA 111)N
.r thj11111(fltl "
I Oaf, I. III ,It It WOO., 4,1i
habil. yvi,1 ,14.1r/dit.11/1
0 ,10,.11,11,3
tt31,11.` 1`,," I la tr. .retprovt.
1..1" tps.$1,11.
%t 11011 Ill 111,8 11111 11
f1,1.1 Oa I,b1 V.,...1111, .401P0.1",1 Ott. , Nit
"PERMISSION TO REPRODUCE THIS.
MATERIAL. HAS BEEN GRANTED BY
TO THE EDUCATIONAL. RESOURCESINFORMATION CENTER (ERIC)"
Prepared by the Department of Educational Accountabi
Taw
1
f
N
a
EXECUTIVE SUMMARY
The Anntial Test Report 1982-13 describes the results from administering the
Calftornia Achievement Tests (CAT) in the Montgomery 'County- Public Schools.
The CAT' is given-in the fall in Grades 3, 5, and 8 under a. state requirement,
and in Grade 11 in December under a local requirement. Some of the featured
of the report include:
tr
o Breakdowns of county test results by. racial /ethnic groups, including
a dbmparison of performance by MCPS black and Hispanic students with -
that of their counterparts in ,the national norm samplqr
o Elementary- school results bioken down for students tested in a
school in' both Grades 3 and 5 and for students tested, in those
schqols in only Grade 3 or Grade 5'
o Graphic presentations of both county and school. data
-Countywide ResultsA
Performance by MCPS students on tje CAT Iproved slightll.from an already high
level. This was shown'by the fact that 78 percent of the MCPS students tested
scored at or above the national norm average. This was a 1 percent increase
fromthe previous year. Additionally, the MCPS average on the total test
ranged from the 81st percentile in Grades 3 and 5 to ilk 76th percentile in
Grade 11. These average scores were increases also. These scores are well
abcpre the national average. This is shown in the figure below That compates
the MCPS score distribution, to the national distribution. 'MCPS has' many more .
scores at. the tippqr end.1r
CALIFORNIA ACHIEVEMENT TESTIS
DISTRIBUTION OF STANINE SCORES ONTHE TOTAL BATTERY FUR ALL GRADES TESTED
Nat.orpf Nowt
FALL 1982 ,
RcEN.TA
F
0F
STUDENT
Mi PS -P
.STANIN6
3
4
.1111
.
r.
it
While the county averages were high, ehey'. probably would ha
higher, at last in Grade 3, if them were not a strong "ceiling
some CAT subtests: This effect produced artificially low sc
subteste because the test norms do not permit high achieving studs
*as Righ as they should. .
Performance by Racial/Ethnic Groups r Op
The average scores. fort each' major racial/ethnic groups in
above the national norm group average except for black student
ltk' Eden in that case, tk was not Abstanitial. Sco
generally at'their highest for black and White students s
administering the CAT in 1960. The 'three year ,trendi for As
mixed across the grades while scores fer7ftispanic students
four grades. Howpver, the declines for the last two groups
new students entering MCPS. The Asiari and Hispanic students
from Grade 3 to Grade 5 progress as well as or better than d
e been eveneffect" on 'es on theseis to score
CPS were at orin Grade' 11.
es in 1982 werece. we started
an, students were
eclined in all
are the result ofo stay in MCPS
whine' students.
The performance of .white student's In MCPS was substantially higher than that
of MCPS Hispanic and black students. However, Am Hispanic ,and black
students scored substantially thigher than, their cortex:parts nationally.
Additionally, when compared to tifeir counterparts nationally, MCPS Hispanic
and black students -did better than MCPS white students. Th4 comparison of
results for,MCPS"and nattOnal :racial/ethnic groups. is shown in the table
below.-
hl
411
MINI. ITS ISCOMPARISPSN OF IILTACK. HISPANIC'.
ANIS -01 HER 'STUDENTS- *ITIINATIONAL NORM GROUP
FALL 19141
4
$
NAt101141 Norm t ',nom
r *lc I'S
2.1)
Mack Hispanic other Chick Hisr nW OtherCAADE 3 (3 ADE S
Block Hispanic OtherGRADE 14
S
Asian studenis- in MCPS scored slightly higher. an white students in.all
grades, the largest difference appearing in Grade 3
a.
Score Differences by Six
.- Females scored slightly higher than males. on the total. test in all grades
tested. The largest differences were. language skills. In.math the two
groups scored almost the same, -
I
tk.,
4
f
0850g/75
E -3
4
e.a
0
. _
AUTHORS
N. James MyerbergPam Splaine
Graphic Arts:
Data Tabulation:.
'Vickie Hunt
Dorothy GreenVicki HuntDavid JacksonLorraine Klimkosky
Departmen of EducationalAcc ntability
Steven M. Frankel, Director. .
v
Divisfbn of Instructional Evaluationand Testing
Joy A. Frechtling, Director
V
,..
Introduction ,
3DescriPtionof California Achievement Tests
. Analytic Considerations,
.
County Results ,
TABLE OF Ci NTENTS
Overall County Data .
.4
Data by Racial/Ethnic GroupData for Males and Females ,
Schoo1 Result's
,
..1
...---. . . .
.
4O .
5
.
7t.23
i
. to . . . ;, I .: t 234060
. . . 82 .
4, : 94
.
103 . r
119
...
7 , e
9
19.
. Page
Average Subtest.8cores .. '.. .......otal Battery Interquartile Ranges
Longitudinal TrendsNonlongitudinal Trends ,Percentage of Students' Tested .
iAppendix A--Data Tables . .
Appendix B--Technical Testing Terms#
110
-'
I
4
<
(
t
, e
aA
en*
Table
LIST OF TABLES
1. California Achievement Tests Results by School,Fall 1982,) Third Grade
4
2. California Achievement Tests Results by School,Fall 1982, Fifth Grade
Page1
24
30-
3. California Achieyement Tests Results by School,.
Fall 1982, Eighth. Grade . . 36 l
4. California-Achievement Tests results by School,Fall 1982, Eleventh Grade.
35
5. Countywide Means and Meg ud of Trend Needed toIndicate Substantig Change for Longitudinal andNonlongiturlinal-School Results on the California .
Achievement Testd0
6. California Ach/eveisent Tests Longitudinal Results -
for Students Tested in the Same School Grpde 3 (1980),
and Grade 5 (1982)
7:' Schools With Substantial Longitudinal Trends.in Eachof the., Last Four Xears ... 0.0. OOOOOOOOO $
8. California Achievement Tests Results for StudentsTested in Paired Schools in Grade 3 (1980) andGrade 5 (1982)
9. California Achievement Tests Results for StudentsTested in Grade 3 (1980) and Grade 5 (1982) inSchools that Have seen Consolidated
10. California Achievement Tests NonlongitudinalResults fbr Students Tested in a School Onlyin Grade 3 (1980) or Grade 5(1'082)
11. Schools with Substintiil Nonlongifudinal Trends in Eachof the Last Four Years .. . . . . ` . .a O 1 .4.;;L'
12. Number and Percentage of Students Who Took The EntireCalifornia Achievement Tests, Fall 1982, By School
Al. Number and Percentage of Students Scoring at'or AboveThe National Norm Average (50th Percentile) on theCalifornia AchieveTent Tests, Fall 1982. . . .
A2. MCPS Restate on the California Achievement Tests,1980-1982 .;
/
38
1
62
.63
76
80
81
83
90
95
104
105
0
4
Table Pa e
A3. Percentage of Student Scores That May Have Beln.Influenced by the Ceiling Effect: on the California %Achievement Tests, Fall 19824 106
A4. -California. Achievement Tests Results for MCPSAsian Students -.107 A
A5. California Achievempnt Tests Results for MCPSBlack Students
A6. California Achievement Tests Results for MCPS
108-,
Hispanic Students . 109
A7; California Achievement Tests Remits for MCPSjWhite Students 110
A8. Longitudinal Results on .the California AchievementTests for Students Tested in Grade 3 (1980) and Grade 5(1982), by Race ,, . 111
4
Nonlongitudi/Ial Results on the California AchievementTests for Students Tested Only in Grade 3 (1980)' or
: Grade 5 (1982). 112
. A10. Perdentage of Students in Each RaCial/EthnicGroupScoring at Each St4nine on the-California AchievementTests Total Battery
r113
. 1
All. California Achievement Tests Results by Race For1982 MCPS Testingand the-National Norm Group 115
Al2. Percentage of Students Tested by Racial/EthnicGroup, California Achleirement Tests, 1980 to 1982 . . o . 116
A13. California Achievement Tests Results for MCPS'FemaleStudents, 1980-1982
i117
A14. Calgothia Achievement. Tests Results fox MCPS MaleStudents, 1980-1982 . 118
. . ,L # 1'
t V
I
'
4
k
O ft
LIST OF FIGURES
Page
1.1. California Achieveient Teptts, Distribution of Stanine
Scores on the Total Battery for All Grades Tested,Fall 1982'. . . A
1 8
ihr. .
1.2. Historical Trends for the Califprnia'Ach ievement
.Tests Total Battery, 1980 fo 1982, All Students . .10
1.3. California Achievement Telqp.../Percintage of Students .
Influ ced by Ceiling afect.by Subtest, Fall 1982 11
1.4. Historical Trends for the California AchievementTests Total Battery, 1980 to 1982, Asiab Students 13
1.5. Historical Trends for the CaliforniaAlthievement`Tests Total Battery,.1980 to 1982; Black.Students
1.6. Historical Trends for-the California Achievement .
4..
1
Tests Total Battery; 1980 to 1982, Hispanic Students . . . r . 15: ..
, 1,.7.-. HIstoTical Trends fOrthe California Achievement ,._
Tptskotal Battery, 1980-to 1982, White Students . . ? . . 16'
1.8.'Longitudinal Results the.California Achievement Testsfor Students Telted in Grade 3 (1980) and Grade 5 (1982),
by Race . 17..
. ,..s
1.9. California Achievement Tests Comparison of Black,Hispanic, and "Other Students" with National Nom
20Group 1 1 fr°.
/1.10. Trends for the California Achievement Tests 1
Total Battery, 1980 to 1082, Males and Females 21 ;
...,. . ...
1.11. California Achievement Teo*, NCE Score Differences .
for MCP5,14ales and Females, Iran 1982, 22
.0*
se,
111111
iv
10
ti
4
5
C.
I
INTRODUCTION
a
r-
The Annual Test Report, 1982-83 describes the results from administering theCalifornia Achievement Tests (CAT) In the Montgomery County Public SchOols-(MCPS). The report contains several Anetlyi3les of the results from the CATadministration in Grades 3, '5 and 11. Overall countywkleresults arepresented andm they are also broken down by racial /ethniZ and sexclassifications. School results are presented in four forms:
.
1. Average subtest scores2. Tonal Battery intlerquartile ranges3. Longitudinal trends (average score change for students tested in the
same elementary school twice)4. NonionOtudinal trends (difference between average scores for
students'trtnsferring into and out of eagh-I, school)
There are two appendices. The first'gne contains tables with detailed summarydata. The second one is a glossary of teanical testing terms which proyides4the 4efinition, use(s),* and some interpretive.precautitins to be observed foreach term.
F
a
I
0
DESCRIPTION OF CALIFORNIA ACHIEVEMENT TESTS
he California Achievement Tests (CAT) are standardized ....adelhievement testsrequired by the Maryland State Department of Education to be administered toall students in Grades 3, 5, and 8 in the fall. 'Students in Grade 11 aregi4en the CAT in December under a local requirement. The only studentsexedpted from thievtesting are those with limited English proficiency andthose special ieducation students who are unable to function on the.tes The1982 -83 school year was the third year this new edition (1977 copyrithe CAT was administered in mcps. This test replaced the Iowa, TestsSkills (ITBS) and Tests of Academic Progress (T74, which had been givthe previous several years.
of
The CAT, like the ITBS and TAP, is a group-administered, norm-referenced test(NRT). Norm-referenced means that a student's scored are given interpretablemeaning by being compared with the scores titre group of students. In the caseof the CAT, thid group is the nationwide sample on whom the test was mimed inthe 1976-7/ school year. This compayidon is most easily seen when results arereported as percentile ranks (PR). These scores are predented in thetables in this chapter because of their ease of interpretation. Also reportedare Normal Curve Equivalent (NCE) scores. 2These, are used to make comparisonsacross subtexts_ and groups of students. A third type of score, reported insome tables, is the Scale Score (SS). This is included' to provide data
.consistedt with that to be reported by the Maryland State Department ofEchication.
Thi CAT measures five mallor content areas. Some of these contain more thanone subtest. The content areas and brief descriptions of their subtextsfollow:
Reading
Phonic Analysis (Grade 3 only) measures how well' a student canrelate spoken language with written language.
Structural Analysis (Grade 3 only) measures how well a...student canuse structural clues .(parts of words) to pronounce and understandunfamiliar words.
4. di
1. Percentile ranks indicate the percentage of students in the nationalnorm group who scored lower than a given score. In the case of this report,the given score is the mean (average) of the county, of a group within thecounty (e.g., race, sex), or of a school. A more detailed discussion ofstatistical terms can be found in Appendix B.
42. Normal Curve Equivalent scores are used for these comparisons. because
they are.on an vial interval scale. This means that a change of X points isthe same, no matte* what the scores are.. This is not true for other.standardized scores such as percentile ranks. ;For example, on the percentilerank scale, the difference between 85 and 95 is much larger than thedifference between 45 and 55. On the NCE scale,, both of these differencesrepreseet the same amount of performance. increase. See Appendix 8 dr adetailed discussion. ..
3.
12
h
IP
AelOing Vocabulary measures how.well a student Can uae the context
of 'a' pbraseito identify the meaning of unfamiliar words.
;.
Reading Comprehension measures 'how well a student can recall facts,
mierstand, what is implied, and evaluate and make judg*enta from'
passages he/she reads..
.
. .
1".
",Spelling 'peasures how wen. a student,can recognize incorrectly *spelled
words.
Lan cage Mechanics measures how well a student can recognize
capitalization and pUdctuation mistakes..
.
.I .
Lanjuaje Expression. measurei. how well a student.understandsssentence ,
stricture, word usage,'and paragraph drganization.. .
.,..,
Mathematics
Mathematics Coepuiation measures how a student 'can add,
subtract, multiply, and divide.
katheiatica_Conceptaland Applications measures how' well a student
c .. apply what he/she has learded in -math to the solution of...,,...,
.1.-14.
ems...
Reference Skills (Grades 5, S, and 11 oily). measures.' how well a student
can find information by 'using ten different sources: title pages,.
copyright!j pages, tables of contents and indexes, dictionaries. taps.tables4.agrams, library-catalog..cards, reader's guides, and forms.
ANALYTIC CONSIDERATIONS.
A tendency in analyzing test data is 4o compare results a crossacross years. When performing this kind of analysis it isconsider potential interpretation problems that can prevent theresults for making Judgements about program- quality. Thesecreated by:
I.) Differences in the ability of the norm groups for theacross grade levels
,2. Differences in the ability of the students tested in each grade each,,, year .. -
, I . 4
.3.. DiiscEsOkal. degiee of match between local curriculum and the
content of the test at various grade levels
grades andnecessary touse of theproblems are
tests used
Differences in pro group.ability. Since each test in each grade is normed ona different group of students, the ability of the various norm groups can playa .role 'in interpreting standardized test re*qlts. The 'differences An theabilities of these norm groups mean that students taking the tests at
different
times and, grade levels' are being compared to differenikostandards.For example, if test A was developed on a'smarter group of students than wastest 8, a student needs to know more to get a highstandardized Score on testA than on test B. Thus, higher scores on test B could be a result of astudent's being compared with a group that is not as smart; it would notnecessarily be an indication of higher achievement.
Differences in ability of groups tested. Differences in the ability of thegroups being tested each, year can account for score increases and declinesacross years.. Such score changes should be viewed as indications at changesin , achievement level that.are related to group or.individual characteristics,not to program quality.
Test content/curriculum match. The match between standardized test contentand any local curriculum is :wirer complete. Differences in-the degree ofmatch for different tests or test levels dean that scores on the tests orlevels may vary simply hecause students at one grade level are taught more ofthe skills measured by the test. Lower scores on one level of the test maynot indicate A decline in'achievement or quality of instruction but 'simply mayreflect this difference in match.
5 .
Overall County Data
The malpr findings from analyses of countywide results from the administrationof thetalifornia Afhievement.Tests in the fall of 1982 are as follows: .
fuk
o Seventyeight. percent of the MCPS students tested scored at-or above, the national norm average on the Total Batter/. This was an increaseof 1 percent from the-previous gear for the second year in a row.
o County average (mean) scores. once again showed. a slight increasefrom the preVious year on the Total Battery and in all major 'subject/areas.
o County averages on severa' subtests were artificially depressedbecause of the ceiling effect on those subtests.
MCPS performance compared to national performance. The only national data.that 4s- available to compare with* MCPS results is from the national normgroup. In that group 50 percent of the ,students scored at or above theaverage, i.e., 50th percentile. The percentage' of students scoring at orabove this point on the.Toxal Battery in MCPS averaged 78 across all gradestested and ranged from 80 in Grade 5 to 75 in Grille 11. This high level ofperformance is shown in Figure 1.1 where the percentage of students scoring ateach stanine is, shown for the national group and for the four MCPS irades.combined. The national stanine distribution is syqmetrical with equalpercentages falling above and below the average of five. The distribution forMCPS is very different, with the percentage. scoring in the -high- stanines(i.e., 7, 8, and 9) much higher than the national distribution. For. example,19 percent of the MCPS students scored at the ninth stanine compared to fourpercent nationally.. The pattern itireversed for the low stanines, with onlyone percent of the MCPS students scoring in the bottom two stanines.
3. A ceiling effect is present when it is not possible or a student toascore at the maximum (99th) percentile even if he/she answers all questions
correctly. This, effect also exists if only one or two careless errors canreduce a student's standardized score substantially, e.g., from stanine 9 to 6or 7. This is caused by a test being too easy. On such a .test, many peopleachieve a perfect or near pelifect score, making a range of percentile rankspossible. When this happens, the conventionaknorming procedure is to assignthe middle percentile rank to the perfec$ score. For example, on theCalifornia Achievement Tests, Level 13 Phonic Analysis subtest, about eightpercent of the norm population got a perfect score. 'ACcording to statisticaltheory.these students could be anynhere from the 92nd to 99th percen e. Themiddle percentile rank, 96, was thus assigned to the perfect score.
4. It should be noted, that the norm group is not necessarily representive of overall national performance. Test publishers generally have to usewhatever distrAlca will agree to participate in ncrming samples. There is noguarantee that they have been able to tnclude the 'proper proportiaw of high,middle, and low scoring students. That is one ofthe reihons for PotentialProblem Number 1 discussed in the."Analytic Consideratiohsr section above.
15
I
S
I
1
I;
. 1 I :
III
";,.7:
s'. .:S,,.4 :<1....,, 0 s... .:'-k
"z . ?:-.
\+,e
;,.. 4:. se".
sl ..Ns ss,,N
11
The pattern of'results does not change very much across the major subjects,with 79 percent being at or above the national average in language and mathand 77 percentage meeting that criterion in reading. Table Al in the Appehdixshows the number and parcentage,of students scoring ai or 'above the nationalaverage by major subject area in each grade.
Historical trends with MOPS. The 'students tested in the fall of 1982
improved slightly fr the already. high level of performance demonstrated bystudents tested in th previous'two years.. In all four grades tested, theaverage Total Battery score incriased from 1980. The three year trends areshown in Figure 1.2.
Of the 33 subtests/administered across four grades, there way an Increase fpthe county average from 1980 to 1982 in 28. The average for the other fi*subtests, remained the same. The -average improved in all four, grades in
\Spelling, Language Irechanics, Hath -ComputatiOn, an th Concepts andApplication. The detailed data showing historical trends e ifpund in 'Table4%2 in Appendix A.
When reviewing these historical trends the potential analytic problemsdiscussed above should be kept in mind. The encouraging trends may be theresult of excellent teadhing. However, they also may be because differentstudents are tested each year and the new group of students is slightlysmarter. ,
)
Influence of ceiling effect. The ceiling effect'was strongest in Grade 3 onthe reading and language subtests (see Figure 1.3). Scores of from 27 to 57
percent of the students tested were possibly influenced by the ceiling effecton these subtests. Reference Skills scows in grades 5, 8, ind 11 weresimilarly affected with from 31 to 49 percent of the scores influenced. SeeTable A3 in Appendix A for detailed data.
Data by Raciel/Ethnic Group
MCPSjiegan reporting test data by racial. /ethnic ploups in 1978 /apart of thesystemwide .effort to monitor educational equity. The change in 'tests threeyears ago has not led to any significant change in the rents from thosereported in earlier years. The results for the fall of 19132 administrationare highlighted by the following:
o Average scores for all racial/ethnic groups, except for black 8
students in Grade 11, were at or above the overall national normaverage on the Total Battery. The Grade 11' black students were onlyslightly below the national norm average.
Compared to 1980, average scores ofi the Total Battery increased:slightly in all four grades for black and white students.
o White students scored substIntially5
higher than black andHispanic students on the Total Bpttery in all grades tested. Asiadstudents scored slightly .higher than White students in all grades orthe Total Battery.
5. Subitantial is defined here as at least $ NCE points. This is morethan onethird of a standard deviation, a criterion often used to indicatemeaningful differences.
t. kdear
9 18
a
4
NCE
EANS
0
62
FIGURE 12HISTORICAL TRENDS FOR THE
CALIFORNIA ACHIEVEMENT TESTSTOTAL 'BATTERY w 1980-1982w ALL STUDENTS
a
at.
1980 1981 X982
AYEAR
10 19
p
60.
50 Nrimm;
FIGURE 1.3* - CALIFORNIA ACHIEVEMENT TESTS
PERCENTAGE OF STUDENTS INFLUENCEIrBY..,CEILING EFFECT BY SUBTEST .
411 FALL 1982 Grade 3IGrade 5Grade 8 -
. I Grade 11NA Not ApplicableNC Ni Ceiling
1
V W W W
at a ,erenceomputation Concepts Skills
0
20
honic tructu ingAnalysis Analysis ocilbulary omprehension
SUBTESTS
*
A
I
k
- The score difference betweene.black. and white and Asian and white.
students tended to decrease slightly from 1980. The score diaerence
between Hispanic and white students tended to increase slightli?
o tverage scores for: black, white and Hispanic students
well above the national norm' averages for meisbers
racial/ethnic groups. There are no national norms
students.
in MCPS are,
of those'
for Asian
O MCPS black and Hispanic students performed better, compared to their
racia4Jethnic counterparts, in the national norm group, thaq did MCPS
white students.
Performance Of MPS racial/ethnic groups compared to overall national norm
group performance. The -ay.eilite.. Total Battery -scores.for the majorracial/ethnic groups in MCPS were at or above 64 average of the national norm
group.' The one_ exception to this was the black students in Glade 11 whose
average of 47 NCE points is slightly below the national average. This score
pattern was the same for-the major subject areas; Tables A4 to A7 in Appendix
A have the detailed results by subtest foreAch race.ts
Score trends for MCPS racial/ethnic groups. '43 overall bounty trend of aslight increase from 1980 to 1982 on the Tot .Battery was generally "reflected
in-the resnits for black and white stpdentsr Black students1 -'
a 2 -,.to
3-NCE -point increase in each gradk. ,White students had.al- to 2-NCE point
increase in. each grade. Asian.--stkients 1mmi. small score increases 'in two
grades and . small.' decreases in the other, two grades. Their score changes
.. ranged from one to three points. .Scores for Hispanic 'students decreased
one to :four -points across all grades tested. The historical trends for each
group..are shawn'in Figures 1.4 to.1.7.
Another way to look at score trends' for the various racial/ethnic groups is by
tracing the results for the same students for.two different test
administrations, longitudinal analysis. This overcomes the problem of
comparing scores for students with possibly different levels of ability.
However, score changes id a longitudinal analysis could be the result of
differences in the norms at- each giade and, thus, still make interpretation
difficult. Some meaning-can be derived from group trends if these differences
-can be taken into account. One way to do this Is to establish a baseline
against which to compare each group trend. -The-county longitudinal trend can
be used as this baseline, Since white students makeup iorethan 80.percentof the students tested, their trend is usually the same as the county trend.
The three minority groups generally had. trends as goal esor better than the
trend for phite students on the total test. Figure' 1.8 illustrates these
trends. 1gitudina2. and nonlongitudinal :results for.the county and by race
aA shown in Tables A8 and A9,
Majority/Minority score comparisons within MCPS. White students averaged
between 17 (Grade 3) and 19)(Gratle 11) NCE points higher than black students
on the Total' Battery. These differences are substantial and have remained
fairly Constant 'sine 1980. The. largest change has been a two point decline
in Grade 11. This pattern was similar for each subject area.
White students averaged 12 to 1.4.NCE'pointS, higher than. Hispanic. students on
the Total .Battery.. In'. all grades the differences ,were larger than in 1980,
The largest. increase, was six-points in Grade 5. This pattern was similar for
each subject area.
12 224
4
N
E
MEANS
74
72
68
T. 5
ilGURE .1.4ffi `g HISTORICAL TRENDS FOR THE
CALIFORNIA ACHIEVEMPAIT TES1TOTAL BATTERY, 100.1982, ASIAN STUDENTS
1
4 1.
ti
111
AGrade 11
66
64
""ses
#1.
1980 191 1982
- t
YEAR
341,
f
E
CE
E.ANS
FIGURE 1:5HISTORICAL TRENDS FOR THE .
CAUM1RNIA ACHIEVEMENT TESTSTOTAL BATTERY, 1980-1982, BLACK STUDENTS
J.
1981 1982
YEAR
14. i
4
I
NCE
EA
S
f
I 4
62
60
58
FIGURE 1.6HISTORICAL TRENDS R5R THE
CALIFORNIA ACHIEVEMENT TESTSTOTAL BATTERY, 1980-19V, HISPANIC STUDENTS.
A
Grade 5
rade 8Grade 3
544' *Grade 11
NCE
MEANS
.11
FIGURE 1.7'HISTORICAL TRENDS FOR THE
CALIFORNIA ACHIEVEMENT TESTSTO4AL BATTERY, 1980-1982, WHITE ,ST'U.DENTS
1.
.
1
-oGrade 11
1980 1981 1982
YEAR .
NC
4. m
ANS.
FIGUR.E 1..8LONGITUDINAL RESULTS ON THE
CALIFORNIA. ACHIEVEMNNT TESTS. FOR STUDENTS, TESTED INGRADE' 3. f 19.1gi).AND GRADE 6 (1982)
BY RACE .
GRADE
1.1 \k,Asian students averaged one NCE point higher than white students on the TotalBattery in Grades and, 11, and four points higher in Grade 3. The major
reason that Asian students tended to score higher on the Total Battery was thefact that they scored six to eight points higher on the Math Total. White
students scored higher on the Reading and Language Totals in all grades exceptfOr the third grade Language' where the two gtoups were even.
While the mean scores for the various groups indicate substantial differencesit should be noted that within each group;there are student achieving at all
levels. For example, Black students, the, group with the los/Wt. mean , scores,
had five percent scoring at stanine 9. The national norm group had only four
. at this Score. .Table A10 shows the distribution of stanine scores by race.
The results by :race for each subtest can be found in Tables A4 to A7 inAppendix A.
4Majority./Minority score differences in MCPS compared to those in the nationalnorm stoup. The score differences between white and minority groups have beennoted each year since 1278. However, because of lack of data before 1980, it
was not possible to Compare these differences with ones reported elsewhere.This situation has now changed because McGraw-Hill, the publisher of the cm,
s has fid-""6-thet"--
students in the national, norm sample. The third gfoup, "other," combineswhite, Asian, and American Indian ,students. These data provide a way tocompare performance of various 'recital/ethnic groups in.MCPS with that of
students of the same raciiigethnic background in a national group.
Additionally, these data provide a benchmark against which to compare the
score differences found in MOPS.
The Yesulta discussed in.. this section may be sightly diffetent from othersections because of the "other"' group discussed above gnd because theMcGraw -Hill redUlts are reported in raw score terms, not NCEs.
Wbile MOPS 'black and Hispanic students score substantially below MCPS whitbstudents, they score well above their counterparts in the national normgroup. In Grades 3, 5, and 8 on the Total Battery, the MCPS minority groupstudents averaged.from 16 to 22 NCE points above the-members of their racialgroups 'in the national normhsample. The difference for white students cannotbe determined exactly,*but a vefy good estimate can be made from looking at
the results of the ."other" group since the white students made up over 90.percent of that group. The Total Battery differences lot ."other"' studentswere 16 to. 18 NCE points. The results are similar for each major subjectarea. Summary results are presented in Table All in the Appendix,
, 6. To obtain MCPS data that could be compared to the McGraw-Hill rawscores, it was necessary to recompute MCPS means using raw scores. However,the, raw .scores could not be directly compared because they were from testingat different times of the year. The McGraw-Hill scores were gathered in thespring and, therefore, Mould be expected to be higher than they Mould havebeen in the -fell, the time when the MCPS results were gathered. Thus, themean raw scores. had to be converted to NCEs so they could be . compared.Converting mean (meta computed In another metric, raw scores in this case, toNCEs is a questionable procedure. To take advantage of the equal intervalproperty of NCEs, they should be ,used for computing the mean. In thisanalysis the conversion was necessary.and, most likely, caused very littledistortion ,to Ohe results.7.
118 28
The fact that the MCPS/nationaldifferences yere largerlor black and Hispanicstudents than for "ether" cents means that, when compared to theirracial/ethnic counterparts in the.national normgroup, MCPS minority studentsperform slightly better than MOPS white' students. Another Acry to look atthese results is that the .score 'differences between black and white andHispanic and white students are smaller in MCPS than they are nationally. TheMCPS/national differences on the Total Battery are shown in Figure 1.9.
Cautions to be observed when reviewing results for Agiatiand Hispanic stu-dents. The results for Asian and Hispanic students are not as representativeof the skills of these'groups as are the results for ihite and black studentssince man Asian and Hispanic students are exempted from testing because theycannot read English well enough to obtain ,valid results on the test.Additionally, some members of .these groups Who are able to take the testprobably do not know English well enough to perform up to their fullcapabilities. The extent of the exemptions can be seen in Table 'Al2 which
. shows the percentage of students in each racial/ethnic groupwho were testedin the fall of'1980, 1981, and 1982. In 1982 about 80 percent of the
. enrolledHispanic, students and 85 percent of the enrolled Asian students were tested.These figures compare to 4Vfor white students and 93 for black.students.
Data for Males and Females
Another part of the effort to monitor educational equity in MCPS has been toanalyze test results -for males and females. The results from this analysisare highlighted by the. following:
o Females and males had slight score increases from 1980 to 1982.
o Females scored slightly higher than males on the Total Battery inall grades tested.
Females scored higher in all grades in language and reading skills.
.
The scores on the Total Battery hive increased from 1980 to 1982 for bothmales and females in all gradeseitested. The one 'exception is in Grade 11,Where the average, scores for males have remained the ease for all threeyears. All these scores have remained slightly higher for females across theyears. Figdre 1.10 illustrates this trend.
The 1982 score differences on total Battery between males and females rangedfrom two. (Grades 3 and 5) to four NCR points (Grade 11).
The largest and-most conaistent differences between the sexes were found intile language, skills where females averaged four.to seven points higher. Thetwo groups scored virtually the same in math across the grades: Thismale/female. comparison is illustrated in Figure 1.11. Detailectresults by sexare presented-in Tablet-A13 And-A14-in:the Appendix.
I
r
29
70
60
50
NC
M 40EANS
30
20
ri
FIGURE U)CALIFORNIA ACHIEVEMENT 3sESTSCOMPARISON OF BLACK, HISPANIC,
AND "OTHER STUDENTS" WITHNATIONAL NORM GROUP
FALL 1q82
rri
-.111R.
111 Nmiomil Norm (;roup
Black Hispanic OtherGRADE 3
Black Hispanic Other Black Hispanic OtherGRADE 5
2030
GRADE 8
a
FIGURE 1.11CALIFORNIA ACHIEVEMENT TESTS, NCE SCORE DIFFERENCES
FOR MCPS MALES AND FEMALES, FALL 1982i
MA
'Grade 3DI Grade 5'Grade 8II Grade 11
Total Language
4
Total Math
32 Nip SCORE DIFFERENCES.
SCHOOL RESULTS
Ave*age Subeest and Total. Scores
One way to get a brief summary of the overall level of test performance *in' aischool is to look at the average scores for that school. This will not tellyou how all the students in the school performed but will provide an,indication as to the general level (i.e., highs average, low) of performance.Additional information about the distribution of scores is presented in thenext section.
The results reported' here are for all subtexts, subject area totals,.and theTotarlattery. Three scores are reported, the Normal Curve Equivalerit (NCE)mean, the Scale Score (SS) mean and the Percentile Rank (RR) of the Scale.Score mean. The schools are listed in alphabetical order by grade. The firstpage for each grade follows:
i .
416
i Al
Grade 3 -- Page 24
--14:4U61-5-.1.Pays---30,
Grade 8 -- Page 36
Grade it -- Page 38
4
23
33
S.
,
I
.
,
. ysa
000CoCc.T1.-Tr.r.r./-ftercccconrIrrnnrnnr-rmmrrp)00)CCrr-O.,.2)cm-r.or0Ccrr=rps.rrm7oC.Cxri-ocXrrars.... m>mamzrc-c0ravxZzimaxg-4 ma.r3r7400-ZZ0v2rCic,..304C07C-L-40.- ,COncrZ0vnrr4pr..17Cnv-Arrff pi-X.401,nr"ZZ*Arr-(cni-47.22.r-rz(einmrcvr.v. rrr,..4.4... 6 g fr g 41C 111.t? '4 E*3 1; r i;NP dC C: ir C' 7, dc X L. NA c r1 lif C) v. 4C re Dr .0 cZmX XV ar,ZIP,C. C 7 X rr1C... Xo.C. 7c
ZZvz/). CrrCs. Zr*ZCO.Z Ow.cC X X rrr V V *de Dr C Pr, Pr v7rrX7 c rft 1J v Vma.. tr.ir le v IDV r r* ... P. Z..1 I. V 2
r
.
4",a,comc.0.0)01Coaccam0017A ODMI Zrra w.re W CrrrrmCceritCMZZ2 mr(rtra rrlx
g Cr C (), JP t IF rr .4 a rin Pk -.4
6 IC, -A AZ e% 1,4 .4 CC Cc10.1..p.r021 r CZ..crX-dZme...0 r-%'f-M04 V,r-X 1mMC r3Z V V
-
4.
C-:[
CCr
.
C.4r,...roNk.U1).41.riONAu...ktrt..4cr..)Kkk:r4.Altr0 11,44.vcrW.PIN4"..:traNg4&0-aemNCr41,ftcCICaruocva..%pCio.4fttocco00do OcrvCC0-,P.001-.00 KPA2...; .... p. c 00 4r so co or lc Cp co 4, 14. co Cr og CD og 10. cr 4D 4c CL ce 10.- co to p- 4 Cc Pc 45 40 .. a cs 0 o- C ko .4 .4 kr c;) vl
.
.
4 4 4 to to 4 40: a eg kr 4 %, 0 a CP IL: . AO LO 'r 4' P,' 4' 4 4 a 4. U u R. 4 0. 4. Or %0 4, 4 Cr U. 4. 4P 4 cc U. 4p tr.
4) C2 0. P. 0 O. .4 P. 04 C: 0 C2 .4 P. Cr 1: C:1 .4 t% 0 a 0. QC .. co co c: .0 r. tr 41 .o Uo la 4 4P 0- C: to 4. 4C 4, Cc kr 4)
. 1 1.
. .
0r*2t7CD
CP f-IP 41
.4
.. InTrJR r.4
.
CP LP .4 0 ... a CP CP Cr 0 .41 LP .. .... cp 4 .4 c cr 0 .4 cp .4 .., Cr kr 0 C cr .4u. 4"4 IT CP LW *C o. CP P. 4t L. .44 *ID Cr s. Ce CY .4 .4Kr" P. 0 1p ct CP le 4: .4
.
4 4 le 4t 40 0 # b 4 t p 4 u . 4 4 - 4o 4 4 4 - 4r 4 0 4 , kw 4 r 4 ' t e , k w 4c 4) ft- Cr iLe tc p. CP rk CD 0 CD N.4, P. f .LC yr 0- at $.4 A
C2 Cr 4f' CP C: QC W CP 0 0 4) CD Cc 1)0 CD co to .4 .4 (1. ro 0 kr * .r 4Dir. Po 4 kr,
..-- .
4 LP OP 4 .0 44 Co .4 .4 .. IC LP ) 4N Or to 4r 0 0 0. OD 4 cr ; 4 C Cr 4 4D 4;;PI 0. .4 42 P. 4" 4e b. .c w p. LP P. L> Po 0 CO C) c p... 43 p $4 tro 4 0 tO a 4 C'
_
.),,,,
.4 .4 Co (r V .4 4 44 .4 CP Q .4 V Q 4 .4 0.C C' *SAKI:Our. kw yr yr 4 0.44 OP
.
4 4 . 404 r. 4. LP 4C 0. 0 p4 0- CD pd to 4' CD r r4 CD
0 P, s.. *0 0, .4 CM V C) co to P4 AD cc Iv Cr -
Co Ca NC 40 .! or 4 co cc 4 to-10`40 0. 0 Coco4, fp 4 .4 4r .4 Py .4 cr Li # y C, w. .4 4; v..
.
rt pc ..
lo FrtOlo ...4
z .4 C:'f., 0 .4 4fp Lm rm VoZ f; r-
.c
XI "C3o rin1 70
_
.
kit ul sr. tP Cr t) Cr til LP tr CP Lp cr 0 tr. 4 C CP LP Cr CP %:. cr 0 0 kr Lr tr a cr0 - 4) %A CC Or ..2 vi t... So w C" cP Cr N. 4:" oC oC P. 4, -4 e- k. C to 00 Po .4 4C
se.
Co.44 C 4 4 4 4 kr k 4 kr 4 4 r k r 4. 4' 4 4 4 4 4 t. 4 o 4 4QC cr C 4. a 0-C D Cc P4pN Cp pc cpj (ppp .0.4.011 w4'tr kr .r fr 4,. p. 4 co 4 cr p... C- CP 4: r. L' 4.., 4 k. p. 06 4r kt rk AM 0. rd .4
Cr %/I Cr a e %ft 4.1 I; 0 %,t 4 kO a .4 0 1./. CP 0 0 .4 44 a .44 ... .4 %ft a hr 0 errek;ctcp.0C40Wkr0kC.4P'04...:C04ro4C.404C0444W00004.4rkr0kCCDVW
r
0 Q Cr 0 ei(P 4P kr kr LP LP CP 0 V' 0 0. VILr te. GP 0 .4 CD 4 4, 'C U- CP (P .4 Cr 0 4P .4
4
4 4 4 4 4 4 4 4 kw 4 4 4 4 4, 4 4p., ?, v,, cl, p. 0. c: c 4 0 p4 4, o tio 0
, 40 0 .4" N CD r4 *4 Cc 4% .4 C: .4 ft4 Po old
..i .4 -4 co a 44 6 ce 17 cp 9 .. .4 0 .4 ..4 0
.
32 Zrr C)0 or
Z ;13t 20n C - a
lo v.1
2 V CI
74 lo v.1p IT
gx,
1
.
,O.tc-w"..vqq061.1*-ovq"cfr.2--1000-...ettket,00.4,-.442C-o-weeccOc.4...occcpNt4C.41441-4p*Ca440q,-N..44CV...CN4W20.4t.C-42....avcrtrN...:U...11..C4w4... .
_.
.
!
4' 4 4" 4 4 4 4r 4r 4r ik 4P kw 4 4, 4, U4 4 4 4 4 Jr 4":4r 4. 4' 4' 4 4 4. 4'4^ 4 4 4. 4' 4' 4. 4r 4r 4' 4 4 # 4% A' # 4'
4. .4 U. U) tr .0 a. CD 0- t tp or 000 to: Pu 04 0. 0. N P' io N7P'' ta l'" 417 0" 0*" 4' to Pv P. gd U' I"' N C 0, 01. "l' 4' %. Ci %0 UM P.640 4,0 4, tr to .4 QC 45 UP V Ln AD toe.)) c 4:4 4r Cr 07 IP- C5 Cr # V- # 4r C)
P.. 4C Co cr kr p co %F. .4 4p 0. 00 cc 4, ko 41 c) yi *
_,,, 4' a p .4c cr .4 .4 .4 kr 1::, co .4 10. cr 4 c ..,,, c .4 MI .4 .4 0 0. gp .4 .4 er ct cc .. cu kC . .. 4 .4 .1 .4 cp co 4D ..4.03 al 4.1
W14440401AQOW4N04.4...4%7W004...014.W.44404wP4440-,44CAA4).44NP..04wONW4.
*.
.
XZrt..c1
miV2-4
lc fr 7CMI Cr r- c:
20 Con A el2 tm.1
...1Cpo ro v, zBP rp v.
2I0 rX
...
00QkP..400Mo./%1CPft4r3"*C-4017.q%/904'ft4Qq*N96740"1"00;Co..4%Pko.IT..4 c c C kw cr 16. cr 0- kr rk, 4' AC 4' 4, * 444 ko.. lip 0, a kr 4C 4 4r 4 od 04 L. cr CP .4 %I %.4 CP tr OD :414 NO LP AI Co 4D CD 4
.
..,
P kw 4P JF 4 4r 4 4 4 .7 w4 a 4r wee 4' 4 4 40 40 4 4" 4" 4 4 4' 4 4 4P 4 4 4 4 4 4P to 4r .le rill 4P 4 4 JO 4 *
C. 44" 0 4r CD 0. to rd CD 4: 0.- k. rk..r4 5 tw 0.- 4"0 u4 p. P. U) I% 00 N *a to 4 ti u) co U' N P4 4 tO 44 P. N N 4 0 4: 4A NCP C) IP kr a C: Cr 47 Cr rd yr Cr CP Uolo .4 P.o 04 2., C3 Pk' .4 vl to CD lo .Jr CC Cr CP Pm C; P. CO CP kr Pg OC pa CO A41 OA A CD lo
.
. .CP Lo
*4Cr Cr Cr mitt **4 %P a CP 4 CP 4.4 41 CO ..4 "41r-4 CP .4 Co -4 to .4 .4 .4 to '44 .4 .1 Ce .4 .4 4t Co IP +I .4 *4 CP Crfxc0 ..4
54,4".02 P4 Ce kR 1410 o 4 CP 0' Q. Pv us CP Iv LO to 04 .c .4 .4 1,.. p 43 %11 p. 4) .4 .0 43 4o cc to co 0 c) 0 NI 44 Cr OD 0 rd 44 v.)
...o
agroc)
Z7. rr ACgg3t Jo A.rr km cc C2Id V C 0.,Z r- 2
,P, 4172 1D 143o fn 4ic Do74
..
.
CI' cP CP CP ,..1 CP CP CA CP 44 Cr %ft fp +.1 C 4 cr CP Cr If 0 cr Cr Cr 0, tr Cr Cr cr .4 cp cr cr .4 cr cr 4r cr cr cr cr cr 0. 0. cp .4 cr
0 CP 4 rd re ek. 0 0. 4P ID Co .4 0 od to .4 .4 4A %; twa 4+ 4, .4 +4 CD CO CP p .0 Co *4 4 43 Po %0 14 Cr 42 .4 p4 pa .4 41 P4 4) Cr CP
r,4
. .
44.4....0.4.#404-4.4,1.4.4.4.w.8.4.4.p..0.4.**f...8.#011.4.4.4.4.4.4.4,4.4...p4.4.4.#41...#4.N. 0-4 4) uo 4.. rw kw kW Pk 1/1 P4 i kr L4 a 4e ix 4% U4 V A4 4n 4e M4 Po 4r RJ %A tr 4 4' kft tn 44 U.' cz %ft a 41 to 4P tr le Cr Vo 4"
lc .4 4 C. 0 P. .0 0... I. 0 6.; .6.. kr .4 .4 V %A a P4 0 a 1/4p ., 4 se 44 P. tt r t. cc CD '4: .4"' a 4 4 6.. Cr CD 4 it kw od ow 4 LP
. I .
0 0 *4 0 t: 4%, 0 .4 .4 Cr cr e ,.Q Or -4 J" +4 .: 4+ .1i; .4 a *4 .4 CP 0 *4 0' Cc IL .4 44. Cr et ..4 ... In Cc ..v Cr *4 .4 tx, ..4 CO 05 .4
oto..W.4WC404...04.M4ultP.42"40"WW*474,476.PaCr0.47tok6/Wt.K60...047h4ONComl0.07. r
2 it r)rr C1 01430 mc 3KZ. 17 70
X rim
AwTtin 1m Yin is2 e it
7r, IC 44 64to PR c2ZXOm7c
1
0 ke CP CP *4 V q fr ..4 t,P 0 ,k4 Cf 4 Cr 0 Cr C" 0 Cf Cr 0 Cr tr Cr an ..4 Cr .4 ..i cr cr a cr'cr cr cp .44.4 gp 0. .4 tip
C 1.0 0" lv .4 CP 4 to. CP Pc CP 44 rg ic 4, ke 4 LT u cc co .. 4) No 44 go c to .4 NJ *4 tm kr kr ID f.4 .4 00 cr Pa .4 11" kC to 4
.
. ./ 1,
4 4+. 4e 4e 4e th 4- 4P 4' v. 4e 16 . 4, In vo 4e 4 # 4P 0 le 4' 40 Sr 4 4' Je 4e 4e le le 4e 4e 4e 6 Je le Je # # #.# 4e 4% 4e
CR 04 Po CD UP 4C P. C:' C: 4C 104 45 N lio. P. CP P4 P Pm Pm P. 0: P4 ul P. 40 Po 05 40. kr c. Po 44 cA N- Po CP N4 N4 CD 0. Co) cm o. Po kw p. '
4e ,1/4. C II 0 kr kr CL 4 4. ce Nj 44 .4 yr kw 4D Cr 40 N. Cc LP LP CD to -4 p... 4 c F., Cr Cpripf CP 44 r- $... 4 4P 0.1 42 tr 0 0 CC 4, 4'
.
Cf C.4` .4 .4 4; CP .4 41 .4 CP (I" Cr .4 00 .41 Lo CC .4 .4 .4 CE 0 OD CC .4 CP .4 0' a kce co ..) Cy .4
L a Pm C. PJ sft 0- P. 43 c C: 4 CP tr vr P6 %A ..; 4*. Pc Ar C to 4 v a Ca .4 C cr AC tp r4 Co Cr cr 0 C) CD .4 tr CD po r0 cr 4.
3t Itrm n30 MZ X
.4m3t 7,C)Mel (0) C2 ..4fp km P. 3.Z Z r-
0P17J. rnal JC
Pt
00.r* An
4 V.CO
el
Cr Pr
m.ar
0 .4
04
JOpr
VieFM-4 n0t
yr0
O
ae 1!4 416
.4 z ae
pt-IA3 X 3t.. 2
44 4%.) ooU
1 4 4 4 AP 41 .14 N 4 e l 4 P uN P i a ) 0 h . OP A A P 4 3 ,4 P. C ) v l is 0 % 4 4) e l l c ) 0 .4 3 2 0 . 4r n N r o4 e 4 .4 A 12 - 4 4r .4 NA ,.4 4) 'n P4a) 0) ) 420 2 P. 3 ) N 4p a) 43 42 23 4. P. 1 42 4) P 4* ) .0
c0 A AP .4 '14 43 f. 0 rg et a) P. 01:43 C) on .(s) o4 4% 0, a 41 41 4.
0cr CC4)
1
A c1 p 0
10 0
r4) C4P
r PaN
ll #41 4 ACtP 4CP
.
04 4
a1 000P*1
D014
114 .4
1
4 44 P4.
O4
0l
0
t
gt 4
74 %
i44
)
A443s
)
.4N4
cf)
t
24
oa4fD
)
t21) 04O2
%N
44 , PA0 .
t 4 A0
:S
".
.
ch n1 10 eV 03 0 ol .4 P4 44 4P .4 A .0 0 .4 4P 4 4P 0. Pft 0 44 Pw Ch 4h 4) ap 0 41 Pitch ah OP 04 211 4r 4 14 fa 1) P.. 40 04 4 "4) r. p. P. 03 P. 0. 4) M. P. UN P4 4 at fr. P. 1. P. P. 4) 4) 4n 4) r. rm. at 114 .0 '0 404'4P 4) ... 1. 4% .. 43 4 40 P. 0 P. 4'1* 414
, ..
JCY2A. 44CL 06.4
X Z14 63 V) 44
4g A WUJE t) 21C4
k4 .44 44
kJ UtX X
.
4.
h. A 4) u) th .4 r4 4. .4 Pa 4! 2 41 1p r. ea 04 ri. P. WN II it ^4 4. pg e6 4t A 01 A OP .4 A1 1. h., -4 A MN -4 .4 40 4 4s i ry "4 rotm. 0 co A., g2 CP 13 P4.1) 43 4r P. RP 4 0 13 41 ao N P. 4) P. 4) 41 41 4 44 N P. OD S, 4 4 4 A 440 P. P. N N 4.- 23 I) 4 A 4.
. f_
'4 A/ a% r4 ("4 4 15 P4 P. ;._ A 4) ao "4 3% 41 03 Ct a' 01 N4 0 4% e. CF ft. t 41 41 1 # 1+ .4 A o. N4 al .3 4P #0% N" 0 at 4 P4 404 ref 01 04 4r al 11.4 n4 ns 40 n4 .4 4 of Ao rg al al 04 Pd 0 4 01 no CD ft .4 .4 .4 4 . .4 4 0% co 4% .4 0 .4 Pd .4 11 04 Jr .44 4 At At 4r 4P IP 4r 4 AP AN 4 # 4' 4P 4 4 4r 4 4r AP 4 4 4r 4 AP At 4 AP 4r 4 al At 4r 4 al 4 4" 4r 4 .I` AP At 4r 4P n1 #
WS .4 .4 4% 4 a) lo Ks 12 00 03 O. 4r 40 01 02 co on *wain 02 04 :A4 01 CP 0.441 P4tt 4) 4) ft ws rg A4 CI 14 .. 4 4) e41 ..4 a 0 r4 rnAl P. P. 4) P. P. 43 .0 41 4) 4 4) 4) a) P..'.4) 4 P. 44 43 4) W1 43 P. 4) UN P4 41 4) 41 r. 4 41 114 Pt us r. 4) 4) a 42 a P4 4 43 4% .0
!.
at 14: (440 O. or0.4
1. 4C 4// 41Cg 0. 4, UJz = zk 20 L444 . 4 L4 142SAp 43 10 P. 4D 0 04 1.4 lr 4) 14, .:4 4% 4 en 41 pr 2, ry eV 4? r. t..4 "4 4. rl r- ir t1 .1 ra 4 eY ED uN al co 4 4% r.
02 0 a) 0 cp2 02 4) 0 03 at gr 42 Cp 42 0 0 0 cp P.. r. 0 4 OP 40 4) cp a 44 4.4 03 4s 40 4po IA G fft OD r. 4 40 Ch 144301 P..
on co e4 41 C) n 01 h. r4 4 A At -.I1 .4 14J co 41 a) 0 r. 01 p. 44 40 40 am 4% 04 41-44 4) 0 .4 .4 4) 4) 4) 41 ft. 4) 0 AP. r. Pe 44 C3 02 0.144 r. 0. 4P aa 4P t) 43 P. r4 r. co 4) 42 AP 4 0o r* 41 03 0. P.- a r. 0% 0- Ap CP Ot lm 4) "ft, al ri- o. v. a ... q% a41 01 01 01 4P MN al 01 01 041 mN 03 44% ,,V-ei en ei.1 en in 41 01 on rn .n 01 01 in mn en rn ol min on mn oft 4% Al .11 14% .1.4 :AN m1 Al n41 41. en
.
Ch n4 0 MN- 4P 43 44 a C3 ..4 rn P. 4 # A CS .4 ^a a) 41 43 11 h. 43 14 CP A 4'4 3 P. 4.4 14, NI 4 AP 0 33 4r a f:) -4 N4 14 0 01 .4 414 ) r . P . 4 1 . 0 ) N . .0 0 P . 44 41 44 i n m a p. P . P. P. P . 4 4 UN 41 ... p. 4N 4 4 4 Pi. 4041 .. 4 1 P. . . 1 . D . ) 0. 4
....Ng
of 24 1 4
44 0. die
J< Z4C :, iii Atim. 4.0 .44 44
:3 AC IIC... At
-J1 ta $,,,),11
2X
.
.4 0 04 0 41 4p 0 .4 IA 44 Act 045 a% .44 2. P4 A 4 mei cr 43 ft. sf OM A Al Ni CSI 44 n JD 0 N4 0 At 41 .4 0 A .4 C) .1 'NJ ft. 0as CR at 42 O. 2 4 33 CP 4r 12 .. Ok Ok 40 44 CP O. P4 0 144 p. 11 .4) 0 4 0) 4. /) 2. Is 4. 2. 0 0 2. p. 43 4) o ph.. Ok P4 Oh 4P 4
44 e4 0 10 0 P. 4 al .4 1 41 4) 0 Kt (14 ..4 0 0 441 44. 4% 0. 12 0 4N A 42 41 0 4 A 1... 4. P. A Oh .4 41 CP :4 4) 0 AP 444. cp cp 4)-A .4 at P. 0 4) v4 4) A 44 MO a. a si .4 p. 4) 0 42 p.. p. p. m. 4n 44 0 0 4) 24 0 rn 4 .0 /.4 4r r. 41 114 4 ,,, 4 4'4r JP 4 At 41 al AP 4.. r A4 P.0 41 41 AP 4P .P4 41 4P 4P 4P At 4044 I. 4 4r 4r 41 t 4r 4. on 4r 4%4. 4' 4 4 4 At '4 4% 4P 4
. .
.
.
*A. 4) At 4: mn n4 .4 P. 4 P. 4) 4r A .4% 0 P. rn 0 .1 r4 4 4) A 11 4 44 42 go NJ 41 4 41 4% 4 43 43 N4 Al A. CP. ,:0 CA 4 01 43 4. 4.4,...p...0.00,....op.A.,*p.O040r.p0.44.442.4+P.0.04343JP.44P.P.A,0441P.OP44P..44%
,.
. . ..
seact
ar 44 .1444 :2 4. 3C
404ill Z:3 01 40 41
2E CC 3Cf44 ASW
4 a..4 lit ge
41 44 4L): u1! 1C
.
..
A 11 AA A JP 41' ft" 41 4 # 4 ak Ai 4 4 A CP 41 A .0 .0 4 0 1 4 a 4 fl P. .0 A` 4 41 /2 44 1* 0 4) .4 N1 ,4 A". ft et A .4.4 13 03 .4 go 03.r. m. 12 0 .1 r. m. cm 43 p. p. g) 0r 43 0 .. h. P. 4 ft. P. 4 "4 111. 1-ft 4 441 0 ... 41. 4) rlis ft. JO 42 42 ft 0
.
OP 414 4) OP t 0 it 0 04 0 1) CP At 11 r. 0. 03 ak AN na .4 a. p. 4 -1 .4 NA 0 43 A% .4 4 b 41 a a 1% 0 *1 44. r AP lo. OP. .. 04) 43 4 40 0 4. A. P. 4 OP ..4 1.4. 4) -4 34 4) Ao 10 3. 4) uo 41 p,... 4) f4.; 4% 404 4 A 4) 04 -4 43 .1h 4P 4'0 4) 43 4r 0 -00' J1 33 PI 4rAt At 4P 4' 4t 4 4 4P t 4 AP 4 4r A t At At At AP 4 At 4P At 4P 4' AP 4' -41. 4r .4164 t 4' 4P At 4 4% 4 t AP .1' lt 4 4 4 41, 4
41P01 . . .
,
41 :0 0;. 41 4 .4 A At OP .4 04 P. %4 24 A% .4t. 40.4 04 .4 1) 00 42 41 4 Pr, UN "k4 CP 4. 04 MI V Pet P4 IN 41 4) ..4 44 Ni 01 4 0% C) rg A0 h 0 4 P. M. a a -0, II4 4' a a ".. s.a.0 ... p. 4 4 ,A 401 0 3 st ,c, 4 " a p.. .4. 0 N. ,.. a., oi. 43 0 u% 0 11.. ipt .... A et
.
ce 11U.1 4
04 A 06 le414 c ..44 Z:, 2 ity 4gi A le
A.4 04 lE
X .4 At4 , 4 J A
AC 3C
CP C) a) 4 4r 4 h Ch 04'.4 #:0 04 4P 4).0 CP +4 4Q 41 43 fl ol .4 Cs P4 0 42 .4 f% .4 0'43 0 N4 .0 41 A 44'40 1) .4 in 0 NI co r4P. 04 a) r. CP 0N aD 1... 10 Qh 41:21" fo. 21. Ch 2) co 1% CP A. A. 22 1.- C. 13 .0 1) 00 p. co CP 4 .* 40 0% 43 4. P. 2) P.. 4 40 1, to. Oh # P4
. -
o .4 41 NJ a 4D or N. n4 At CP 44 01 0 At ge) J) 4) 10. :ft. ft4 al 4 0 C) At 4) 0 AN 41 A 4 ^4 41 P" 01 01 0 01 N1 41 CP CR 4 44 a av0, .4 cy 0 .4 ,4) :) gl jp, .4 4 .4 4 Ai 41 a) 0 .4 11 P. 03 Ch P. ..4 0 C) X) C) 4ft 01 44 01 00.4 4 rI4 02 CP N 0 41 2P al ra Ort N4P A a% r UN A 4% 4p 4 .4%. 4:4% 4r 41 A AP A aN 41 t 0 At 4r a% A 41 4 A 4 4. 41 4 Ap A 11 4r 4%4. 44 A AP 4P r 41 4r 0
__,4
.
r. 144 0 41 '4 o n No 4% 12 ..4%. Is NA 4 4 ,A .1% r. 4% a% p as a) (11 .t 4 ml Ni "3 4 Al 41 01 .4% .23 .0 4 t) -A 4 4) N4 4) C) 41 443 4. As a) 00 2) r. a 4 t.. 41 .". 0 0 43 42 m. A. 4 ..) 0 ;,.. 4 -4 r4 r4 0 ho 4) '", AO 41' a P. P. A o 40 eft 41 P. 1% N. 4) 31 4r4a
'
ae 1/u4 4
00.ae2.4 jg-A .41 .4.4 A 444 0
0.
44 4g
kJ 44AC 3C
A A4 2 .4 h 41 2 4 an t 4 .4 2' 4 ) 1 2 .4 4 1 4 1 I I N A C) 4 1 2 % 33 J 3 f 4. a n us ... I. 4., ft. co 3 ol 20 p. 13 -4 .4 p. .) n1 Al 0% !) t.44) pft pft p. , 4.N a .. m. 41 0 4) 4. ON 4 43 1 0 4) a% t*. to. 4. P. n. P. 0 41 *. AN ft, a3 4 43 'a 4) :4r, 4) a a P. 4 4) 4) 44
. 4 0 V n j A 4% e ft , C3 04 41 al P. 3 3 41 00 u 1 .4 4 4 2 n 4.4 3 c o 0 ) A s 4).!+4 44 r1 .4 $ 41 0.1 P. itt41 4 4 4 ..4 4. 4 .I. P. 4 :) 41 3+ .4 d) 4 4) ri 4444; ,.. (.... 0 P. 0 J1 A P. 0 a) 44...N 2h 4 4 41 4 . 4 r At4P # 41 4 41 At t t t a r 4 4 A AP 4P AP At 4t 4P . AP 4 * 4 4 4' 4 4 4 4r ,r 4 4 4r At 41. 4p 4 At At 4 4 4rV
.
0 ..4 A. ft4 43 -A 4 *- 4 "4 r 4 C2 h" "4 # 0 .3 0 41 Cl 4-4 A 4N r4 41 0 Jh 44S ,f1 .4 C) 0 CP 0 41 4 0 r. 45 11 .4 43 P.. 4/4) a 4 4) p. p. a rt 42 41 4P 41 0 P. r. 0 P. 11 0 41 4 41 344 o 43 a a A 4) qr 4) h' 0 41 1" ift 4) A a 41 41 0 43 41 ./1
-II.
92;(.41,-.14
P A
.
..0 .
. . a' vs 4.--.24t m4 44 .4 4
A .1 1! . --.ti et le 2..4) .4WX..1 344.444 a. f 0 4 .a -I 4, at X vz lc .4 1 .4 41 ...4 2 -4 44 u tap % 1. /I A 0 -4 1 X cg 3at
2 .4.4
'
4g. v4 04 2! .4 4C .4 0 4.4
,,A, Z4.. )Z -u'1J. .1: le 4J 4 44 .0 3 1 le 74 It .4 :0, ,..) J lg
4t .4 CI .4 :3 4 2 g. z zle :3 'I 4 2 4A 13 CL 2 11 44 AC
'I 43 ). .4 ,..) 2 .. .I. :2 .3c 6.) ce 1: :) 0. -X 4.4 '0 ot :2 il 3 4 3 Je 11 %4 4. ot 2.2C C3 0. 4r0-44A0-41-44-41.207c 0.4.2.44.4a.44-4.10.40 20X44X ax r_ n.go..4 ZmA...144 1 ZZ4422c..4 AZAJ .rovIZA4443C44X1...C431..-.44.424433A.4"34....y.43X2.43.4.2.44.4x)..stu 44'4.A4?344.4.4,0.4244A0Z.2.44.2114 <15 e ..1 .4 lc 1: .4.4) 44 c3 le at N. cl. a ,1 a dc lo ,,, :11 j ./1 Ag Jr ir .4 il ne 4 iC 4 3t 44 44 74 4 .. JC 3C le 4EX V< -.4 41-4 14. > 41.330x.eZZet -#1 '3.414E04J 7C4C4e'L. -4 .4i Cie 43 riC 311C 44 Joe ClaccuLU4 .4( uj U Oj .1 .4.J 01 ae Le if :) :) 4 4 0C 4 a1 -4 -4 .) a 41C 4 4 .4 2' 4 At At ..A1 .1 C) 4) 4 4 44L 4 1.1 4 4,... i4, as a A A so a A An A L.s a srs A..... 1...... ...... ... .. a . . .. .. .. .. .. . ..... 11. a ..c AL .... on ....
25 4
9Z
, ,_.ICKICIE4...4.-4-4VVviewvvV7XXXXXXXml.1717CVCZMIZZrrrr77XXMC---c.4Vro.p7427CmC m4ovvr0r 0.4...4caz77M rP,D7'4.7c7Z3194'XmmAtir0.4-0.744.Z.......ciMmCCCCCIC0rOwlwrym2wCP.2*Ipmr4/47Z7Z4CZOJEC4.. 7.mrprrA7 70L.rmnmr- rG-441-4mnol.
-Al-rrrr. A. . - Ir G:' 0" 3 0. 0" r Z DC X 3C Z Dc - :r X pr
7Mc,ZZ
11 CC cr4,3e2or.*vnmws,3. z.prncrzrc..cmwmr-cx.tr,at-, c.,locc .- vr
c'"?"' "VE'R""7fE.'4E.zrnr,zozzczzzczz
-.44.4Lwva -47te-4cC-.4 fr mm ..fr & .< r .1 rr irC , .4 r 2O .3crA 71Amr 7 c .4 IL :C r fI lo r- V .. v r 3. IP" 3C 4: r- Pc , 7. CD E.tw e.Zr X r rr tr rn 7 :c 1. c, A 7, Jo rr :C X r r- 7 Z C: oc w. CC, r 7 r V V ... X X X rt. 31. 8.. r r Z I. A. r 1..
f'Srn
r X V .C. 11 Dmr tw rt )0 C: ' rr
. t r -4rr Crr V 3) CD 11 r
.4 7 IL v %V V or rM V
TMn
.w P kr LP tw kr cc cto IP 4s Q LP 04 4 w "4 "W t +. 0: 04 CP P t4) 0.; ts P4 P, .4 Ct 6, -4 .4.I4 7 10. 1; P" Li CP Pa ow Cr CP C CP CD tr .4 AC a .4 to p O. o. 0 0 cp ,c kr kb p. pQ tp c: to cr c, L., co .4 41 p.
tr 0 Pa h cr GP JP LA' Pa tg 4 04 kw kr 4. cr. kr At to +4 Pa to ow Pt N 42 0 P4 Q Ps P. 4C P. b V to 4. p,
tItft$ytr.4.1,
N.u:4-VVNU4'.4UACtratre1,WNW4N*.D.PWW104.4,64./v.4,40o-U.P.4trowONOICN.,irCP*toup*Aou.too.watoo-cr.40to+44.M.+1,6012,
Cr
r7;1
kr Co *4 kr kr u U CP 44 C q, .4 CP Cr tr 0 0 .4 tO .. .4 tr tr .0 0 kr tr tA CP CP LP .. CP .4 cr a Cr .4 Q 4' krV IA * 40- ft. 4.1. Cr CD "C W 1%, .4 p. p- Cr 0 Cs 0 4 AP 4 4. 4) IA .. A. AC JP .4 0 0 4-. V O 0 a 4 -4 w- 4 0'. J .
44% 11tw 4r .p tw 4,0 40 t4. 4 4P 4p L, # 4r 4P to to to 4N SA 4" .) 4' 4P 6 4 4 4r 10 tw ir 40 (0 4r 4 4r 444. 4. .p tw tgc0 kg b. a .0 .4 44 .4 b. cc w. to 4 4p e. po oC 4 1p t: 42 ow Alp Pa N .0 4) C' 04 4) cr co cp 44..4 t ONP4 LP cz .4 0, c)
V .0 40 0 0. P. 4) CD CC 45 h. Ct C5 44 AA *4 Co CP 4.4 AP P.. P.: 40 te, C CP C 6 PO C9 44 CP 1.1. tri C: -4 C." P. CD .4
CP CP 0 4.14 4.14 (P CC CP C- a .4 Ca 4) .1 .44 CP +4 CP Cr Cr.Ct 4) Cr CP Cr .4 Cu Cr kr (P 411 Cr *4 *D .04 Ct .4 4. 0 44)0,0 kr a 0... 0 . * t h . Po 4 + po 4 pa 4 4 Pa N C5 N CP 4 ) Cr AJI ..F4) C D C r .4 C o N * 4 4h CS 47 or .4 .4 Co kr CP.4P
lormX' 17
x
t: C4 4 i5 !it CP :4 15 T 1'r 4 r. ;.1 CP e v... a IL CE CP r Crs 45 r'f t CP tr.' $ 4C !4 g! 1; X,
o 4 41 6 O U4 4D
4 4 4C; 4 4 o P JP 4, o N 4' 4 w .r4
i h 0 0 4C* 4 to 6. to P t UCP .. .0
-
4CD ' 4 4 4rP PP
#CD
w 4 4'
4S C1¢P4 c*Cs04440
0 k0o t4r 0n C4.w
44,4.1
W -C4 CnP.+6C4 IV on ct 4 N kP
C* 0r0
CC
OVVV#Q4'10V040VQQ...4.WIJOQOW0...V9Q0Qvw.004QQ400...QOvv.4Q W4.00v1%.04AN43Ww0NvICLAKNC4.4041%.,44.4.444.4CS.4.-.40VCQ..0w040.
.o) CP y. 4414 Yr tr 0.4r crow 0 cr tt Ct th Ct P 0 Cr kr (P Cr If tr tr tp ft V. 9 0 01.' +4 C 41 0 4P tr47. 60 tO 4' cr C Cr o. to P. 4r 4' CP Cs p. 0 .4 0 cr 4, .4 tO 4r 0J c: Ar cr CP 4, kr P. P. t CD 43 er
. 4.4;..419tAs.44t4r1.4.4,t4,y44,9t44or_4144.4,t04W444,t41.14U4W44W.A.400*WEICSk442rNOZCP%Klr0.1S156TOgv.OP6.00,4748.0.
a 47 .4 kr tr tr VV Cg .. Vgr tt Cr .1C A4 AP .4 .4 CP Cr V Co er CP 0, Cr co cp tn cp cr cr .4 cr Ca .4 Co .4 4P CP *4
CD C tP 4: .4 q: 01 P' C; tr Ow Po CO 4" tJP +4 tt p- 1,0 ir 4 V Pa re V 4' 44 Cr 1.0. Ct CO 44 P0 tr ct
rrsem
3 srrvrZ vrM'CV> ft,
ZZrr
3Rarn3 1XP
X v:zx r
tr .4 4' to 41. to Ct SP CP to Cp CP CP 44 Ct IP V: tr Q Cr to .4 co Cr to CP CP CP tr 4 CPAP OP 0' CP 17. AA V 0.tr a 14) cp A. A. 4, C. F. ko 0.. .4 oc kr 4.1k. Ut 0 .4 CO 4P *4 ItP,p. CP *4 CP 4C 42 *4 +4 PO P4 4' 4) 6 kr CD CP Po Pr
1W4 JP 4s t. 401 4h to0 4h tO lb 4P 4% 4' 4" 4P Lot 4- SO 4' 4P 4P P 4.0.0 41 .0 4P 44 4" 4r 4' Ui AP 4' 4p 4r 4P 4' 4P 4.0 4.0 4h
r 1.04° 0 Or-4: 04 4: 00 4* rk; N 4' ta 4" P. N Pa CD to.' UO 04 tO I. INA cr Pt p. p. ar ko 41. 4s P4 Pk A. CQ%. A. 4P tr Cc (P Q cifra 4 *4 44.1... 4' or PO 0 : 44 4 5 44 C) V s,* vG 0.0 to N Pe C) 94 4 0* P4 C. IA C3 cO
tAMO444.*J.41241.4^ItilMaPW.4g.44011.41CPW..40.44$VOS4.4.4041.4.4Al44 40 r4 42 kr Pa go p. to 07 Pi .4 r. 40 .4 pa .4 '44 to 4: co 0 to ra .4 kr 4:1 (r OD .4 .PP id
3Zrrrfro.m4C
c xnm2 11030M01330>V1 C: Ae2! r'
70. 4-210 10 7O
11 .4
X
kr -4 Cp V NP kr tA ei V CP CP-CP *4 CP *4 kr tr CP tr CP tO .4 Cr CP V * CIP CP kr V Cp CP CP 4P CP 4P CP .4 CP CP CP CP kr V CPvg 10 Cr A* N0 tO 41, CP to V to to AP P. 4C Po Ptt 4 V' 0 C4 C) 4) o. Cp PJAP A4 tO Po 0. C) .4 4) t. CP to 4r 4, 6 tr 4P
4. 4h 41. IP 4 4 4 4. 40.,-4
'4' 4' 4% 4" 4 4k 4h 4 4 4 4kA. 4 4 4Ud #4P
4. Jo 4, 4 4 tO 4P 4O ' I14 4 4P 4P 4" 4" 40 4 4'
4t4
on .0N
c -4 0406 oV r 4 0'! t
rk4SA,
tP4%A : 4 0 0 4 a r
.tctAYe
c 42a N0j0to
-trer.40Vvet0.4Q.4.40.4At0.4V.400,QQQ.40.4.4.40v0.40,40.4..VI.A.W4-V,100.WVWQ4,t014A.VMC.44r:KCA.A.A.U.NVIONMVP-otANWVvt.A.C#
ette;447SMT4VOT:IgITIT:t4VV4t&tt4tgrAtttglIVITT,( 4 4P. 40 so t. 4 14. 44 4P 4, to 4h 4P 4' up 41. to 41. to 10 4h 4' to te 4 4h 4 40 tO 4.04 4P 4h 40 4P 4. 4h 4P 4P 4P 4N U. 61 At(tAt 0 p. .4 b. 4 w. p: 4 kr 0. kr .0 cD C p.o C) 40 to 4: 4) N 40 .4 4) r CD .4 144 r 4P 0 ow to ow .14 4) to
eo 04 .4 to C) *J 41. CP AP CC It *4 to ill %ft Cs tr V OD ro C) 4P cr .4 4 P. (P Ct 4 06 4% tO CP tn pa to Po to 4P,C) tn 0 4k
kr vett 44 .44E? Ct .4 CP 9. *4 Cr CP CP tn -at *4 0 Cr Ct CP * *4 4 CP 4P CM *4'Cr *4 Ct. *4 +4 4, tP OD
2 rl c. r. b. fl Xi CP 4p .4 4: JP. t, cp 4P Ph: 4C Ot tO 06 4. kr V k0 .4 Cc kr Pe 0 0A Cc * V *4 r. N am Pu CD CO. 0.
33mn
L rP .4
A0 t.92 v Zr
'nrs'r /4i 77
O a..
N gz
34. .
p.m
O M21OM
00
74 inn' 3
FxfrVO
VI
CP
V
8
I
t.te
a 7141 4a. sr
.4 lc a4.1 4
0- ICU% 46a 3( ZI- 7
4 44
2 11C
,r---..,----.-..1 ......p......-4
4 n44 41 f Pb rib r- sb CP 4r sd 03 ..4 4.4 44 it .4 C3 41 Pk eft It PI i) nr 41 bl rot 41 4r 1ft .40 P. t..44 .4.4) 0 04 r) 41 N C) II t.41ft 45 4* ft. 15 co r. Cr 0 P. CN 41 P. 03.4 41 P. 01 P. OD 4) 4) 41 ID P. CP P. r. .0 P. 0o Jo JP re a) .0 a 40 41 4) 41 4% 40 4) IP 0
..
al. PW h4 .1 42 CP )14.4 Ok OP "4 01 4) Pk .4 0 P. 4) 0 4 0144 43 P. )4 .4 40 04 s0 )P ,%4 0%:.0 04 A 3) 42!04 4) A OD On OD 41 "" .4 6
44 Po 4) CP .0 oJ ON o1 C) ag -..e a) 0 0 gb CP CO ID 0 C) C) .4 11 Co ma at J) 1.4 eN 01 Ch C) th 42 Cp P. P. r4 a .. 0 54 .'014 04 44 01 4p 4P 41 4P.de 41 4p pl 41 04 04 0% 04 0% 41 a to ON or a on or :41 .41 0, 411 pm or 424 (41 a pm AN A% 04 pN pn 44% 0, 4p 4. 00
.,
.4 )
4 a . aen) 4A5 44)a P4. 4%)
e1.ft
44* C) 443 ) a aa
%-
4 4A
4N 1 rak
44 4101 4o 41
A.
* 4 4 ..Pt4
)4CP1
e4ft
2 a4n O.N,
e 44s CN0 i 44%
411
IC22C5. Ai 4C06 0. aC4
1!gE 4 41 4t1 in V
g.
kJ 141 4) adZ
C) P. 01 C) 21 14 ma 01 /1 P. 41 4% .4 .4 C 4) 4 A .4 40 a 64 V% 44% 42 41 ftl 41) 41 4) -.4 a 4% 4 At # 4% n At 0 4% p. .0'414 og lo ba
*1.11 AP wa 41 a. eft ge as P. a) A Ift r. 41 A M0 pl. 4., am a b. al a 44. 04 4) P. a P. O 02 %. 01 P 43 r° 4., Os a, a at 4 aN a JD a.
A 4) 041 4) 43 ed 44 re. m1 ..Ift h4 Ni 40' 4) 4) 4) * 11 r4 11 40aft 11 P .4 a ft,1 oft o4 Co 4t 4. 10 41 0 41 4 7, 11 .1114 0" 01 r4 AN 4% o4 4% 05 04 41 OM 04 -04 s4 )0 .4 ,44 44 14 4) .4 pn mi .4 41 0 .4 0 .4 c) 4p 64 P. 441 441 .4 CP .4 co .0 cr a co ,i, 1r 0
4 01 01 4 4 4P 4 4 or 4P 4 01 4 4 4 on 4.4 4 it 4P At 4P 4r 4r 41, 4P * ar it Jr 44 .4 4' 4r .t...41 4 Al 4r ON 01 P, 4P It
.
.
. 4 G el 4 r 4 o 4 44 v. a.0 et 4* 40 a- r-a 0 :. a r- ,,ts 4' 44 4) It a 4$ a 0 A 44 I". P$ P. in a 1A -a A e`w. -4) 40 4 4 Pr, 3m a 4.% ei IA g ti A 4 rft IA
3cg aa 4442 EL ag
3: r- Zp.. 4( un ota p. 441 44Mc 3C
t 2744 42(.4 L.) 44
2 4C
dN 4t M. 441 4) P. h4 p. .4 CP A, 4, 4% 4) r. CD ro cp V1 4) p. 4 41 r. on rit az en24r co c) ch 4% 43 go 014pg a 40-or :1, P. 4) 4 0
43 41 41. Pk U2 co r. ao co No co an 4) 0 0 r- Pk r fft 151. 4i 0 az 45 p. CP P. P0113 4) P. 0 40 Cp r. h. 40 41 41 0 4% 4% as ab 41
,. .
.445 r4 t) r4 a) 2%4) 4) 41 N .4 .4 p. cia P. ap p4 441 An en .4 O5 0 0 04 4)3 02 A 0 21 pn 0 P. en 4% 4r 14 04 0% a C) rY dr% C5 01
41 41 11-.0 m0 c) UN C) 40 WN O. 4 A P. 4t fil in 4) 40 41 A a P. 10 4) a) a 4) VI A 41 a) P. 0 4) 2) r- 4) P. or 4% ON Or 4 00 C) 4
fo en 01 to 0) 4- 41 4r 1 oN in 01 41 t41 en on rn at mm 0% m% on 444 on en 0) en .c1 01 0% oi 41 01-4 01 es en in on on en Oi li on 01 a 4)
.. .
. ..
.
re P. h. 01 it 4 tra A 4) IS Co s4 4. --4 "4 .4 m4 4r) ur on al na .4 en 01 0 .0 ea ft. 043 01 C) 01 ifti ar P4 y4 4P 4 NI 41 4% Il 4%
0 .4% op 4) r. mm 43 o) P 4) 4.6 :41, a% 0- A 0 41 42 4) r. UN 41 M. P. 4) 14.. a a) 11 J% a 14- P. 4, 4D .6 44 4) 4. liN A 4 4% 4% 44 JD 41
. . ..
.
. .
ICOC 24 4 1 4 4
14.1
t
4a i. 4i
1. 4.4 at
44 Et
0 IQsr
,
41 4, 4h 41 4t 4% 0 4) ID A A 41 2, ,11 42 Melo. 4) 41 a. cp .4 14 +4 ., 42 41 .14 P. 4 4 41 it 44 CP An 4) CO PI .1 P. 4) P. 11ft "4 4P
4 0 P . 4% t . 0) cp P. I. s 3 l z a ) 41 45 4 ) 41 4 ) .1 4 0 AD 4 ) 0 JP OP 0 .0 4) 41 ... 41 43 CP 23 CP 4).11 4) 41 I) 41 r 4% 4% '3 .4 41 4)
Z '3 t '3 l' I I' i SI 1, I ril RI :4 $ ri Z I ;1,1 it fa 44 : '11 I I, 7 :: 9.r: 1' 1 7 '1,t. ,41 51', 4 sli.,:4 ;1, 7 +1.0 3, .. , 4 4' 4 1 4 4% , t 4 4 40'it it t 1 4p 4. 4. 4. 1 4 % 4P t 4 t i t 4' 4 ' At 4% 4' 41 4 4F 4 - .t , t 4 4r.t 4P 4P a di4
.
. .
.
0 gr e4 4, .c3 -41 Ap a 10 0 44 pg 0 01 44 a. 44 4) n so o. A ) P4 04 sa .0 4. p. g. .4 s. as .4 4 a 41 111 V PY al 4- j -4 s Ps
I** 0 r1 41 44 1) 0 0 P. rm P4 1% a 46 4% 0% 4% P. r. 4. al 4)4 P4 41 P. 41 a a A 0 0 .0 f. 41 P. OA h. 4% .4) 41 4% 4% 14* P" 41
. .
. ,
of JeZ 44 qc
44 12 11. Xa um ac2 4 4 4 .0 4) In 03 4 7a
44 L442!It '
um .4S 4C
22 4P A 4% 1) . 54 a a A4 * '41 .6 )2 J4 44 Ji 2` .4 11 oN C) C) 4 4) 41 4. 13 ....4 0d Ok 3 a) 4) C) 2i .4 11 CI 1) -4 P. P. Pe. MI t
P. 4) 41 45 r s3 ft so o- P. Ak J% 4) N. .1 0 or.- ro. 4 4 P. a 4) 41 a 41 P. 42 4) .6 CO P. 42 .. 4; 44 41 1,.... um ,-. 41 4' OP. 12 41
4) 44 1 44 /4. 4P 4* r,4 Ch J%-u% 4) 0 4, ..4 *to .tr :4 ap 0 f. P. .4 .4 4) 1 1) di X) 41 .0 ,44 .4 .444 r4 P.. 4) 0 -4 .1 4. a .rt )4 4)
oi. 4% 11 41 lb ..) 4) Ai h, 3 ** 41 41 mft 4r a 41 h., hs 0 4e 4) 0) 1) 4' 1% 4%.%b ,;1 4). 0 0: rAw 0 4) 4 4 ,r 01 4) PI NA 4 Pa. A? fin41- 4P 4 4P 4 11 4P 4% 4P it 4P 4t 41. AP 4P 4, 4P it,* 4t 4P 4P 4P 4 4 it 4' 4P 4. 4. 4P 4% 4P 4% t 4 4 4' 4F 4. 4P 4P 4 it 4. 4P
..
.
4:, .. N4 ri. 4 a ...4 :NI p. s4 4) 04 CP 4% 4t 0 42 h. P. JP, 4% On 0 02 CN 1 4) OP 4 -4 h. 11 41 4) 4 0 42 .0 0 1 °A0 A 41 41 41 h. 41 1: .0 4: a 41 41 4 4M A u% AA) a 41 4)-0 4) 41 41 ul O 4N ay 43 r. a *6 4) 4) fa 4/1 a * 4) A 4..41 a
.,
a54) ac
44e4) el. 40 0K.4 2:) IC .1 42Ls 4C 11 .41'Z X IC4 ,..J
-J 44 i64 )7 .
M4 04 41 O. en s A .ba a) p ad) r..; en e. a 4N 4r 4r P. 41 "4 0 IN 'et N :II ., 4) M 4) c) A, CS .4 4) t 41 3 a c)'An 4) 4% Z3 .6I ou
so 1) 4% !", a) a% r4 0%3 .0 0 40 4) 3) A 14 0 41 15 12 P. 41 JP CP 0 1% P. a) P. 4) 52 OK 43 to 4) 2i 0. 41 CP 4h P. 41 0 -0 4) IP P.
.
4P C) .4 4) 41 la 4, Or 41 # .4 .4 P. 41 41 to AN P. O-41 M4 .7 0) P. n4 12 r- cr r .4 45.114 4 45 1-et 02 e%4 04 '0'N .4 4) 4% A eft 4r
0 0 4% 21 Cp .%4 P6 +4 42 4) 4) 41 0 0% 41 0 OP CP 1.. cr 04 .4 4) 44 P. /3 0 4 CD .4 Jr 41 44 P4 41 644 4% P. 4) 4) 4) 0t it 4 4 4h 41 4" a% 44% 4) 41 4r 4P 4 41 4 4 41. 4 41 4r it al 1% 4r di 4-44r 4r 4p 41 41 4 A -4- 4% 4r 4p A-40, 4*. .4. 4p 41- A A4
. .
43 02 41 r4 0 44 r 2 4. 4, N. 1, or z) ., ,,) 41 .4 .4 II -4 x4 .4% G P. .2 ;1 44 4) M. 4' ; -7 a% 41 4 G A, p. 441 4 to. 0 * 4 l P...
.''w an A 0 .. o) 4) a) P. .4. Ps 41 41 .4 41 43 A p- eft be 0 0 4 P. t% P. .0 41 0 4% r4 M4 P. r4 41 r. a UN p. 4% 0 41 gl g% p. p. 43i- r
14 1 Iir
0 D4aC
-29.4 3eJ 41 44...1 4) 4444 706,41 2
44 44 diZ IC
.
4. .). r. N !,.. ma 41 b. u1A4 .4 NA 41 .4 -3 ft* :3 4% Ok 4) 4) 4) 01 It ON 4' 4r 4- 04N ls A .1% -Ir 4P 4 0 uo t a 0. 44 4 11 4. A 44 t)
o. 3 4 4) .. 24 3 A 0 P. F. PM 0 0 /4 4 41 2 4 0. 3 4.ft 114 41 a 4) P. 41 4 ) ft P. 4 So P. 4.4in 4 oP 4) a1 41 4.4) a p
114. 40 ft. 4% 4- 14 C. 4 a 4) -4 e) -4 ,., . 4, . na .4 11 0 .4 4 P. h. * .4 4 411-'4 A3 41 ol P. 'P. C3 4 4) 4 4'4) 01 CD41 4P -4 t N. ^4 4 c) op 0 0 J4 A 4- .-4 `4 4r a% ft. A 4 a p. 1 a 4' .0 AM .1 t N" .5 JN Pft J% -4 %J.1% -4 (4 .1, 4% JP 4r
4 or ot 4 At al 4 41 4 4 4P ./1 t t 4 4 4' it At t 4 4P t 4P 4 t 4r it 4 4 4r t 4P 4' 4P it 4r,4r -, ar 4, 4t 4, 4P
.,.
. ...
ol o. CO P. di Jr a A 14 r4 +4 41) 0 r,41 1.41 01 C) P. C) 41 a) IN P. 4 4 hw 'ft 01 14.0 p....4. m,.... .14 4% 4) P4 A ,2 as 4.M P* 1) ni 4%
0 41 4 .in 0 0. A r. P. 0 0 4 41 41 41 4' 41 41 a a znat a 43 41 dN 11 0W-44 A 0 44 P4. a a 4,41 al or 4 41 A as 41 M. A. .
.
.
4. -eUit
.
..
$ M Jr 64 4
ou
2 44aCC). .
a U 24.
2 2 o . '41 x A ,.., A ../I 3VI "X X 3 .-.1 .Li 4 U 7 4 4 4 -A 4 0...4 44.2 Q. 04 A .... ag 4 4 U. .* ifi ce .1 t,., J...1 4 4 .17 ...1 .4 .4 x Al. .4 X X .4 41,41 . 4 k ..1 mi
.i; > a 2! 4t ,J ,...1 it Z 44 3. .4 4 4 4 J 'al : 4 44 .41 Li ...i 04 ...4 C 6,4 44 .1 , J Z .14 4 4 it 1... 1.J 0.1.1./ JT7;1 t..) 4 a x 4 4 x..4.17 a
a 43 c) 4 0+ 4C 0 7% sr 4) a: u4 s. mi. 11 0 -4 4 q4 .44 1. 1..-,M.04 4owwiTST 3 . ,- %'' 3 30 2 2 e 1.4 a '7 i...) as .J rt ..,), 2C U 0 X > 0 1.41 a 4 0 *4 3 t.Z2....174 404 4 r t..) iol .1
2t. 2 4 4 7 Z 2 2 a 2 2 4 3 ...) 4 4 ..-.1 T - ..1' A 4 9"/ 0 k..) 2 7.1w 2 Alt 7. 3 -I .4 ,..) x 1.- 4 .3 aC a z a 02 '3 _4 ...I 4 -4 a 3 .4t 31, 7 (3 'T 71.4 3. 0 X X "4 "4 7 7 7 7 X t 7 .Li 0.. ..11 ID 4 0 di 04 04 ml MLuzzT 43.01414...jr-an..4-2 .1 J4 .1.1 0 1...3 -4 X .. J..44 44 444 44 w 0 2 4 7 a 2 ne T ye in .../44 0 t.) .3 .) 3C 2f 4 4 3. /4 it 4 .4 2: lt IC 4 2C 4.5 AC, .. N. ../ iJ .) -4 J1 un > A4 ir :: AL C) IC 1g 4 04 4 61 0. 2. .4
4 4 -..4 .4 4 .44' 41 i t 4 '3 4 44 ....4 7 104 4 J 4 ..,4 . _3 .4 n .3 7 1 ...7 .44 z .,2 1. Om .4Z 2.44 4 4 itra V. Tr i ..11, ,A, .0 I i i 1 .1 ^i 1 "I Pk X A' .se re SP 1, r ,I. I .J1 ..1% i6 Al 4 tall AS ft
27
TALE I (cOntlnu640
CALIFORNIA ACHIEVEMENT TESTS RESULTS BY.SCHUOLFALL, 1982 THIRD GRADE RESULTS
SCHOOL
..-
.SCHUOL I FOR4 UA4TERY
.
TOTALBATTERY
NCE SS PERKLAN MEAN RANK
. -..-
PHONIC'ANALYSIS
NCE SS PERMEAN MEAN RANK
STRUCTURALANALYS1S
NLE SS PERDEAN MtAN RANK*
READINGVOLAdULARY
NC4 SS PERMEAN MEAN RANK
READINGCpMPREhENSIONNICE SS PER'MEAN MEAN RANK
TOTALREADING
Nce SS PERMEAN MEAN RANK
1
' .
WEST6ROUK 446 46, 76 417 91 v 63 410 74 69 433 83 68 435 81 70 451. 84 72, 438 86
WESTuVEk 504- 42 oh 414 65 55 398 .61 64 413 t3 57 406 63 62 434 ik 63 413 74
whEATUN ilibuDS. 768 ,5i.. 59 492 67 54 395 59 55 393 60 60. 414 69 '60 421 67 58t35
65
4HeTUTO4E 55b 61 7$ .44.420 bb b2 41.7 73 66 425 79 71 441 84 70 456. 83 71 85
WOW ACRES 417 '19 74 430. 94 63 419 74 68 430 81 73 , 445' 66 69 451 bl 71 436 85.
WOOLFIELO 704 51 73 417 86 60' 411 b9 68 429 '61 66 430 79 , 65 440 75 67 424 80
WwOULIN 1.64 45- 64 . 390 71. 55 349 64 61 411 71 18 410 66 64 439 75 62 409 71
WYNGATE , 422 al 76 426 91 - 65 4kb 77. 71. .436 85 08 434 81 69 452 dl 74 4:19 86
a
42
A
0
1.1
1.
*TA81.8 I (continued?
CALIFORNIA ACHIEV0404 TESTS itt.SULTS BY SCHOOLFALL. 1982 THIAO GRADE RcSULTS
.
SGHoLd.
SPELLINGNCE NS PERMEAN ARAN RANK
LANGUAGEMECHANICS
NCE SS PERMEAN MEAN RANK
LANGUAGEEKOENSION
NICE SS PEAMEAN MEAN RANK
.
.TOTALLANGUAGE
NCE bS PtRMEAN MEAN RANK
MATHCOMPUTATION
NCE SS PERMEAN MEAN RANK
,
MATHCOMIC & APP
NCE. SS PERMEAN MEAN RANK
-i
NCEMEAN
TOTALMATHSS
MEAN
_
PERRANK
dtSTaROUKicbtoVEK04bATUN 4%41040.4E7514.44E
dutiO ACRESdUC101-ILLUdOOOLIN4YNOA1E
6765567.1
03616065
4804744454.9..
4004uo458474
.79776424
7:5-
lo6917
77 51370 44495
65 4627* 509ad 49077 51264 479fa 514
91837689SI907591
69 4d6 bz62 465 /259 458 a*446 476 lb.73 498 of66 477 1863 46d 7470 4401 83
lo 50066 47663 46014 '49113 44074 49265 46576 500
91143
7,5
89oft
d978'91
70 374 8465 367 7955 347 6164' 364 76d2 396 957 368 925 341 5673 61
76 446 9064 44058 4 6470 41;1, b5 ,
75 444 8964 419 7562 416 7374 440 88
75653sb619
81735975
409396380399419405381409
898065tiZ
94bb6689.
I
44
te
45
6
TABLE 2
CAC I HAN I A ACHI VENE 'T E'S TS' TIESULTS" "Er SC433`EFALL. 1982 F NTH GRADE RESULTS
SCHOOL5C HuUL
41
0 FUR.BATTERY
TOTALBATTERY
NCE SS PERNZ AN MEAN RANK
READING,VOCABULARY
NCE SS PERMkAN MEAN RANK
REAOINGC.,P4PREHENS 1 01411KE SS PERMEAN MEAN RANK
TOTALREA31:11G
'11.:::. SS PER4EAN MEAN! 14 NK
SPELLINGNC( SS PERMEAN MEIN RANK
LAlitiUA3EMECHANICS
NCE SS PERMEAV MtAN RANK
A SHOLIRIDN 425 58 61 479 71 59 484 68 59 500 67 53 486 68 52 510 56 5T 525 63
8 ANNO CKIJUR N i 420 45 12 505 86 72 521 86 67 527 BD 73 519 85 64 552 76 '. 66 5.53 78
505 75 73 510 89 68 509 81 67 -525 79 53 513 82 65 554 77 14 577. 88
EL ALL 207 91 J 60- 475 68 55. 475 62 55 489 61 55 474 60 51 505 53 61 533 71
[JELLS MILL DOT 34 67 493 80 59 484 68. 63 514 74 51 493 7 68 567 82 74 579 89
a t LAUNI 513 . 38 72 504 86 65 501 77 69 531 82 S3 511 81 69 571 83 69' 561 82
HEL PRE 780 61 72 506 87 63 495 74 56 522 78 Si 5J4 78 63 546. 73' 74 577 48
dk- T HE SOA 401 51 69 495 34 57 507 80 67 526 80. 57 514 83 58 529 65 69 560 82
A6F. VEKLY FA 2 26 41 497 42 67 505 79 74 550 88 72 527 37 64 548 74 65 553 17
bk AOL EY H LS 410 37 72 504 86 67 505 79 70 535 33. 63 516 84 62 544 73 74 577 88
HicL1443 ACRES 304 44 53 459 55 48 454 46 48 468 48 43 453 46 55 517 59 56 523 61
bm.AUKHAVEN 8u7 60 10 SOO 84 67 507 80 65 518 76 ' 63 505 30 59 1,34 68 74 576 88
LletusP1 S IA I ILAN 559 99 65 490 78 62 493 73 62 509 72' 62 496 74 58 529 65 65 548 76
8URN I NG f WEE 419 82, 87 546 97 80 542 92 80 572 94 31 559 94 78 602 92 77 586 91
6 k.otTui,15 VI L LE .32 29 12 507 87 62 494 /4 65 516 76 64 502 11 61 562 80 78 589 91
c46,0LEW0J0 508 68 67 494 81 44 499 76 63 513 74 64 501 77 61 542 72 68 559 81
C AMNON MJAD 310 43 80 533. 95 72 519 85 75. _ 553 89 73 535 93 72, 581 86 79 590 92
CAM& am. it sp. to W. 36 74 507 a? 69 . 512 82 67 526 .80 69 514 83 61 541 71 76 580 89
CASHELI. 511 /5 71 ' 503 .35° 86 504 79 65 518 76 65 507 80 63 547 74 71 567 85
LE JAR GauVE 703 34 65 489 78 64 498 76 64 514 74 64 501 77 63 549 75 61 538 71
cHEVY CHASE' . 403 73 73 508 88 70 515 34. 68 530 81 73 520 85 62 544 73 70 565 84
CL AmKS0u4G, 1.11 52 58 470 64 53 482 66 55 489 61 57 473 64 50 499 50 61 539 71
L.L0VERL Y 308 62 6.7 496 82 63 495 74 63 514 74 64 500 76 63 548 74 71 566 84
Gut 0 SP.R 1N6 238 47 76 514 90 TO 515 84 70 535 83 71 521 85 66 559 79 70 563 83
CuLL tGE to ARUtN 229 68 13 507 37 70 516 84 69 534 83 71 523 8* 61 539 70 71 569 85
CONNECTICUT PK . 779 32 a4 485 75 63 496 75 61 506 70 62 494 73 58 529 65 '6L 1 539' 71'
LK ESINA YEN 414 51 68 495 01 66 505 79 65 520' 77 . 55 508 80 66 .560 79 64 546 75
11414ASCUs ES 702 71 a9 496 $2 ' 67 507 80 65 519 77, 66 507 80 59 534 68. 69 561 82
084(11E5706N 351 (..8 7 2 . 503 ;15 66 503 78 69 . 534 83 53 514 83 59 534 68 68 558 '81
0 I AMJND 570 95 68 496 82 67 507 80 65 520 77 67 510 81 58 529 65 63 542 73
001;1E1- 441 73 7 3 514 89 66 503 78 67 627 80 . 63 512. 82 65 556 78 73 574 81
1- A IRL AND 3113 64 64 485 75 45 501 77 63 515 75 65 503 78 56 523 62 62 543 72
ALL SNEAD 233 49 74 510 89 67 507 80 63 514 14 SS 505 79 61 560 79 84 606 95
F ARMLAND 411 66 dO 523 93' 68 509 Br 68 5Z5 81 53 51-4. 83- . 72 381 86 -02 598 93
F J ELLIS CIAO 566 48 64 486 76 59 485 68 58 498 66 53 486 68 59 533 67 63 54S 74
FLUwER VALLEY 506 59 69 497 82 64 497' 75 63 513 74. 55 503 76 60 537 69 71 565 84
F urtE S 7 KNuLLS 803. 39 b2 480 72 59 486 69 00 504 69 53 493 .70 55`. 529 65 63. 543 73
1-1a,4 CHAPEL 106 83 67 495 81 01 489 71 63 516 75 63 498 75 65 553 76 69 561 82
G A 1 THERSOURG ES 553 65 60 476 69 61 459 71 58 496 65 51 456 83 58 529 65 59 533 68
6ALWAY 313 35 72 502 85 65 499 76 67 525 79 67 50d 80 60 536 69 69 561 82
['AKRE TS PARK 204 45 70 501 84 70 516 84 66 522 78 65 511 81 - 62 544 73 69 559 51
LiEuRGENWN HILL 22 i 52 78 520 92 70 515 84 71 538 84 71 523' 86 68 564 81 . 72 569 85
GEL RGIAN FOREST 186 49 67 ,, 491 79 61 490 71 64 515 5 53 498 75 58 '530 66 64 .545 74
GERMANTOWN . 102 . 64 62. 479 71 60 487 70 59 501 67 60 488 69 60 535 63 62 541 72
Li'lL th HA Vt N 767' 62 56 466 61 55 476 62 58 496 65 57 480 64 55 519 60 56 523. 61
131. ENALL AN 817 69 70 501 34 61 490 71 65 518 16 S4 533 76 66 558 78 77 584 90
iiREENR000 5.12 74' 14 1510 89 68 539 81 .71 539 85 ,._71 520 85 69 567 82 77 586 914
SCMtidL
L ANZ.UA0 EEXPRESS JUN
".,.E SS PEKMEAN ME 4,14 RAN(
ASHOURdANNULKdUkt4BARNSLEYMALLat LLS MILL
cal PREbi THE SuetikVERLY F A10468kADLEY HILLSakatto ACRES8Ku6KHAV6t4OK CAM sIATI uNdtigNI NG (KEE
dUR 7UNSVI L LELANOL EWOJL.Ahli.UN RUA 0LAROESOCK SP.LA SHELLLt LM GituVE4.NEVY LyAseCLARKSEithit;LLJVERLYt..4.0 SPA! NisLtaLLEGE GARUtNCuNNECT ICUI PK .LRESTHAYENDAMASCUS tSOAktak STuWN['JAMMUOUFt. A1111 ANu
ALLS MEA0f AI3lILANOFIELDS KuAttkiablEs VALLEYfuRE ST KNULLS
C.HAPLLGA1 THEKSBURG S
aAL JAY6ARRE T I PARK1.0.JR6E1114iN HILL
t.EUR61AN F URt$ IaERMANT OWNWEN HAVENGLENA Lt. ANGRcENWO(IJ
59117163
137J6815o953676842706:377to
L16459677470
126c.116373077674637159651.02
66111764615965
522563557534548568'555552572551505545544594556542sao5735$65475505215465o855552156?541557535551547573567532564522540529)43558577534
5k I541585
698785788288as8389835781809485'809190
8183698188856!8780857685829UBO7587
71
$08591Its73697992
1181.8 2 (continued)
CALIFORNIA ACH1&:VEOW14T TESTS RESULTS 8Y SC130LFALL. 1982 FIFTH GRADE RESULTS
TOTALL ANGUAGE
teL.E oS PERMEAN- MEAN RANK
MATH1114POTATI UN
NCt SS PERMEAN MEAN RANK
59 517 66 61 464 7012 555 86 67 477 7874 567 90 70 488 8463 530 74 60 460 6873 5 u2 88 65 473 7673 563 89 63 467 7275 565 89 TO 488 8471 552 85 61 463 TO73 551 87 57 453 6373 580 88 66 478 7955 505 59. 60 462 6972 557 87 a/ 477 7867 542 80 64 472 7583 594 95 ,d 1 518 9576 573 91 69' 485 83
546 82 471 7581 590 95 77 509 9279 576 92 6$ 46973 560 138 70 485 8366 537 7d 59 460 6872 551 87 72 491 6661 523 70 448 5971 554 86 62 467 12
-75, 564 89 14 495 118
73 561 88 68 480 8061 523 TO 67 4.79 8073 550 84 05 474 77
547 83 64 470 7471 55) 86 69 484 8265 5 16 68 481 81/3 66 90 71 495 8866 3d 78 59 459 67
593 95 66 476 7881 584 94 77 505 _91 -64 533 /6 61 479 807462,
563525
8971
6660
477461
7868
69 547 83 '41 479 8061 523 70 55 449 606972
346.556
8286 6705
498475
.8977
77 57 91 72 49.2 8665 537 TS 69 485 8362 527 73. 61 463 705S 514 65 51 440 5373 560 88 69 486 8382 588 94 63 469 74
, .
I
MATH ..CioNC C APP
NCE SS PERMEAN MOAN RANI
TN ALMATH
VCE SS ERKEAN MEAN 4 ANIL
REFERENCESK ILLS
NCE SS PERMEAN ME AN RANK
65
7262al72726868735469638272657378686769576675746462687268716173
_806386
63607169796460556972
48
49150951148448150T507498496'510465500486536508490514518499495502472
5165124884844975064985084805115274874944844.37477504501528490479467501507-
778788727086Sb8180875882.7496867689918280836480908875728186818670889375797275678583947669608386
6
647173626368726663715/696584
'7255771213647257657672sr655772697361716166636246-5S7569
68-61 61
5370
477492499472475485
'4?.3480473494
,46248847952849648351349449247949646a481505494483
/ 479413249448950347049451*4824854724814645U0488510466470453491487
758488717380877772850482769786779485
76db62779185797678858290
85947880717465as82938170578481
6373716266757266
705669b47769657270697065617070706465666871696668756368626662686376666559al73
518 73549 86544 85.517 73529 79.555 88548 86529 79539 83541 84497 61536 82.523 76561 90'537 82526 77547 86.541 84'537 12542. 84525 71515 72540 83'540 83539 83522 75526 TT530 79536 82543 84538 12529 79534 81555_518 73535 tit516 72529 79516' 72534 81519 74559 89529 79521 70508 'Ad533 $O548 86
a
0
!is
TABLE 2 (continued)
CALIFORNIA ACHIEVEMENT TESTS RESULTS.BY SCH33LFALL, 1982 FIFTH GRADE RESULTS
.
SLHUUL66 HuJL
6
W* A
bATILIkY
MALBATTERY
NCE SS PERMEAN MEAN RANK
READINGVOCABULARY
NCE SS PERMEAN MEAN RANK
READINGCaMPREHENSIJNNCE SS PERMEAN MEAN WO.
TOTALREADING
a: SS' 'ERME%N MEAN 1ANK
SPELLINGNCE SS PERMEAN MEAN RANK
LANUAGE. MECHAMICSNCE SS PERMEAN MEAN RANK
-.
lAAMUNY HALLS 191 38 56 465 60 51 463 53. 53 481 56 52 464 54 51 505 53 55 521 61i1WALANO 174 69 52 456 53 52 465 54 52 478 54 '52 463 53 51 502 51 53 514 5641.ALAND VIEW I 784 64 , 53 46/ 57 53 470 58 55 490 61 54 474 60' 50 500 50 51 510 53JACKSON ROAD 305 62 68 496 82 66 505 79 67 528 81 67 515 83 60 -537 69 65 548 76tteliP MILL .
805 65 75 514 40 68 508 81 67 526 80 531
514 83 65 556 TB 75 577 88i&NSINC.TUN PKNU. loio . 49 63 483 74 61 489 71 63 512 73 62 , 496 74 ST 526 64 60 537 70.AKE NORMANDY 211 57 75. 512 89 11 517 84 TO 535 83 71 523 86 68 565 81 72 570 86LAKcalwa0 209 41 .73 509 88 68 508 81. 68 529 81 69 514 83 67 561 80 72 570 86LAYILIASVILLE 51 73 71 542 85 66 504 79' 65 520 77 66 508 80 62 545 73 68 559 81..UAMANull 22u 46 79. 525 94 76 531 89 69 533 83 72 525 87 71 577 85 70' 564 834ARYVALtitium w HALL
210212
4541
5364
5984
55,
745262
466492
5573
4858
465498
.
,4666
49,61 .
457489
49'70
4854
494514
4758
5761
525531
6371
KILL 'CREEK T6WAE 556 105 59 473 66 56 476 62 58 497 65 57 481 65 57 527 64 59 532 67KuNDCACY 652 32 55 464 59 55 474 61 57 496 65 ,57 480 64 50 500 SO 58 530 66JAI( V1t6 166 35 5 466 61 58 482 66 54 485, 58 56 477 62 52 508 54 58 531 66AMAPA) ItkkALE -.169 80 6 481 72 64 497 73 58 499 66 61 491 71 58 528 65 62 542 73iLNEYr$A4E
532312
5153
6276
4415/8
1242,
6169
44W511
7182
6068
5031530
6981
6369
489517
7084
5670
520574
6484
6976
562562
8390
PINE CRE.I 1 761 48 59 474 67 59 485 68 57 496 65 58 485 SY 57 525 63 59 533 68 ..
PIAFY BRANCH 749 .132 63 483.4.
744r 61 491 72 59 500 67 63 490 70 57 525 63 60 535 69Pt...31E541E1E ES 153 72 61. 478 TO ob1 490 71 61 508 71 62 494 73 55 519 60 57 527 64h.1uMAG 601 70 71* 522 93 71 517 84 73 547 88 73 530 88 68 566 81 73 573 87AITCHIE PARK 227 79 75 513 90 71 518 85 69 533 83 71 522 86 ' 69 .571 83 76 584 89KuuK CilktA FOR. 773 35 68 494 81 63 497 75 66 523 78 66 506 79 63 548 74 . 70 564 834UCK GREEK VAL. 819 47 75 512 89 62 493 73 644 516 75 64 500 76 65 553 76 84 608 95KuLK1NG HORSE RD 785 37 60. 474 67 59 486 69' 57 494 64 5; 485 67 52 508 54 60 533 66AuCK VIER . 795 65 61 476 69 64 498 76 62 508 71 63 497 75 56 521 61 61 538 71
RoL1IN6 TERRALL 171' .7 49 450 48 39 431 30 46 459 43' 42 436 36 54 514 58 55 521 60uSEHARY HILLS 794 59 65 490 78 65 501 77 64 516 75 65 504 78 58 530 66 60 536 69KJoEMUNT ( 555 21 64 485 75 63 496 75 .61 508 11 62 496 74- 57 524 63 63 544 74
St /EN LUCKS , 603 36 77 511 91 72 519 45 73 545 87 14' 532 89 '65 556 76 '67 553 TO
$HERWOUD ES 501 62 6'4 486 76 64 497 '15 60 503 69 62 493 72 61 '540 71 66 552 78
SOMERSET 405 41 75 513. 90' 71' 517 84 70 537 84 11 523 86 TO 573 84 . 73 572 86
SuJiti LAKE 564 72 64 487 76 61 494 74 o3' 513 74 63 490 75 59 532 61 64 548 760
STEDW1CK 56d 84 74 512 89 69 512 82 67 526 80 Si 515 83 65 553 76 74 575 87SIUNkGAIE 16 45 15 511 89 14 525 37 67 524 79 70 518 84 67 562 80 73 574 87
.JAMAIHMuAk 2 30 64 486 76 58 484 68 60 505 70 63 489 70 . 62 543 72 66 552 73 /
iuM MIT HALL_
61 46 65 .448 77 60 r46 69 66 505 7U 64 489 TO . 58 529 65 64 545 .74
43 74 510 89 68 511 82 65 519 77 67 508 80 70 571 33 80 594. 93
FwINBRDUK O 82 61 417 69 57 479 64 56 493 63 51 48J 64 54 515'525
58 65 254 77VIERS .MILL 172 47 .63 482 73 6J 486 70 60 504 69 61 490 70 57 63 70 564 43
..mSHINGTUN GROVE 552 61 59 474 67 57 470 64 58 498 66 58 483 66 69 . 533 67 64 541 75
mAIKINS MILL 561 56 68 493 80 67 507 80 63 514 74 Si 503 74 64 550 TS 70 565 43
*AYSIDE 235 56 78 521 92 11 518 85 70 536 84 71 . 514 86 69 568 82 75 579 89.
IKLLLER kJA0 771 69 61 480 72 57 479 64 58 495 64 51 48) 64 55 520 61 63 545 74
4t.S78RJuK 408 33 76 511 89' 76 533 90 75 550 84 76 539 41. 66 45511 78- 71 5* 64.t7 STOVER 504 55 75 513 90 69 512 82 67 526 83 pa 516 84 69 569 82 73 573 87
5.
TABLE 2 (continued)
CALIFORNIA ,ACN1E YEMENI' TESTS RESULTS BY SCHi..11.FALL. .1982 FIFTH GRADE RESULTS
SC Hull
L ANCeUAUE
EXPHESS IUNNCE SS PERitEAk PILAU KA.iK
TOTAL. LANGUAtiE
NCE SS PERMEAN MEAN kANK
MATHCUMPUTAT1LN
'NCE SS PERJ4%AN 'MAN AWL
MATH'LuNC & APP
NCE SS PERMEAN MEAN RANK
TOTALMATH
N;E SS PERMEN MEAN 4ANK
REFERENCESKILLS
NCE SS PERMEAN MEAN RANK
womiHY HILLS 57 516 65 57 509 61 57 453 63 62 485 73 61 469 69 62 517 73HWHLAN0 50 4io4 49 61. 494 52 54 445 57 52 458 52 53 451 55 53 489 56 ;
A I UHLANO VLEa 56 513 63 54 503 57 50 438 52 54 466 59 52 451 55 55 496 61JACKSON ROAD 66 543 80 or 541 80 64 470 T4 69 500 82 67 484 79 71 543 84KE MP MILL 71 500 46 75 568 90 74 494 87 74 516, 90 76 505 91 67 530 79'itESI NG I 0 N PK.O. 64 515 76 *-63 ; 530 74 60 461 68 63 485 73 62 472 71 64 524 76LAKE Nu/MANDY 73 5645 87 75 564 89 68 483 42 73 513 89 72 500 68 72 547 86,LAKE4UuLl 7.! 1/40163 bl 75 566 90 60 475' 77 73 511 88 FL 493 55 66 529 79 -LAY TuNS v I LLE 71 561 86 72 558 87 65 .474 77 72 506 d6 7J. 490 83 71 543 84
AAANUts, 81 591 93 78 5 92 75 502 90 79 526 93 79 515 94 72 547 86AARYV ALL 52 203 56 56 5 6 59 55 449 60 53 462 56 5i 456 59 52 487 55At AOUH HALL 60 526 72 62 5 72 68 461 81 64 486 74 67 482 78 64 521 75MILL CHEEK IU4Ht 56 520 68 60 52 68 57 453 63 58 475 66 54 453 65 62 519 Pf...
Ht.41L AL Y 59 511 62 5o 5/ 63 '52 440 53 53 464 57 53 452 56 55 497' 61 4uAK VIEWu AKE ANO T ERRALE
5904
521'538
tpse78
5964
519535
6877
5156
440451
5361
5862
475,485
6673
5563
45446d
6168
5765
502525
6477
LEY Y 6v 55/ 83' 71 555 86 59 459 67 58 473 64 59 465 66 59 509 69PAuE /2 561 ta 76 5 73 91 73 492 86 75 516 90 75 504 90 70 ,542 84PIAE OUST 53 521 69 60 520 68 54 456 65. 56 469 61 57 462 64 64 521 75e Loa' MANCH au 527 72 61 525 '71 65 474 77 6 485 73 65 478 75 61 513 71PUtiLESM ILL E ES 63 536 77 61 523 /0 57 453 63 61 481 70 59 467 68 65 525 77P., TLHAC 74 584 92 79 580 93 75 501 90 72 501 86 75 50 90 75 557 8914 I TCH1E PARK 74 564 88 78 574 92 67 480 80 73 510 81 71 495 86 71 545 85KuCK EK 72 563 SI 13 560 88 66 474 77 63 .485 73 65. 478 75 69 536 82'
tU4.K CHEEK VAL . 72 562 81 80 547 94 75 499 89 74 514 89 75 506 91 78 567 91.uK I 66 H0RSE Ku 61 529 13 62 524 71 57 454 63, 60 477 67 53 465 66 60 512 70
SUCK VIE.. 61 52 7 72 *2 525 71 57 454 63 59 476 67 54 465 66 63 519 74MILLI NG I EKRALL 5d0 53 501 56. 55 449 6a 48 452 48 5? 444 53 55 497 61Hu SEMAR Y HILLS 65 54/ 79 64 534 76 60 462- 69 66 494 79 64 478 75 66 528 18KusEMUN I 63 534 76 64 531 /5 '69 481 81 60 478 68 64 476 74 60 511 70SE L...LKS .75 576 89 73 -558 87 75 497 60 74 513 89 76 504 90 68 533 80SHERWuUu ES 64 536 77 66 539 79 60 460 68 63 486 74 -62 473 72 65 526 377SOMERSET fro 552 63 73 558 87 64 481 81 76 520 91 74 500 d8 14 .553 88
- :vuJIH LAAL too 544 80 67 542 ..80. 59 .459. 67 43. 488 75 62 473 72 67 532 89
S I LOo 11 558 85 74 565 89 71 491 86 75 5516 190 74 504 90 71 .544. 85
STuhEIMIL 73 565 eiti 76 569 90 74 495 88 69 ' 500 82 73 497 47 68 533 80'S THAT HMUHE 65 543 80 68 546 82 62 465 71 56 471 63 59 468 68 63 520 74
SUMMIT HALL 66 543 80 67 539 79 63. 469 74 68 496 80 61 482 78 70 540 .83
Tit AVI LAM 78 581 91 81 592 95 63 470 74 74 515 89 70 491 84 70 542 64TO I NtIROUK 56 514 64 61 524 71 60 461 68 62 .484 72 62 472 71 64 523 76
VI CRS MILL 64 537 77 69 545 82 57 -455 64 61. 480 70 63 468 68 63 521 .75: a OHINUTUft GkuVE 60 525 71 64 531 75 52 441 54 55 466 59 53 454 58 6 511 70
*ATKINS MILL tab 544 82 71 551 84 64 471' 75 64 488 75 65 474 75 6 523 76
avAYSI OE 73 564 sla 77 571 91 71 503 91 77 522 92 19 511 .43' 76 558 89sELLtk .cJAu 62 533 75 64 534 76 62 446 13 62 484 72. 63 475 71 66 527 78
of STEROUK 75 569 89 15 564 49 65 473 76 14 511 88 71 .492 84 71 543 84
'6ESTOVER 70 558 85 74 566 90 71 487 84 74 517 90 74 SOO Se 72 546 85
I
TABLE 2 (continued)
CALIFORNIA ACHIEVEMENT TESTS RESULTS 8YFALL, 1982 FIFTH GRADE RESULTS
.
TOTAL -4- REAPING 'REAPING TOTAL._
LANGUAGE
. k BATTERY VOCABULARY ;3MPRE4ENSION RADISIG . LLING MECHANICS
SCHOOL 4 FOR 4CE SS PER NCE SS PER NCE SS PER %;E SS DER NCE SS PER NCE SS PER
SCHOOL * bATTEAV MEAN MLAN RANK MEAN MERN RANK MEAN MEANRANK MEAN MEAN RANK MEAN MEAN RANK MEAN MEAN RANK
.HEATON 40005 788. 66, 60 475 68 54 473. 60 57 494 64 56 477 62 60 535 68 57 52d 65
.IETSTUNE 558 76 70 499 83 71 517 84 66 524 79 S3 516 84 64 549 75 70 563 83
..40 ACKES 417. 72 81 52d 94 75 528 88 76 555 90 75) 541 91 69 567 82 70 562 83
.Ua0F1ELJ 704 61 81 529 95 70 515 84 72 542 44 72 527 87 64 549 75 84 605 95
.G IN 164 32 64" 44 7V 62 . 492 73 63 513 74 63 499 '76 57 526 64 69 561 82*
tYAGATE 422 62 76 517 91 72 522 86 72 544 87 73 532 89 67 563 80, . 75 579 89
4*
52
1
TABLE 2 (continued)
CALIFORNIA ACHIEVEMENT TESTS RESULTS BY SCHJ4L.FALL, 1982 FIFTH GRADE RESULTS
f ,
L ANGUAUE TUT AL . MATH MATH TOTAL REFERENCEEXPRESSION L ANoUAGL COMPUTA T1014 CdINC & APP MATH SK ILLS
ft; E Ss PEk VC E SS PER tike SS PER. NCE SS PER ICE SS DER NCE SS PERSC tUAJL MEAN Ai Ah kAAK MEAN MEAN AANK MEAN MEAN RAMC MEAN MEAN. RANK 4E44 MEAN RANK MEAN MEAN RANK
. .
**LAM 4Uu0 * 5V 52S 70 $9 . 518 67 36 ,51 61 65 489 76 61 449 69 66 529 79skET S TUNE 67 545 a1 71 551 84 1,6 476 78 45 492 78 67 484 79 68 536 82*Gut) ACRES . 76 574 90 76 567 90 76 503 91 80 531 94 80 517 95 77 562 90siCidUf 1 kL 0 73 583 92 ,85 59V v6 *3 522 95 76 517 90 d2 519' 95 76 558 894U.00L IN iv* 552 b3 71 554 8a 57 454 63 66 496 80 63 475 73 68 534 81*Y44ATE
s14 568 88 71 574 92 66 476 78 75 521 92 71 498 87 71 542 8461 544 82 , 71 5,9 84 . 7 335 2 62 483 72 44. 432 39 72 544 85
0
a
54
88B
HKK
0PP
SI
J
55
TALE 3
.
CALIFORNIA ACHIEVEMENT TESTS RESULTS 6Y SCH43L.FALL. 1982 EIGHTH URAOE RESULTS
AL
SCHOOLSCHOOL 0 FOR
0 BATTERY
TOTALripTTERY
Kole SS PERMEAN MEAN RANK
READINGVOCABULARY
NCt %S PERMEAN MEAN. RANK
14441011.0
COMPREHENSILANCE SS PERMEAN MEAN RANK
TOTALREADING
Va SS PERMEAN MEAN lANK
SPELLINGNCE SS. PERMEAN MEAN- RANK
LANGUAGE 1
MECHANICSNLE SS PERMEAN MEAN RANK
(
AKER 105 2407 65 592 16 62 581 72 62 593 72 63 588 73 56 591 61 64 614 76
ANNEKER 433 285 66 596 78 64 589 75 65 604 76 65 597 77 57 595 63 61 603 71
ELI 787 248 57 567, 63 55 554 59 57 574.'61 5$ 664 61 54 585 58 60 600 70
ABIN JOHN 606 242 73 623 88 69 608 83 67 611 -74 63 611 82 62 616 12 71 643 86
#SIERN 775 179 63. 585 72 63 584 73 64 601 75 64 594 76 56 599 65 64 615 76
AR0UHAR 507 343 67 600 79 65 592 77 64 602 76 65 598 77 60 607' 68 65 616 7o
ROSE 237 420 ,74 628 89, 71 615 d6 70 625 84 72 $22 86 63 622 74 74 653 88
AITHERSBURU JR 554 343 59 574 67. 56 559 61 . 60 585 68 ..58 573 66 55 588 60 60s 599 69
CANNER 428 283 73'. 623 88 TO 611 84 71 627 85 71 621 86 - 63 619 73 74 652 88
EY 311 .045 61 581 70 59 571 67 61 5891 70 61 581 470 56 591 61 60 998 69
ING 107 215 61 579 69 60 574 68 61 590 70 61 583 71 59 606 68 64 613 75
EE 818 398 64' 591 75 62 582 72 63 596 73 53 59u 74 59 603 66 66 621 78
4.14166MERY WILL. . 557 285 70 613 84.
68 *05 82 69 618 82 70 613 83 64 624 75 70 639 84
AktULAN0 812 207 64 590 75 62 581 72 61 5'0 70 52 586 72 57 597 64 62 607 73
uuLESVILLE HS. t52 113 60 577' 68 57 562 62 58 577 64 57 5651 64 52 577 54 56 583 *2
YLE - , 428 475 75 632 90 74 626 d9 73 634 87 75 634 90 64 627 76 72 64ti 86
E00040 562 290 68 605 81 66 597 79 *5 605' 77 57 6J2 79 59 603 66 67 626 80
IDGeVIEW - 105 328 70 612 84 .64 590 76 66 610. 79 .66 602 79 62 618 73 69 635 81
LW( 778 4U8 59 574 67 59 572 67 59 583 67 61 578 68 53 518' 55 58 593 67
AK4adA PAMK.JR 755 148 55 559 59 52 -546 55 54 565 59 '54 557 58 52 575 53 50 562 51
1/.004 . 232 449 73 622 88, 68 603 81 69 620 02 73 613 83 60 610 69 73 648 87
ULIUS WEST 211 262 62 583 71 60 .574 68 62 592 71 62 584 '71 53 579 55 60 601 70
ESTLAND . 412 '366 70 615 85 68 604 62 69 620 82 69 615 84 61 614 71 69 635 83
HIT OAK 811 297 116 599 79 63 587 75 66 608 78 bb 59 78 57 597 04 63 611 74
14440 820 421 WEI 606 82 66 597 79 65 005 77 67 602 79 60 607 68 66 624. 79
C.
56
TAME 3 (ocontlinuW)
CALIFORNIA ACHIEVEMENT TESTS RESULTS BY SCrij0i.FALL. 1982 EIGHTH GRADE RESULTS
scHopL
LANGUAGkEXPRESSION
NCE SS PERMEAN MEAN RAk
.
TOTALLANGUAGE
NCE SS PERMEAN MEAN AANK
.
MATHCOMPUTATION
?ICE SS PERMEAN MEAN RANK
MATHCONIC &
hCE SSMEAN MEAN
APPPERRANK
TOTALMATH
4.-..E - SS PEAMEAN MEAN BANK
REFERENCESKILLS
NCE SS PERMEAN MEAN RANK
IAKLa 59 5o3 /67 62 595 '72 65 608 76 67 599 79 56 602 79 61 585 70IANNtKkR 63 597 74 63 600 74 66 612 76 66 595 78 66 601' 79 .63 592 74'ELI 55 5 59 580 65 57 579 64 59 571 66 53 573 66 58 577 66..66111 JaHN 72 4 0 86
.5774 639 88 72 635 85 74 624 88 74 627 48 70 618 84
EAST004 60 /588 70 oi 599 74 54 576 03 62 583 12 63 574 68 62 589 12,64UHAR 65/ 606 78 66 612 79 62 597 72 69 606 82 64 601 79 65 601 77RUST 624 84 73 639 88 72 635 85 73 623 88 73 628 88 70 617 84ihAITHENSBURG JR 58 581 66 60 588. 69 56 574 62 62 582 72 59 577 68 60 584 70fix.VER ,''' 70 623 84 73 637 88 11 631 64 72 618 86 '73 623 87 72 624 86LEY .'
,
/58 580 65 60 587 68 59 587 68 63 587 74 62 585 74 64 597 76
0140 i 56 573 62 60 588 69 56 574 62 63 587 74 63 579 6-9 61 585 70.-
,EE 59 564 68' 63 598 73 63 601 74 65 593 77 65 595 /6 65 601 7740Nta04ERr.41CL. 67 611 80 70 624 44 65 609 77 .6S 606 82 68 607 81 67 605 79NUULLA40 i f 61 592 71 62 598 73 61 594 71 67 600 80 ,65 596 7o 60 582 694401.iNVILLE HS 55 572 6i 56 575 62 62 598 72 65 592 76 64 593 75 59 577 66,YLE 71 630 86 73 640 86 70 627 83 75 631 .90 73 629 88 70 618 84tEaLANO o5 606 lb 67 615 80 bb 61[ 78 70 611 84 68 610 82 65 601 77t1uCEVIt8 64 601 76 68 617 81 67 618 80 71 618 86 73 618 85 66 604 79WLIGO . 58 579 65 59 584 '67 57 580 64 60 576 69 53 576 67 61 584 TOrAKOMA PARK JR 54 564 57 52 561 55 57 579 64 57 565 63 57 569 64 55 564 60riLuEN 66 616 81 IL 632 86 73 639 86 74 625 88 74 63a 89 67 609 81PULIUS WEST 58 581 66 60 589 69 59 586 67 63 587 74 62 585 72 61 587 71IIESTLAAD 68 621 83 70 631 86 66 611 78 70 611 84 69 610 82 67. 606 79MUTE OAK 62 595 73 64 602 75 63 . 603 74 69 608 83 67 606 81. 65 599 771000 65 606 78 67 615 80 67 615 79 .69 607 a , 69 614 82 67 607 80
II
57
TABLE 4
CALIFORNIA ACHIEVEMENT TESTS RESULTS BY SCHUULFALL. 1982 ELEVENTH GRADE RESULTS
4
. sCHOULSCHOOL
0
1
0 FORBATTERY
TOTALBATTERY
NCE SS PERMEAN MEAN RANK
REAOINaVOCA8ULARY
NCE SS PERMEAN MEAN RANK
READINGCUMPREMNSI.ONNCE -SS. PERMEAN MEAN RANK
TOTALREADING
VCE SSMEAN MEAN
'ERRANK
SPELLINGNCE SS PERMEAN MEAN RANK
LANGUA0EMECHANICS
NCE SS PERMEAN MEAN RANK
8EMESJA-CH. CH. 406 396 68 695 83 68 695 8u 67 684 79 68 613 81 60 666 .70 65 676 78
M. BLAIR 757 403 52 626 55 51 621 52 53 625 56 52 624 54 52 627 54 54 627 58
CHURCHILL 602 490 13 714 88 69 702 82 69 693 82 73 700 83 65 686 77 70 693 83
'bAMASt.US HS 701 247 56 647. 65 56 641 61 57 643 64 57 644 63 53 634 57 57 641 64
EINSTEIN 769 228 58 650 65 59 658 68 61 658 70 61 660 70 54 636 57 56, 634 61
GAITHERSBURG HS 551 369 57 644 63 55 636 59 54 632 59 55 636 60 53 634 57 58 6437 65
k. JidiNSON 424 233 69 695 83 68 696 81 67 685 79 1169 693 81 60 664 69 67 -681 79
KENNEDY 815 '327 61 660 69 59 658 68 60 456 69 al 659 69 56 648. 62 59 048 67NAGRU0fR 51) 270 62 668 73 59 655 67 59 654 68 63 656 68 56 644 61 63 665 74
K. MUNIGOMERY 201 300 59 654 67 51 648 64 59 *53 68 59 452 66 51 622 51 55 633 60
moRTHwODJ 196 294 61 .463 71 58 654 66 60 657 69 53 658 69 54 639 59 61 658 71
PAINT BRANCH 315 296 62 668 73 64 676 74 61 661 71 63 *10 73 56 648 62 60 651 68
PEARY 806 299 61 661 70' 57 649 64 56 648 66 58 65J 66 58 655 65 63 665 74
PLuLESVILLE HS 152 '94 58 649 65 57 647 63 58 648 66 A 65U 66 55 640 59 93 625 57
RGLRV1LLE 284 340 68 693 82 63 674 74 66 681 78 65 680 77 60 665 69 66 678 78
SENECA VALLEY 104 .482 62 666 72 40 660 68 60 655 68 51 661 70 56 645 61 58 645 66
SHER4000 VS 503 211 62 667 72 98 652 65 58 649 66 59 652 6o . 57 650 63 61 658 71
SPRINGBROOK 798 467 68 692 82 66 689 79 65 677 77 51 685 79 60 663- 69 67 680 79
WHEA7uN 702 255 53 626 55 52 627 55 53 626 56 53 627 56 48 609 46 51 616 3*HAMAN 427 471 74 722 90 73 718 86 12 706.r85 74 716 87 65 687 77 69 691 83
aL.108640 222 220 71 708 86 67 692 79 67 682 78 65 690 80 64 683 76 67 682 so
WOuTION 434 365 70 701 84 70 104 83 67 684 79 69 696 82 62 670 71 62 663 73
58
a
I
59
TABUS 4 (continued)
CALIFORNIA ACHIL'VENENT TESTS RESULTS BY SCHuULFALL, 1982 ELEVENTH GRADE RESULTS
_
S C H L L L
---
LANaJAGEEXPRESSILA
NCE SS PERMEAN MEAN RANK
,
TOTALLANGUAGE
NCE SS PERMEAN MEAN RANK
MATHC4APUTATIONNCE SS 'PERMEAN lEAit RANK
MATH I
'CidiC L APP
NCE SS'.PERMkA4 MEAN RAN(
TOTALMATH
N,-.E SS PERme4m MtAN AAA
REFERENCESKILLS
NCE SS PER'MEAN MEAN RAM
887NtS0A-CM. H. 68 688 01 68 691 82 63 670 73 67 686 78 x:65 681 77 64 673 '75.
M. 8LAIR ° 5E. 620 53 5J 625 55 52 621 54 53 628 56 53 825 55 55 634 59
LHURCHILL 71 704 '86 72 708 86 67 689 79 72 710 86 71 704 84 68 690 81
4AMAsCUS HS 56 638 62 51 643 64 57 643 63 58 649 65 59 648 65 59 654 67
EINSTEIN 54 631 58 55 635 60 55 636 60 59 652 66 58 647 65 61 662 71
4,41THERSBUR4 HS 58 647 66. 59 650 67 54 632 59 57 644 63 55 640 62 58 641 64
W. JOHNSON, 64 673 76 67 683 79, 66 683 77 67 690 80 68 690. 80 65 678 77
KENNEDY 58 645 65 59 650 67 58 650 66 61 663 70. 60 658 69 64' 674 75
NM:RODER 59 651 68 61 662 71 62 .665, 71 64 675 75 54 672 74 62 665 72
R. RU416..Mtra . 58 647 66 57 644 64 58 649 65 61 660 69 63 657 69 60 04, 68
NLJR1H4OUJ 60 655 69 61 661 71 59 653 Al 61. 662 70 61. 660 70 61 6%0 70
PAINT BRANCti 60 656 70 61 658 70 61 660 1,9" 62 665 71 62 664 71 62 663 71
PEARY 61 656 TO 62 665 73 60 656. 68 61 660 69 60 659 69 61 661 74
PLAuLtiSVILLE MS 55 4633 59 55 633 59 58 647 64 57 645 63 55 647 65 58 648 65
RiICK9ILLE 64 671 76. 66 680 78 64. 675 74 .69 696 82 68 690 80 64 673 75
SENLLA VALLEY 60- -653 b8 60 '655 69 59 654 67 62 668 7k 514 665 72' 63 670 74
5HERme,.u0 HS 63 667 74 1.63 668 74 60 659 69 61 662 70 61 662 71 59 652 66
SPRINGSRDIAK 65 676 77 67 685 80 64 675 74 67 687 79 6* 685 78 64 681 78
WHEATON 52 620 53 52 620 53 53 624 55 54 629 57 54 629 57 57 642 .62
NHITMAN 71 703 85 72. 707 86 69 698 81 74 717 87 13 713 86 68 689 80
wouakma 67 665 80 68 691 82 68 694 80 72 7100.86 72 708.85 65 676 76
da0T7ON 65 677 78 65 676 77 , 61 687 78 71 706 44 70 702 83 66 682 78
I
60
I
11L112illerylItlarsualrs121L1Aymyl
The average scores reported in the previous section provide a concise summary
of each school's performance on the CAT. However,. the scores reported are
only for the average student in the school and do not indicate how the scores
are spread out.' Given the mean score, one can only make a rough esti to as
to hoer the highest and lowest scoring students are performing. The figur s in
this section show the spread of scores. in each school and provide information
about the performance of the top and bottom quarters of each school. .This. is
done by using score'bands to report the interquart4e.range for the CAT Total
Battery for eachschool. The figures. show the score (national percentile
rank) of the student at each school's 25th and 75th percentile. Thus, the
lowest 25 percent of the students in that school fall below the lower end of.
the range. Likewise, the highest 25 percent in that echo_gl scored above the
upper end of therrange. For example, if
96th percentile, the top 25 percent of
the upper four percent of the national .no
Schools are presented in these figures infirst page for each grade follows:
Grade 3 -- Page 41
Grade 5 -- Page 48-
Grade 8 -- Page 55
Grade 11 --
County (all
Page 157
graded) -- Page 59
e upper end.of t e band were at the
he students in that school ranked in
sample.
alphabetical, order by grade. The
44.
61
40
I
ow.
NATIONAL PERCENTILE RANK FOR THE STUDENt SCORING AT EACH SCHOOL'SFIRST QUARTILE (01), MEDIAN, AND THIRD QUARTILE (03)
CALIFORNIA ACHIEVEMENT TESTS GRADE 3, TOTAL BATTERY, 1982-83
NATIONAL PERCENTILE RANK
SCHOOL NAME
ABURTON
AREA
2
J1
11. I 1 1 1 1
5 10 20130 40 60 7U1 80 90 95 99Md @3
. 79.
BINNOCKBLTRN 2
LUCY BARNSLEY 2
BELLS MILL 2
BELMONT
BEL PRE
iS
I
BEVERLY FARMS 2
BRADLEY HILLS 2
BROAD ACRES
BROOICHAV EN
BROWN STATIONMar
BURTON SV I LL E
1
2
3
62...... ....... .............
t
NATIONAL PERCENTILE RANK FOR THE AniDENT SCORING AT EACH SCHOOL'SFIRST QUARTILE (01), MEDIAN, AND THIRD QUARTILE (03).--:
CALIFORNIA ACHIEVEMENT TEST GRADE 3, TOTAL BATTERY, 1982-83 (cont.)
NATIONAL PERCENTILE RANK
SCHOOL NAME AREA
CAiDLEWOOD 3
= CANNON ROAD 1
CARD EROC K SPRINGS 2
CASHELL 3
IN.1.111.11
CEDAR GROVE
I I l I I ji I I11 5 10 20130 40 90 95 99
Qi hid Q3
.CLOVERLY 1
r. r
COLO SPRING 3N.,..
,.&,,,
.6. , .,.
COLLEGE GARDENS 2 ta:16 ... ....
CONNECTICUT PARK 1 i, z
... \.....,.., . :.
. - . .
CRESTHAVEN 1 or ,..4. -s.
81...,
k .i \ .1" ''''Nr;'.,
,.. ,
DAMASCUS 3
LARNE STOWN 3 ,..,
... , ,DIAMOND . 3 ..
.
t sg.
NATIONAL PERCENTILE RANK FOR THe STUDENT SCORING AT EACH SCHOOL'SFIRST QUARTILE (01), MEDIAN, AND THIRDIQUARTILE (03)
CALIFORNIA ACHIEVEMENT TESTS GRADE 3, TOTAL BATTERY, 1982-83 (cont.)
NATIONAL PERCENTILE RANK
SCHOOL NAME
DU FIEF
AREA
3
5 10 20 30 40 60 71 80 90 95 99Md Q3 .4*
EAST SILVER SPRING 17a.
FARMLAND
FIELDS ROAD
2
3
FLOWER VALLEY 2 8
IP
FOREST KNOLLS
FOX CHAPEL
GACITHERSBURG
GALWAY .
GARRETT PARK
93
3
1
2
GEORGE OWN HILL 2
;GEORGIAN FOREST
41
91
GERMAtirowN 3
4..1.111011I
NATIONAL PERCENTILE RANK FOR THE STUDENV gCORING AT EACH SCHOOL'SFIRST QUARTILE (01), MEDIAN, AND THIRD QUARTILE (03)
CALIFORNIA ACHIEVEMENT TESTS GRADE 3, TOTAL BATTERY, 1982-83 (cont.)
NATIONAL PERCENTILE RANK
SCHOOL NAME AREA
5 10 20 30 40 '607Q1 Md
GLEN HAVEN 1
GLENALLAN
80 90 95 99Q3
GREENWOOD 1
HARMONY HILLS 2
HIGHLAND
HIGHLAND VIEW
JACKSON ROAD
KEMP MI LL
KENS INGTON-PARMOD 2
LAKE NORMANDY 2
LAKEWOOD -3
LAYTONSV ILLE
LUXIANOR
3
2
61
99
MARYVALE 2
NATIONAL PERCENTILE RANK FOR THE OTUDENT SCORING AT EACH SCHOOL'SFIRST QUARTILE (Q1), MEDIAN; AND THIRD QUARTILE (03)
CALIFORNIA ACHIEVEMENT TESTS GRADE 3, TOTAL. BATTERY, 1982-83 (cont.)
NATIONAL PERCENTILE RANK
SCHOOL NAME . AREA
1 5 10 0 3040 1 60 7 1 80 90 95 99
Q1 Mici Q3
MILL CREEK TOWNE 3 \
MONACACY 3,. ....,.....
.
NEW HAMPSHIRE ESTATES 1 a ' IA 74.
OAK VIEW 1 4, 4 , , '' <V$. ,.,. .... ,
t.st ..,,,, ,....
1
OAKLAND TERRACE,.%f ..,..1.
,s,...., $.,
,.;,...:,
,,,,:,-. *. 1, .
OLNEY ., 1 ..,:\\. 91
a.. ...s,-,,,,
WILLIAM TYLER PAGE . 1.
PINE CREST Is,
.'Q 813Z,Z, s: ., ,
x._,2...y ',..I.S31,4X3 A ' : .4-.4,
POOL' ESV ILLE 3 8 . ...
POTOMAC 21 96
....RITCHIE PARK .
96
ROCK CitEEK FOREST 2. .
,. . .,,..,,
ROCK CREEK VALLEY , 2 ,,,
ROCKING HDFSVP ROAD 1
:
,,,,.
::":. . 4,--).,...
ROCK VIEW 11 . , . ,..a., . s \
.
.
68
NATIONAL PERCENTILE RANK FOR THE STUDENT SCORING AT EACH SCHOOL'SFIRST QUARTILE-(Ql), MEDIAN, AND THIRD QUARTILE (03)
CALIFORNIA ACHIEVEMENT TESTS GRADE TOTAL BATTERY, 1982-83.(cont.)
NATIONAL PERCENTILE RANK
SCHOOL NAME AREA
1 5 10 20 30 40 I6O180 90 95 9Qi ma Q3
..
ROLLING TERRACE 1 . ...
...
,,
.
ROSDIARY. HILLS 2 ". . .., -i;x,...1.
'....ft.b..X.-; .s' kis'''atZ
ROSEMONT 3.
.
1 :-
SEVEN LOCKS 2 -,...,,v,---. ...3.: :`,k; ass7174,;!-3'.:..
'. ...,-14'-!1!. ,
.,....
.-. .
WOOD I. a ,",,--"z: s .
* . .. .
. .
SOMERSET 2K:kw**,:. ',: -414":`4"-;M:if,=,ts .,.
kik....*,. 4k ... .-....
SOUTH LAKE ,s3-" -. ...;:. .
,.....,...,.. ..K......
.
..,....,..i,..,.... ...01 ,
ST EDW I CK . 3-..,
:. 1 ._,,,- .,,,,,p, , : ,. 's, ....v'sn4m kkam,,g,t.A; *Vsz'-,:,.
STIJNEGATE.
1 ...'.:...-.':./:'... .
STRATHMORE 1 V , 19i.... s.. ".:-,... s,
.4,..,, .. .. ,.....:
SUMMIT HALL
TAKOMA PARK
TRAV I LAH
TWI NER OOK
VIERS ILL111m1...m.
t
3
2 71
Mp.111
'11 I
1,
0 " I 0
!I. :IC 0.
MEM 11111111111111111111prarriy-,-anku,
e
't
11 0
61/4'
1 Oft
!11' 1 =JO
111
x-4
-NATIONAL PERCENTILE RANK FOR THE STUDENT SCORING AT. EACH SCHOOL'SFIRST QUARTILE (al), MEDIAN, AND THIRD QUARTILE (03) -
CALIFORNIA ACHIEVEMENT TESTS GRADE 5, TOTAL BATTERY, 1982-83
NATIONAL PERCENTILE RANK
SCHOOL NAME AREA
1 5 10 20 30 40 as 60 70 80 90 95 99Md @3
.
ASHBURTON 2
BON OC KB URN 2
LUCY BARNSLEY 2
BEAtIL
1;11
2
BELLS MILL 2
BET2IONT 1
BEL FRE
BETHESDA
BEVERLY FARMS
BRADLEY HILLS .
11MIIMM1111111
ti
2
2
2
1.
.
81
BROAD ACRES 1
BROOKHAVEN
BROYN STATION
BURNING TREE
BURTONS-ILLE
*2
3
74
I .16
634
0III
II I
1 "
I
s
I
I
I
MN '00:. !:
1111111M11111I s -vidtite ' I
. f is
SNs.,
.1 :
, . ' "
e vim?
-1^,
""5,
9::
- >. s
11
' 1 $
a a ,
' IU
a
I9 . .'0 " D
a 11 ....
a :y ; 4
I I I 6070
s);
I s
\ .',1617W
a Ma I I
o
aye
secsk
,t*4
L.
NATIONAL PERCENTILE RANK FOR THE STUDENT SCORING AT EACH SCHOOLSFIRST QUARTILE (an MEDIAN, AND THIRD QUARTILE (03)
CALIFORNIA ACHIEVEMENT TESTS GRADE 6, .TOTAL BATTERY, 1982-83 (cont.)
NATIONAL. PERCENTILE RANK
SCHOOL NAME AREA
11111111111111HIMPIMIIIIIo 20. 30 0 aI 60 71 80
d Q3Q1,99 lt
..GLENALLAN 161 4, -., ---- ..,
,
GREENWOOD ' .1
..
4 :.... .s.,....",
HARMONY HILLS 2.4---.. ,
.HIGHLAND 1 ,
HIGHLAND VIEW ,- 1 26.,. ,...-.
w
.1, ,
!JACKSON ROAD . 1'' ,.4,.
,,,,,,, -."0-: \ `'',.(kv,,
\X DIP MILL , , -.--N%-mi. :,:b.::. k-,eq: ...,69 ,:,.,, ..,;' Notc 4....,N, \ ;'', s, vf
KENS I NC TON PARKHOOD 2 -,.." N 5. .-...s, *
2 '''' .v....,,, .- ..,..... ...s ,..,7,-,. ?,,,.
..
. .. .
.LAKE NORMANDY -;"- 2 76 ...:.....,..."........., .z.,...-Nk:,..,
. ...s.3 .
-n. 76LAKEWOOD - . ..
,L AY TON ' '''iV t LLE . . 3 .'It
... .
-.
. I
.. ..
TAU Xt IAN OR 2 80. "ki.
.
,..,...A.4..;.., ....,..,....,,,t.,....,..,
.., ..:MAR YV A 1 , E 26... . .s. ,
, - -' 4- s4t.tiZAMEADOW HALL 2 . . , .. k.N.
51 ;,....
oa.,...,:::_. '''' .. :s's-."il.::ii.
....,
eel\
NAT! PERCENTILE RANK FOR THE STUDENT SCORING AT EACH SCHOOL'SF RST QUARTILE (Q1), MEDIAN, AND THIRD QUARTILE (Q3)
CALIFORNIA ACHIEVEMENT TESTS GRADE 5, TOTAL BATTERY, 1982-83 (cont.)
NATIONAL PERCENTILE RANK.
SCHOOL NAME AREA
1 5 10 20 30 40 60 7 6 95 99Q Aid
MONOCACY...
3. .,,,,,,
,):t....7,...;.....z
...
..
OAK VIEW 1
.
$ . .
3fi a,. .
1 , mrs. ',..' e ,,
' ''"k,'.; N. zi'l
.
OAKLAND TERRACE
.
/. .
.:A. ,* - ..
.
.
OLNEY 1. .
47xe....,---- ; , , ,*- ,,t,.,. :
.e...... .3..,,K .,..
-
WILLIAM TYLER PAGE.
1.
Akr..''..
P I rE CREST 1....):,. , ' s:-.
PINEY BRANCH ..... . .
173,,,,,,), ,4,,,,....:. ,- :.,
POOLESV IL LE
POTOMAC
RITCHIE PARK
ROCK CREEK FOREST 21
ROCK CREEK VALLEY
ROUSING. HORSE 4.6AD 1
Ii ROCK -VIEW
ROLL EC TERRACE
1
121
_f- 1,=-A
es
0f
* -I -
411A 41
IP IC
:4 Mi
11111M1111111I WITT 60 7 : I
I
1.1 I
bs- .$ "+.\ ,
N." ,1.! Z." "1
I 44,\,,,&ft
kik
;
;:,&x\k*,,,
$
.:1 i
0
111
t
a..et
D
- :
ENE 11111111111M111111111 MIMI.§ imag man,
.ux
\c".
i NATIONAL PERCENTILE RANK FOR THE STUDENT SCORING AT EACH SCHOOL'SFIRST QUARTILE (01), MEDIAN,. AM) THIRD QUARTILE (03)
CALIFORNIA ACHIEVEMENT TESTS GRADE 8, TOTAL BATTERY, 1982-83
NATIONAL PERCkNTILE RANK
SCHOOL NAME AREA
1 15 10 20 30 40 1607180 90 95 99Qi Md Q3
JOHN T. BAKER INTERMEDIATE 3 40?'''' '''' ... '..." 91.,..% , ..,,,, ,........._ ..,.....,,...,
BENJAMIN BANNEKER JUNIOR HIGH 1 , s- ---- . "...,,-..v91s., ...
WA.>,..
COLONEL JOSEPH BELT- JUNIOR HIGH 1 1,-,,k i:41 'k,4'4`NIkk"
CABIN JOHN JUNIOR HIGH1
2 . ,` *Vk -k .;i,,,,,r,.... V3,. 96
EASTERN INTER NEDIATE 1 ' ,,,,0 .. ,,,,: , .,,,,l -.7...,
47
......1.
WILLIAM H. FARQUHAR MIDDLE.
1. 59
,i''X
,91, .:\:' \Mkt\t' :.k,
. .ROBERT FROST INTERMEDIATE
r
. 3 0..,,,,,,
GAITHERSBURG JUNIOR HIGH 3 '-'' ,' -'41 ..
HERBERT HOOVER JUNIOR HIGH 2 72 95
FRANCIS SCOTT KEY JUNIOR HIGHt...1,
,, li'i'-',*, ..i.47 ,,,,, z,.. -t,,,4, ow
--- i,,,.....4.,
MARTIN LUTHER KING JUNIOR HIGH 3. '1 ii 'k ,
88
COLONEL E. BROOKE LEE INTER. 1." s ; ''''''"" \ ' :-.,,i ,...1414 ;..,:s.,
,....*.1
MONTGOMERY VILLAGE JUNIOR * GU 3 64.
>,, n,si-.c. friV41,.,?,,.4 .,..ar, r,:.,
PARKLAND JUNIOR HIGH 2 . or''''.--ab
k \ .: i :$.
FOOLESVILLE JR/SR HIGH 3
. .
".''il,'S,, ,3..,
.
- ,
.
. 1.4
NATIONAL PERCE-NTILE RANK FOR THE STUDENT S44ORING AT, *H SCHOOL'SFIRST QUARTILE (01), MEDIAN. AND THIRD.QUARTILE (03)
CALIFORNIA ACHIEVEMENT TESTS GRADE 8, TOTAL BATTERY, 1982-83 (cont.)
NATIONAL PERCENTILE RANK
SCHOOL NAME AREA
5 10 20 30 40 60 71 80 90 95 99d Q3
hTHOMAS W. PYLE INTERMEDIATE 2 . .
N. :g."Ilte.&,.,:$:; ,,:i:i",'''.
v .-..:
.
REDLAND MIDDLE ,
.
A..
... *kt z.. tift--* 'S4-
RIDGEVIEW JUNIOR Hirai
,
. ;..,;' s'" , 81 kik' . ,::,T...
.
Sk,IGO INTEWFDIATEdellt -
1
. .,k.
44
6.:':
.414k% ti::
TAKOMA PARK JUNIOR HI ;Hc 1 ,
:.,.*.fkk*. ....v;
.
TILDEN INTERMEDIATE 1 ti.,Isk ,,.;,,, -,..- -"ve,:twz.es ,,- ..... A4
JULIUS WEST MIDDLE 2i
....:* . -...*.4 ..,,
WESTLAND INTERMEDIATE 2 . r,..% ,
WHITE OAK JUNIOR HIGH 1a
. - A,*4
...,
, '''':
EARL B. WOOD JUNIOR. HIGH 2 :F.q..:-.,r. :-;,,-7, - ':Z
.k`....,
V
.
io
A .
- ... -.... .
. .
,
_ \
NATIONAL. PERCENTILE RANK FOR THE STUDENT !WRING AT EACH SCHOOL'S)FIRST QUARTILE (Q1), MEDIAN, AND THIRD QUARTILE (03)
CALIFORNIA ACHIEVEMENT TESTS GRADE 11, TOTAL BATTERY, 1982-83
NATIONAL PERCENTILE RANK
SCHOOL NAME
BETHESDA-CHEVY CHASE HIGH
MONTGOMERY BLAIR HIGH
WINSTON CHURCHILL HIGH 2
AREA
2
1
DAMASCUS HIGH 3
ALBERT EINSTEIN HIGH
.GAITHERSBURG HIGH 3
WALTER JOHNSON HIGH 2
JOHN F. KENNEDY HIGH
COLONEL ZADOK MAGRUDER HIGH
RICHARD MONTGOlEity HIGH
1
3
1 5 10 20 30 40 1607 80 90 95 99Md Q3
1
iwz gitt
89
PAINT BRANCH HIGH
POOLESVILLE JR/SR HIGH
1 'ROCKVILLE HIGH .
78
NATIONAL PERCENTILE RANK FOR THE STUDENT SCORING AT EACH SCHOOL'SFIRST QUARTILE (01), MEDIAN, AND THIRD QUARTILE (03)
CALIFORNIA ACHIEVEMENT TESTS GRADE 11, TOTAL BATTERY, 1982-83 (cont,)
NATIONAL PERCENTILE RANK
SCHOOL NAME AREA
SENECA VALLEY' HIGH 3
SHERWOOD HIGH 1
SPRINGBROOR HIGH 1
WHEATON HIGH 1
5 10 20 30 40 60 7 80 90 95 91
Q1 el" Q3
THOMAS S. WOOTTON HIG 3 66 94
NATIONAL PERCENTILE RANK FOR THE STUDENT SCORING AT THE COUNTY'SFIRST QUARTILE (01), MEDIAN, AND THIRD QUARTILE (Q3)CALIFORNIA ACHIEVEMENT TESTS, TOTAL BATTERY, 1982-83
NATIONAL PERCENTILE RANK
SCHOOL NAME AR
1 5 10 20 30 40. 1 60 7 1, 80 90 95 99Ql Md Q3 0
3RADE 3 COUNTY (CAT)
.
1,
:, '4,4'tyri
94 .
;RADE 5 COU (CAT)
...
-..,,,,. .;.!--44,i4-7
. ,s.
s. , srA,.1.7,
.GRADE 8 COUNTY (CAT) A,....- :z
.-\, ...yA .
;RADE 11 COUNTY (CAT) 49 , '''''-,.;., '' - N', 91
_
.
.
.
,.
.
,.
8o
Longitudinal Trends
The school longitudinal ana s presents the score trends of students tested
n the same school twice. This testing was done in Grades 3 and5. This
analysis provides a better indication of possible program strengths a d
weaknesses n does compiring scores for groups of diffetent students .
When scores f different students are compared, differences in their ability
can confound ny judgements about quality. That is, brighter students may
score higher because of their own talents, not because their educational
program is any better. 'Thing the results for the same group of students at
two grade levels eliminates this confounding factor.
The identification of a school as having good or poor ore trends in a givenyear can be affected by some of the interpretive p blues discussed in an
earlier section of this report. If the schol longitudina roup has ,a score
-decline or increase, it could be the result of test. characteristics, not thequality of the school program. One ration for scorechanges could be that the
norm group fox the Grade 5 test had higher ability than did the norm. group for
the Grade 3 test. Thus, when students were assigned standardized scores.
(e.g., percentile ranks) in Grade 5, they were .being compared to brighter
students and did not appear to perform as well. Another reason for score
changes could be that the content of the Grade 5 test was a better match tothe MOPS curriculum. In this case students would have been taught more of the
Grade-- 5 content but not necessarily any more of the'MCPS curriculum. Thus,
their scores would have improved without their actually learning any more.
In an attempt to correct for the effect of test characteristics, a baseline
for comparison' has been established. This baseline is the average trend,
countywide,.for the students tested twice in the same school. This is being
used on the assumption that, if these characteristics influence score trendi,the county.trend will indicate the amount of correction that is needed.
Substantial deviation (eight or more 'NCE points), from this baseline by .a
school trend is an indication of potential strength or weakness. School
trends that are eight or more NCE points above the county trend will beindicated by a plus (+). School trends that are eight or more NCE pointsbelow the county trend will be indicated by 'a minus (-). When reviewing datafor small groups (fever than 30) one should use extra caution before reachingconclusions about program strengths and weaknesses. Mean scores for groups of
fever than 30 are somewhat unstable and can be unduly influenced by a few veryhigh or very low scores. No results are reported for groups of fewer than 10
because of the extreme' instability of mean 140cores for groups that slim.County trends for students tested in the sane school are summarized in Table
45. Also shown' in that table are the differences required to indicate
substantial change.
7. The groups might be the current third grade and last year's thirdgrgide or the current third and fifth grades. .
jls'u
at/
60
, 0)'While longitudinal data have the advantage ditewahove, they should not be
used 'to label schools as having good or.poor'programs. but only as a "flag"suggesting that a closer look needs to be taken. Judgment of the quality of aschool program needs to be based on .many things in ,addition 'to standardizedtest scores, no matter how well they are analyzed. Additionally, thestatptic being used, difference scores, is somewhat unstable: For these andother reasons the longitudinal results for a given school are often notconsistent from year to year. That is, the method will generally not flag a-school two years in a raw.. Thus, before a school is cited as havinga good' orpoor program based.on longitudinal data, the results of several'years. need tobe reviewed.
This section of 'the report contains three tables of school data. Table 6presents. the elementtary school longitudinal results from Grade:3 to 5 for the.1982-83 school year... Given the grades in which we test, that is, 3, 5, 8,,and11, school'longitudial results can only h computed for elementary schools.
Table 7 presents a summary. of tour years of school longitudinal analyses:This. makes. it poisible .-to see ilihich schools are consistently identified ,ashaving good or poor prdgxams. The table shows the subject areas and years in
t which each elementary school had a ,substantial deviation from the county..longitudinal trend. The schools have been grouped into quarters based on theGrade Scores.f*.the 1982-83 report group. If a school did not have scores
,.-in 1992-83, it wab placed in the same quarter as last year This grouping ishelpful. in evaluating results because there is a tendency for very high (low)scoring schools to have their acoreslo dpwn (up) the next' time they aretested . Presenting the results for the similarly scoring schools togetherhelps to determine if. a school's trend is "whatIlmight be expected!' (i.e.,
.similar to schools that start at the: same level)' or if it is u*sual forschools at that level and therefore merits 'special attention.
. S
rables 8 and 9 contain what will be'called quasilongitudinal data. Table 8ihoOs ,the trends, for students in paired schools. These students move as aroup from one school. to another between the Grade 3 testing and the Grade 5'
testing. This occurs because.at least one of the schools does not have flothAXades.
Table. 9 shows the trends for students who were in consolidated schools..moved as a grog, fiom one .sehodl to another: in 1982-83 because of eehootclosiigs. These students _will. not be included in the school's regularlongitudinal 4paup. An example_ would be students who moved from the closedHungerford Park to Beall. However, *students who were in Beall (ttien. it,
Rockville) in Grade 3 ate incldded An the BeallIlongitudinal data in Table. 6.4
41
8.. The-statistical name for this phenomenon is regression effect. Areview of.the. four years of school longitudAn'al results shows a slightregression -.effect. Schools that start off (Grade 3) in the top quarter tendto have an average trend that is a point or two,lower than the county trend.Likewise sehools that start in the bottom quarter tend to have an average-,trend a point' or two higher than the county trend.. However, there is
.considerable variation in.the-trends in both groups. 4.
.
1
82
t
TABLE 5
County Means and Magnitude of. Trend Neededto Indicati Substantial* Change for
Longitudinal and ,Nonlongitudinal School Results on theCalifornia Achievement Tests
Longitudinal Nonlongitudinal
Fall1980Grade 3
NCE Mean
Fall1982
Grade 5NCE Mean
Substantial Substantial.Increase Decrease
Fall.1980
Grade 3NCE Mean
Fall1982
Grade 5' Substantial SubstantialNCE Mean Increase Dactease
'Total Reading 64 67 11 5 57 60 11 5
Tota). LangUage 69 72 11. 5 60. 64 12 4
Total Mathelati;k 67 69 10 6 59 63 . 12 4
cr. Total Battery 68 71 11 5 59 63 12 4
83
*Substantial is defined as eight or more NCE points above the county tredd.
06445
.84
TABLE 6.
CALIFORNIA ACHIEVEMENT TESTS LONGITUDINAL RESULTSFOR STUDENTS TESTED IN THE SAME SCHOOL IN GRADE 3 (1980) ANII_GRADE 6 (1982)
TotalReading
TotalLanguage
TotalMath
Total:B s t t e
SchoolSchool.Number Grade
.
#
Tested,
NCEMean
PercentileRankof Mean
NCEMean
PercentileRank -
of Mean
.,
NCEMean
Percentile. Rankof Mean
NCEMean
PercentileRank
of Mean
Ashburton 425 3 35 57 63 59 67 . 60 68 59 671 5 35 62 72 62 72 66 78 64 75
Bannockburn 420 3 29 65 76 76 89 74 -87 72 855 29 69 82 69- 82' 68- 80 70 83
Lucy Barnsley 505 3, 39 67 79 71 84 69 82 72 855 39' 68 80 77 90 72 85 75 88
.
, .
Beall 207 3 21 55 59 57 63 53 56 55 59.5 21 63 '73 66 78 64+ 75 64 75
4$ ,
Bells Mill 607 3 22 63 73 68 80 62 72 64 755 22 . 66 78 74 87 64 75 69- 82
Beltrnt 513 3 32 74 87 71 84 .66 78 71 845 32 .. 71 84 77 90 . 72 85 76 439
.
:
.
.
Bel Fre . 780 3 35 62 72 69 82 68 80 67 79
1
5.
35 67 79
.
74
.
87.
73 86 72
.
85
-
Bethesda 401 3 21 , 70 83 77 90 69 82 72 .85
,
5 21 '75 88 , 81 93. 73,'' 86 78 91. , .
4 *,
86
-4
87
To4
TABLE 6 (continued)
CALIFORNIA ACHIEVEMENT TESTS LONGITUDINAL RESULTS
FOR STUDENTS TESTED IN THE, SAME SCHOOL IN GRADE 3 (1980) AND GRADE 5 (1982)
-
.
.
,
Total.
'Reading
TotalLanguage
'TotalMath
TotalBattery
School
SchoolNumber Grade
#
Tested,NCRMean
PercentileRank
of MeanNCEMean
PercentileRank.
of MeanNCEMean
PercentileRank
of MeanNCEMein
PercentileRank
Of Mean
Beverly Farms
Bradley 'Hills..
...
Broad Acres
Brookhaven
grown Station
Burning Tree;
BUrtonaVille
.
Candlevood%
.
.....m
..
. .226
-410
304
807
550.
419
.
302
508
3
5
3
5
3
5 .
3
5
3
5
5
35
,
3.-
3333
23.23
. .
12
12
.47
-47
5656
48
.
46
la18
3939 ',
6672
6471
43"
53
6066
6367
8081
62-67
67 .
71..
78
85
7584
37'56
...
6878
.
7379.
9293
72
79
7984
7475
6774
4754
'65
73
7371
8484
7078
68'75
.
8788
7987.
4458
76.86
86. 84
9595-
8391
8088.
.
,
7264.-
71
73
5655
6369
61
68
88$3
6272+
7273
8575
.
8486
,
61
59
7382
7080
9694'
7285
:-
8586
'72
70
6975
4854
6270
6470
i .
8887
6574
71
75
1.
I 85 ..
83
82 i
88
4658
.
7283
75
.831
96
. . 96
76..81
8488
-
I
.
.
TABLE 6 (continued)-
CALIFORNIA ACHIEVEMENT TESTS LONGITUDINAL RESULTSFOR STUDENTS TESTED IN THE SAME SCHOOL IN GRADE 3 (1980) AND GRAD 5 (1982)
TotalReading
_ .
TotalLanguage
'TotalPath .
T
TotalBattery
_
Percentile Percentile Percentile Percentile. School # NCE Rank NCE Rank NCE Rank NCE Rank
School Number Grade Tested Mean of Mean .Mean of Mean Mecn of Mean Mean of Mean
Cannon Road 310 3 35 66 78 69 82 66 78 68 805 35 4 74 87 82+ 94 794, 92 81+ 0
.. .
Cashell 511 3 52 67 79 '66 78 64 75 66 785 52 66 78 74 87 73 86 72 85.
.
Cedar Grove 703 3 26 64 75 66 , 78 61 70 63 73
Al.
5 26 64 75.
66',
78 -64 75 65 76
Chevy Chase 403 3 41 61 70 65 i 76 69 82 68 " 80- 5 41 71 84 73 86. 74 87 74 87
- .
Clarksburg 101 3 '30 62 72 62 72 68 80 '66 78 ,
5 30 60 68 66 78 60- 68 61-- 70
Cloverly 308 46 62 .72 64 75 61 70 64 75
,46 65 76 72
.85
.
67.
79. 70 83 v.-
. . .
Cold Spring 238 3 39' 68 80 70 83 69 82 .70 835 39 . 71 . 84' 73 86 76 89 75 88
.
. .
,
.
,
CollegiGLde 229 50 70' .', 83 71 -84 75 88 75 8850 73 86 p- 74 81 74. 87 76 89
\t _
89
Cr%o.
91
-
TABLE 6 (continued)
CALIFORNIA ACHIEVEMENT TESTS LONGITUDINAL RESULTSFOR STUDENTS TESTED IN THE SAME SCHOOL IN GRADE 3 (1980) AND GRADE 5 (1982)
-
TotalReading
.
.Total%
Language
-
TotalMath
TotalBattery
.
.School
School.Number Grade
S
TestedNCE.Mean
PercentileRank
of MeanNCEMean
PercentileRank
of MeanNCRMean
.PercentileRank
of MeanNCE''Mean
Percentile'Rank
of Mean
'Connecticut Park
,
Cresthaven
Damascus,
Darnestown
. .
Diamond.
DuFief
.
Fairland
.
Fallsmead
4
°'
779
808
702
351
570
2'41
303
233-.
3
5
3
5
3
5
3 .
5
3
5
3
'5
3
5
2222
2424
5656
4444
72
72
5757
3636
3737
6764
6971
64
67
6669
6868
6469
6969
6968
79
75
82
84
75
79
78
82
8080
7582
,
8282
.
8280
81
61-
71
74
76
69-
6771
76
67-
71
75
7071
ili,
74-
85*
9370
84.
87
8982
79 ..
.84
8979
8488
83'84
8795
.
.42"67
7371
6667
7372
71.
72
74.76
6865
7271.
72
79
8684
7879
8685 .
8485
87 .
89
8076
8584
67.'
65
74
74
6868
7072
7371
72
76
7068
..
7375
1
7976
8787
8080
8385
so
8684
8589
.
8380
86
.80.
11
.
92
TABLE 6 (continued)1.
CALIFORNIA ACHIEVEMENT TESTS LONGITUDINAL RESULTSFOR STUD ITS TESTED IN THE SAME SCHOOL IN GRADE 3 (1980) AND GRADE 5 (1982)
TotalReading
TotalLanguage
TotalMath
. Total.Batter]
SchoolSchool
, Number Grade
.
#
TestedNCE.Mean
PercentileRank
of.Mean
- ajoercentileNCE RankMean of Mean
NCRMean
PercentileRank
of MeanNCE.
Mean
PercentileRank
of Mean
.)
Farmland 219- 3 38 73 86 80 ' 42 81 93 82 94
5 38 72 85 83 94 82 94 83 94
)
Fields Road 566 3 30 56 61 60 68 56 61 57 635 30 59 67 65 76 67+' 79 65 76
Flower Valley-- , 506' 3 23 65 76 66 78 64 75 66. 78
5 23 63 73 74 87 71 84 70 83
Forest Knolls 803 3 . 17' 63 73", 58 65 61 70 62 ,72
. 5 17 67 '79 67 79 -... 68 80 69 82
Fox CAapel 106 3 49 63 73 ' 72 85 60 68 66 78
5 49 65 76 72 85 67 79 70 83 //
Gaithersburg 553 3 40 51 52 56 61 56 61 -55 595 40 60 68 62 72 58 65 61 70
t
Galway 313. 3 26 61 70 * .61 70 67 79 64 7526 68 80 70 83 77+ 90 73 86
__r_
-,.......
.
Garrett Park 204 27 60 68 64 754
67 79 65 7627 72+ 85 75+ 88 73 86 75 88
..
.
93 a 94.0
TABLE 6 (continued)
CALIFORNIA ACHIEVEMENT TESTS LONGITUDINAL RESULTSFOR STUDENTS TESTED IN THE SAME SCHOOL IN GRADE.3 (1980) AND gRADE 5 (1982)
e.
.
.
.
_ .
TotalReading
TotalLanguage
TotalMath
.
Total- Batt'bry
School 4 NCEPercentile.
Rank NCEPercentile
Rea NCEPercentile
RankPercentile
NCE . Rank
'Schad Number Grade Tested .Mean. of Mean' 'Mean of Mean Mean. of Mean Mean of MeanA
GeJliketown Hill 221 3 41` 77 90 74 87 79 92 81 93
41 75 '88 82 94 82 94.
83 94
Georgian Forest 786 3 28 55 59 62 72 67 79 63 73
' -5 28 66+ 78 69 82 73 86 71 84
Germantown . i 102 3 43 64 75 72 85 64 75 . 66 78
5 43 65 76 67-.
79 65 76. 66 78,
. .4
Glen Haven 767 3 30 56 61 57 63 58 65 . 57. 63
. 5 30 58 65 59 67 . 53 56 57 63
. ,
Glenallan 817 3 29 55 59 64 . 75 57 63 58 ---L- 65ar 5 29 65 76 71 84 66 78 . 69+ 82
.
..
.
Greenwood 512 3 57. 67 79 78 91 71 84 73 ' 86
5. 57 i 73 86 8.3 94 69 82 76 89
.
Harmony Hills" -. 797 3 19 51ft 631
61 70 58 65 .56 61
.
1 P.
5 19 54 58 58- 65 * 65 76 58 65
.
Highland 1 774 3 (43' 50 .50 .51 52 45 41 47 445 - -43 52 54 .0 51ti. V 52 53 56 52 54 k
95441
TABLE 6 (continued)".
CALIFORNIA ACHIEVEMENT TESTS LONGITUDINAL RESULTSFOR STUDENTS TESTED IN THE SAME SCHOOL IN GRADE 3 (1980) AND GRADE 5 (1982)
,) ,
.Total,
Reading
-
Totallanguage
.
...
TotalMath
j.
.
Total.Batte
School '.
SchoolNumber Grade
#
TestedNCEMean
Percentile. Rank:of Mean
NCEMean
PercentileRank
of MeanNCEMean
.PercentileRank
of Mean*NCE'
can
Percentile)Rankof Mean
pHighland View ,784 3 19 70 83 67 79 '-72 85 70 83 .,
,5 19 71 84 70 -89 66- 78...
70 . 83
Jackson Road. 305 3 38 64 '75 71 84 64 75 67 79'' 5 .38 69 . 82 69 . 82 67 . 79 -. 70 83.
. ,:,
.I ft ,
e -
Kemp Mill 805. 3 26 75 88 84 95 95 98 . 92 98..
.
5..0 26 75 , '88 82 94 . 85- . 95 84- 95
Kensington-Parkwood 783 3 22 57 63. ' 61$
70 58 65 . 58 655 ', 22 62 72 62 72 58 65 . , 61 70
,, .
.ilk
Lake Normandy 231 3 45 75 88 .
1 76 89 77 90 .78 91
5 45 72 85 74 A7 73 86 75 88
Lakewood 709 3' 81 16 78 72 85 74 87 74 87-
5 31 69 82 76' 89 73 , 86 . 75 88
.
Laytonaville ' 051 3 ..53 . 64 75 ' 68 80 62 72 65 . 765 53. 69 82 74 87 73+ 86 74 .87
.
LUxmanor 22d/
3 26 67 79 75 88 73 86 74. 875 26 : 70. 83 80 92 82 94 80. 92
9E3
0
TABLE 6 (continued)
CALIFORNIA ACAIEVEMENT TESTS LONGITUDINAL RESULTSFOR STUDENTS TESZED IN THESAME SCHOOL IN GRADE 3 (1080) AND GRADE 5'(1982)
.
Total ,.
ReadingTotal
LanguageTotalMath
T6talBattery
School
School #
Number. Grade Tested
PercentileNCE, RankMean of Mean
NCE.Mean
PercentileRank
of MeanNCEMean
Percentile'Rank
of MeanNCE
.
Mean
PercentileRank
of. Mean
Maryvale .
Meadow Hall
Mill Creek Towne,
1
Monocacy
,
.
Oak View
.. '
.
Oakland Terrace
.
r
O1ne'
Wm. Tyler Page
210
212
556
652
766
769
502
312
b
.
'
6473 30
5, -N11,
3 18.
,5 18
3 74
5 74
3 25
25
3 12
5' 12'
.
S 435 43
41
5 41
3 385 38
,
4
4856
6563
61
60
59
57
55
54,
6464
'Ic60 r
61
6468
4661.
.
76
73
70'68.
,
67.63
,
59
58
75
75
68.70
7580
.
.
49'624-
6566
6464
6258
55
63
67
66
65
72
72
75
'
,
,65'
4872:.
.
7678
7575
72
59-73
A
7978
7685
8588
.
'
a 5058
64M..*
.
6562
57
53
6356-
6264
64.57-.:
6775
.
.,.
5065
7583
7672
6356
7361
72'75'
7563
7988
,
...
4960+
6567
6463
60
56
59,55
6366
6462
6975
..
4868
76
79
75
73
6861
.67 .
59
73,
78.
.
7572
.
.
8288'
.
,
.
.
.
994. 4
100
TABLE-6 (continued)
CALIFORNIA ACHIEVEMENT TESTS LONGITUDINAL RESULTSFOR STUDENTS TESTED IN THE SAME SCHOOL'IN GRADE 3 (1980). AND GRADE 5'(1982)
.
,
-
. - .
TotalReading
,.
TotalLanguage
.
Total'
MathTotalBette
.
_
School .
SchoolNumber Grade
I
TestedNCEMean
Percentile,-NRankk.ofNean
.
.NCE
'Mean
PercentileRank
of Mean',
.
. NCEMean
PercentileRank
of MeanNCEMean
Perce ileRank.
of Mean
Pine Crest .
.
.
.
Poolesville
,
Fotomac ,
.
,
Ritchie Park.
,
'Rock Creek Forest
,
Rock Creek Valley.
.
Rock View
.
Rocking Horsey Road
:
761
153.
.
601
227
773
.
819'.
795
iv
785
'
.
.
3
5
3
5
3
5
3
5
3
5
.
'35
5
3
. 5
29 ,
29.
5959
-47
.47
6363
2020
.
2727
.
2929
2626
61
66
5963
74.75
7272
61
67i.'
5866
6367
:60
63
ge
70
78
67
73
888
.
8585
70
79
65
78
. .
73
79..
6873
\
61
64
e
;61
63
75.
80.
.- 82: 79
71
78
v.
6485+
5566+
6665
..
70.
75
'
70'73
.
8892
9492,
8491
.75
95.
.
5978
e.
7876
5959
.60
62
78 .
79.
7671
7471
7384+
6360-
.5558
.
67
67
.
68'
72
91*
92
8984
,8784
86.
95.
73
68
59.
65
.
F.
.
f
.
,
-;
,
61.63
.
6062 .
.
. 78-A.-'
80
- z
79
R 75
%
070.72
67
81+,
6063
5962
TO.73
68:72
91 .
92.
0
9288
.
$3 '.,85
,79 ',...
91.
.
68.,:73-
67..:
72-.
..
.
.
4'.1
11
4
.
.
.
.
101 10g
ea.
VAN
4
$
TABLE 6 (continued)
CALIFORNIA ACHIEVEMENT TESTS LONGITUDINAL RESULTSFOR STUDENTS TESTED IN THE SAME SCHOOL IN GRADE 3.(1980) AND,GRADE 5 (.1982)
Ia
.
TotalReading
TotalLanguage ,
TotalMath
TotalBattery
.
SchoolSchoolNumber Grade
#
TestedNCEMean
tPercentile
Rankof Mean
NCEMean
PercentileRank
pf MeanNCEMean
PercentileRank
of MeanNU.
'glean
Percentile.Rank
of Mean
Rolling Terrace,
Rosemont
Saven Locks
Sherwood
,
Somerset
1.
.
t
South Lake
0
Stedwick.
4 ,
Stonegate.
7
,
771
555
603
501
4056.
564
568
316
1
.
3
5
3'
5
3
5
3
5
35
-35
3
5
3
5
.
°
.
,
12
12
1515
2929
53:-
53
25.
25
32t32
6363
32
32
. 6.1
#1-
5462
7077
6463
71
76
6568
66VO
058.
71
.
70
'52
58
72
8390
75
73
.
84
89
76.
80
A883-
8084
70
'62-,
_
78
- 77
.
7067
81
78'
6675
6977
®, 74
77
-
.
4
.
8372
...
5675
91
90
8379,
9391
.
7888
82-.90
87'
90
.
.
.
N
6551-
6365.
8081
6664
8579-
6969
.
71
77
7074
1
.
76
52
73-76
9293
.
78-
75
.
95
192
8282
.
8490
83
87
.
,
.
6554-
5865
.
79
81
67'
66
83
80
69
72
70
77
71
76
7658
(6576
9293
79-
78
. 9492
8285
8390
8489
.
103 . 104
TABLE 6 (continued)
4 J. CALIFORNIA ACHIEVEMENT TEST LONGITUDINAL RESULTSFOR STUDENTS TESTED IN THE SAME SCHOOL IN GRADE 3 (1980).AND GRADE 5.(1982)
o
, 1
.Total,
Readin
._
.TotalLan: a d
,
. TotalMath
-
TotalBatte
.
..)
School.
.-
School #
__Number_ -_Grada---Tested --Meaiv--7-of-Meein-
. PercentileNCE Ralik
.
NCEMean
PercentileRank
QL Mean
PercentileNCE Rank
14ean----ceE-44eimm-
PercentileNCE Rank
-Mean----of--Mean-----
Strathmore
Summit Hall .
.,.
Travilah
'
Twinbrook
Viers Mill.
Washington Grove
.
Watkins. Mill
Wayside
4
.
.
822 3 b 15
- 5 15.
563 3 32
5 32
.
216 3 375 37
206 3 ' 47
ft5 47
. "A
772 3 41
5 41
.
552 3- f 38
5 38.
.
'561 3 355 35
235 3 47
.5.' 47
.
62 72
66 78
68 '80
65 '76
.
66 7866 78
ft.
-49 4858 65
.
.
58 6562 72
.
58 -6558 65.
61 7065 76
71 8473 86
:
71
80 r
8073-
, 6781+
5359
61
70
6966
6572'
7679
84 :
92
92
86'
7993
56
67
70
83
8278
76
85
89
92 .
.
J
72 8571 84
69 8271 84
.
65 76.70 83
48 4662+ 72
/ k
'58 65;62 s 72.
62 72 +
56r '61
66 7866 78
78 9180 92
70 8374 87
l
72. 8570 83
67 7974. 87
49 .48
60+ 68
59 67
64 75
62 72
60 68.
.
.
65 76
68 80.
77 9080 92
.
10.5 106
4
10
6
TALE 6 (continued). ,
CALIFORNIA ACHIEVEMENT TESTS LONGITdbINAL RESULTS
FOR STUDENTS TESTED IN, THE SAME SCHOOL IN GRADE 3 (1980) AND ,GRADE 5 (1982)
..
.
..
. ..
>.
TotalReading
.Total 'TotalMath
.. TotalBattery
'. School
- . .
School . -#
Nuubei CTede, TestedNCE
,..,Mean
Percentile'Rank
,of Mean -,
percentileNCE -RankMean .0 Mean
PercentileNCE RankMean of Mean
NCEMean
Percentile'Rarik
of Mean
.
ft
Weller Roada
t
Westbrook.
Westover
.
.Wheaton Woods
Whetstone, -
Woods
Woodfield
Woilllin*
,.
-
'
;.
.
777
408
504.
.
7$8_
558
417'
704.-
764
,
-
3
5
3
5
N
3
5
3
5'
35
3
3
.5
35
"'
,
,
4545
2929
3939
4949
4747.
2828
3919
2 0 .
20'.
56.62
7478
6570
:
5457
67-
72
7782
71
71
: 5967
. 61
72
k.8791
76
83
5863
7985;
4094
8486
67
. .79
7.4.,
_
5564
76 .
. 76
75
79
61
61
7274
75
80
78. 86
64 ).76+
59
t ° 75
8989
88'92
470Ri
8587
-138
.92
..9/
96
-7589.
,
.
54,4. 58
'631 ' 73 At
"1
74 87
it 84 '
69 82
77 90
55 59
60 .68
71 84
691k 82
. 79 b 92 .
. -85 95-
75 -88
-''. 83 94
58 ----6 .
67 79
.
-55
64
76
77
71
78
5661
71
73
8087
76
82
6070
t..,
59.
7,
8990
8491 -
6116----5.
8486
9296
8994
.
6883
.
4,
....
*,Students who attended Woodliu in the 1rd grade went to,WoOdside in the 4th grade, but returned to Woodlin
in 5th grade becaaap Woodaidi wee. closed.V
4.`
(TABLE 6 (continued)
CALIFORNIA ACHIEVEMENT TESTS LONGITUDINAL RESULTSFOR STUDENTS TESTED IN THE SAME SCHOOL It GRADE 3 (1980) AND GRADE 5 (1982)
-
, Total.Reading
TotalLanguage
TotalMath
TotalBattery
...
SchoolSchoolNumber
/
Gratis
#
TestedNCEMean
Percentile. Rank.of Meal_
NCRMean,
PercentileRank
of MeanNCEMean
PercentileRank
of Wan
PercentileKW RankMean ofvMean
Wyngate . 422 3.
5
38
38
78 '
789191
72
81
.
8593 .
.
71
768489
,
.
75 8881 93
.1163g
..11
- 41 ..11. OR.
11.
Itr rI o.. - a *** *
1111111,1111111 111111111111
IIIIIII NUMMI MinnInn
1 1111111 i IIIIINNII1ION
014111101111111011111111111101
'
i 11111111111 1 ii
III
i11111111111,111 11111111 111
li
sollOIMOINNO 1111111111111
111111111111111111 MINIM MI
101010111111131111 0111111011111
-
11 inlialliMEM
IIIIIIIIIIIII IIIIIIIIIIII
111111111U III
11111 MI
-
IN 11111111111111111111111111
11110101NOMEN 11111111111111111
'
Iiiiiiiii1111111111111
mmommin MOON IMO
OOMMOMMO
-
1111 I 111111111 MOONIMININ
NOINIMINIIIIMMOONNI NOUN o
1111111111111111110111111111111111111111iiii
6
TABLE I (Continued)
SCH00IS WITH SUBSTANTIAL LONGITUDINAL TRENDS INEACH OF THE LAST FOUR YEARS - SECOND QUARTER
1979-80. 1980-81. 1981-82 1982-83School No. RC TL TM C. No. RC TL TM TB Na. RC TL M TB No. TR T1, TM TB
again u.
71 III61 111111 5_,8
aid_tig39 ,n 33 Mr----'
27 15Bradley Hills
___Ja26 23
,Candlewood 45-4:k
70 56 39Cannon Road 57 .46 35Che Chase 56 50 46
58.
41
39Colds , 65C--,necflcii15iik 42 '28
-1-22 ':::
Pameocuo 69
55
71
48q4a
56
44',.
DarnestowmFairland -
34
61
35 Akff
57
19
36
19PiRhIend View _Jackson Road 66
42 111
III
65,
5921 WI
,
38'
384William L Page 35
Rock Creek Forest -
64
23 35 20Rock Creek Valle./ 56 4 27Sherwood 67 53 59 53South Lake 35
69
11146 3 32 .
Stedwick 87.
66 631tonesate 42
2852
32
. 30
34
68Strathmore 15Travi ah 38 43 40 37Westover
111
_. 58 N
VW37
11C39
Whetstone)..
' 70 65 '50 47.
School longitudinal, trend was at least 8 NCE ponIs higher than the county trend.School longitudinal trend was at least 8 NCE points lower than the county trend.
No.- Number TestedTL - Total LanguageC Composite
06805
RC - Reading ComprehensionTR - Total ReadingTM Total MathTB Total Battery
77112
Minn 111110111111
IIIII
ili III11110111111111 I 10110 M
OM
1010111111111111110 1.0
gi 10
MI 11111 01111
11111
111111111111111 1111 II
111
al1111111111111111111111111111111111111111111M
lai Mai
11E11 IIII1
111111111111111 I 11111
-
IPII NI 1111 1111111111111111111111111111111
'II'
111111111111111111111111
111111111 NU
1111 Mill IM
MO
,- M
IAM
I II1111111111
1
-1111111111111111111111111-*-
1218061818
...,
.3
EM
U In M
EM
1111111111 I M
IMI M
N In
111111111111 Mill I U
M a
111111111111111111111111111111111111.
li11111111111111111111111131111111111111111111111111111111111111111111111111111111111111111111
.In111111111111111IN
IMM
I
SS81181113111011111111M
NIM
INIIM
I NM
I-
..
no 111111111111 MU
M N
I- 1 II
111111 1111111111.111111111.
111111111111111111111,11_
ill ii1 1 i
ii inum
mununm
emum
--
II IMIN
IIIIIMIN
IUM
ONMOOMMOOMO NOOMMOMOMMO
I 111111111NI 11111111111
- 1111172RE
FICA
mm
almrin
G
TABLE 8
CALIFORNIA ACHI EiTEM TESTS RESULTS FOR STUDENTS TESTED IN 'PAIRED SCHOOLS INiNTGRADE 3 (1980) AND GRADE 5 (1982)
#
,.0.
.
School'
.
.
.
SchoolNo. Grade ,
NumberTested
.
TOTAL READING*
.
,
TOTAL LANGUAGE TOTAL MATH.
TOTAL BATTERY
NCEMEAN
PercentileRankof
MEANNCE
MEAN,
tPercentiltRank'of
MEAk
NCEMEAN
PerceiiileRankof
MEAN
NCEMEAN
PercentileRank
. ofMEAN
East Silver Spring ,Piney Branch.
Takata ParkPines Branch
756 3
749 5 .
754 ) 3.
749 5
/616
5555
6366
62,
'67
73
78
72
79
7371
6367
86.84
73
79
1
f5%64
64
68
6775
75
80
6367
63
. 68
73
79 .
7380
0670S
n5
4.. . A....4 4,' CAtd
116
O
TABLE 9
CALIFORNIA ACHIEVEMENT TESTS 'RESULTS FOR STUDENTS TESTED IN GRADE 3. (1980) and GRADE 5 (1982)IN SCHOOLS THAT RAVE BEEN CONSOLIDATED
.
School'School
, Pro. GradeNumberTested
TOTAL READING
f.TOTAL LANGUAGE TOTAL 4ATH
'
TOTAL BATTERYPet:cent/le
'RankNCE of
MEAN ICEAN10,\
PercentileRank
NCE ofMEAN MEAN
PerdentileRank
NCE ofMEAN MEAN
Percentile1 Rank
.
NCE i ofMEAN MEAN
.
Hungerford ParkBeall
t
Four CornersForest Knolls
e
.
SaddlehrookGlenallan
Ardola ,
Kemp ,Mill .
Lone OakMeldov Hall .
,
Four CornersOak View
Forest GlovbOaklanderrace
PieassniFyiewRock Creek'Pallsades
Brookmont i.
Wood Acres.
.. .
214207-
- '763.803
821
° AP
790805
2Q5212
763 '
HO
. 768.
, 769
765795
414,417,
3'.5
.
'3
.
3s
5
3
5)
3
' 5
3
.5
35
3
J5
. 3
5
31
31
10
10
. 17
17.
10
10.
2020
11
11
19
. 19
24
..24'
'23
23
58 6557 63
43 37
48 46.
61 7072 85
62 , 72
67 '79
61 7060 68
I
62 ,.72 .
64 75
-56 .
61...58 65
57 6361,.., 75
74 8777 90
-./
.
62 7270 81
47 44 -.
'51 52
68 8082 94
59. 6772 -85
68 8062 .72
65 76'63 73
65..-. -7664 75
70 83'60 68
74 8776 89 4"
...67 7964 75
55 5951 52
,
80 9280 4g
54 58.66 78
54 5867 .79 1
72. 85-
63 .73
63 7357 63
61 7058 65
80 92-80 92
,
-
'63* 1363 73
47 4450 50
72 . 8581 93
57 63
70 83. .
59 67 *
64 75 '
67 79
64 75
62 7260 68
.62 72.
61 70.
. .,:
79-: 92
81'. 93 ,
.. ....
0670S
117118
Nonlonjitudinal Trends
Trends of scores between groups of students tested in a school only once
(Grade 3 dr Grade 5) are reporte1 in Table10. These nonlongitudinal data are
analyzed in a way similar to the school longitudinal data. The county trend
for students tested in a school only once (shown in Table 5) is use as a
baseline against which to evaluate the magnitude of the school trend. Any
school with a trend substantially above (+) or below (-) the county trend is
probably an indication of a population shift in the school. If either group
in a school has fewer than 10. students, no results are reported for that
spool:
Part of the nonlongitudinal groups are students in consolidated schools whose
third grade school is closed. These students are also included in Table 9
which shows results for them alone, not mixed with other, new fifth graders, as
is done in 'these nonlongitudinal tables.
Table 11 contains a summary of four years of school nonlongitudinal analysis.
This table has the same format as Table 7. .Schools are grouped into quartersaccording to their 1982-83 group Grade 3 nonlongitudinal, score. If the school
did not have any 1982-83 data, it was placed in the same quarter as last
year. No data are presented for a school in a year if there were fewer thy....
10 students in the third and/or fifth grade group.
say
-* 44 Atm** 4. 4 44 .....
82
113I'
TABLE 10
CALIFORNIA ACRiiVEMENT TESTS NONLONGITUDINAL RESULTS FOR STUDENTS. TESTED INA SCHOOL ONLY IN GRADE 3 (1980) OR GRADE 5 (1982)
.
._ .._
..
.,
Total
fr
Reading_
TotalLanguage
TotalMath
TotalBattery
SchoolSchoolNumber Gra44;
'OF,
testedNCEMean
-Percentile-Rank
of /Sean
PercentileNCE RankMean of Mean
NCRMean
Percent'Rank'
of Mamas'
PercentileNCR RankMean of Mean
44.
Ashburton '
Lucy Barnsley
Beall
Pre-
425.4
.
505
207
780
401
410
304
407
559
.419
,,.
A
4%
.
3
-5
3
5.
3
5
43
5
3
i5
3'
5
3S
3
5
3
5
3
5
. .ti4, p
15
19
16
70.--
15
26
30
.1414
%
',,,j3r
M '
-',,'16
1,..13'
-3943-
'12'34
61-
54-
6066
3353+
4263+1-
1
66
;
6265.
4346
'57 .
68+
/50
57
743'
8-1
.
.
70'58
6878
21
56
3573
7372
72.7,6
3742
6380
5063
8"6
93
.
60.
53-
38
734-
36
63+
50
75+
70
63-
67
73
47
.55
5871+
5361
8382
.
.
ei56
28
86
25
73
5088
8373
7986
.
4459
6584
5670
9494 I
5861
5975+
3461+
5072+
6660-
6567
4758
564
68+
5060
8186
65
70
67
88
22
70
-. 50 ,
85
78
68
7679
44 '
65
61
80
. 5068
93
96 ,
5756
3973+
3159+
4671+
,
6762-
6468
45.
52
5671+
5060.
,
8087
6361 .,
3086-
18
67
4284
79
12
75
. 80
41
54
61
84
5068.
92
96
.
,
v.
Bel
Bethesda%
Bradley Hills
Broad Acrfi'
BrookhaveiP'
Brown Station
Burning Tree
12 .121,
st-
I
TABLE 10 (continued)
CALIFORNIA. ACHIEVEMENT TESTS NONLONGITUDINAL RESULTS FOR STUDENTS TESTED INA SCHOOL ONLY IN GRADE 341980) OR GRADE 5 (1982)
.
TotalReading
.
Total.Language.
Total-,Math
, TotalBattery
SchoolSchoolNumber Grade
1
Tested
PercentileNCE RankMean of Mean
Percentile,NCE RankMean of Mean
FercentileNCR RankMean of Mean
PercentileNCE . RankMean of Mean
Candlewood '508 3 . 23 53 56 58 65 60. 68 57 .63
5 29 55 59 59 . 67 56- 61 57 0 63
Carderock Springs 604 3 13 69 82 11 3 88 96 13 4
-5 -LI- ____ 65____ 76 78+ 91 70-. 183 71+ 84
Cashel' 511 3 19 59 67 59 , 67 58 65 59 67
5 23 64 75 70+ 83 65 16 67 ' 79
Chevy Chase 403 3 29 52- '54 55 -59 63 73 58 65
5 31 68+. 80 70+ 83, 09 .Al2 70+, 83
College Gardens 229 3 18, 62 72, 64 . 75 .64 75 64 75
5 18 64 , 75 69 . 82 67 79 66 78ir
.
COnnecticut Park 779 3 12 66 78 80 92 58 65 65 '76
5 '10 59-," 67 61- 70 65 76 62 72
Damascus 702 3 20 53 56 65 76 56 61 56 61
5 15 65+ '76 71. '84 68+ 80 '' 71+ 84
Diamond 570 3 16 61 70 65 76 1 59 67 59 7.617'
5 3. 62 72 57- 63 60 68 60 81L
Dufief 241 , 3 23 61 70 58 65 63- 73. 63 73'
5 16 , 63 73 66 78 60 .68 65 76# N
Fairland 303' 3 16 55 59 -.58 65' 56 61 56 61
3 28 . 59 67 60.
68 56 61 59 67
.. a ." 4 1
122
TABLE 10 (continued)
CALIFORNIA ACHIEVEMENT TESTS NONLONGITUDINAL RESULTS FOR STUDENTS TESTED INA SCHOOL ONLY IN GRADE 3 (1980) OR GRADE 5 (1982)
. .
TotalReading
TotalLanguage
TotalMath
Total'Battery
PercentileNCE RankMean of MeanSchool
SchoolNumber Grade
#
Tested
Percentile'NCE RankMean of Mean,
s PercentileNCU Rank/Wh of Mean
Percefitile
NCE Rig*Mean, bf Mean
Falliead 233 3 -, 10 70 83 75 88. 78 91 71 . 905 12 59- 67 .75' 88 69- 82 68- 80
Fields Road 6 3 20 45 41 1 56. 61 48 46 46 425 18 , 58+ 65' 63 ' 73 64+ 75 62+ 72
Forest lf,ni s 803 3 11 44 39 52 54 40 32 41 .335
.21 e -54 58 58 65 57+
.
63 54+ 61
Fox Chapel' 106 3 20 54.-' 58 65 76 60 68 58 655 33 60 68 65 76
..
65 76 64 75
Gaithersburg . 553 3 46 55 59 51 52 55 59 54 585' 25 58 65 60 68 68 65 60 ' 68
Garrett Park 204 .3 12 57 . 630 55 59 54 58 . 55 595 18. 62. 2 67+ -79 63 73. 64 75
Georgian Forest 78. 3 15 48 46 54 58 59 67 54 585 21 59+ , 67 60 68 62 72 61 70
Germantown 102. 3 22 60 68 66 78 61 70 61 705 21 49- 48, ' 53- .56 54-' 58 52- . 54
Glen Raven 767. 3 33 .' 51 ! 52 54 58 , 53 56 52 545 32 56 61 57 63 53 - 56 55
0
59
Glenallan 817 3 18 49 48. 56 61 54 58 52 54. 5 4D. 624 72 74+ 87 - 124' 85 71+ 84
I N
TABLE 10 ontinued)
CALIFORNIA ACHIEVEMENT TESTSA SCHOOL ONLY IN
GITUDINAL RESULTS FOR STUDENTS TESTED-IN--3 (1980) OR GRADE 5 (1982)
j
4
, . .
TotalReading
Total.Language
Total '
Math 4
TotalBattery
School
School Number GradeI
TestedNCEMean
PercentileRank
of Mean
Perp'entile
'NCR . Rank,Mean of Mean
PercentileNCR RankMean of Mean
PercentileNCE RankMean of Mean'
Greenwood 512. 3 19 64 75 72 85 60 68 64 75
5 15 61 70 77 90 69 82 70 83
Hat ny 'Hills '797 3 23 35 24 48 46 42 35 36 255 ' 19 50+ 50 56 . 61 56+ (61 54+ 58
.I. ,
Highland 774 3 25 50 50 52 54 4.4 39 47 44
5 26 .50 50 52 54 52 54 51 '52
-4,
Highland View 784 3
5
11
455347-
56; 44
5447- .
58.44
51'
46-5642
5246-
5442
Jackson Road 305 3 16 58 65 62 72 56 61 58 65
5 24 :65 76 64 75 66 78 66 78.
Kensington-Parkvood 783 3 20 50 50 52 54 52 54.
51 52
5 27 62+ 72 64+ 75 66+ : 78 65+ 76
*
Lake Normandy 231 3 12 76 89 74 87 78 91 80 92
5 12. 71- 84. 80 92 68- 80 74- 87.
Laytonsville 051 3 26 61 Z64 75. 56 61 60 68)%
5 18 59 64 75 63 .73,
63 73
Maryyale '210 . 3 IA 35 24 37 27 41 .33 37 27
5 14' 36 '25 43 37 : 48 46 42 35,
Meadow Hall 212 3 23 62 72 45' 16 62 72 63 73
5 29 59 67 . 59-. 67 65 76 62' 72
k_
126 12.7
k
OD
TABLE 10 (continued)
CALIFORNIA ACHIEVEMENT TESTS NONLONGITUDINAL RESULTS FOR STUDENTS TESTED INA SCHOOL ONLY IN GRADE 3 (1980) OR GRADE 5 (1982)
,.
. TotalReading
Total,Laneese
t----7 -\TotalMath
TotalBattery
School
.
SchoolNumber Grade.
.00
#'
Tested
- 4
NCEMean
PercentileRank
of Mean.
.
PercedtileNCE RankMean of Mean
NCEMean
Percentile'. Rankof Mean
PercentileNCE RankMean of Mean
Mill Creek Towne- 556 3 . 19 61 70 . 52 54 52 54 53 565 31 50- 50 50 50 47- 44 49- -1 48
Oak View 766 3 15 47 44 52 54 48 46 48 46. 5 23 57 63 57 N 63 55 59 57 63
OailaildeTerreCe 769 3
5 -
15
37
58'57
65
635962,
\ 6772
57
556359
56 6157 63
. .
Olney 502 3 15' 58 65 65 76 65 76 65 765 10 57 63 66 78 57-* 63 63 73
Pine Crest. 761 3 20 54 58.
65 52 54'.
54 :NI, '.
L585 19 48- 46 54- 58- -s 55 59'
. ,Ato,53.H-.:H.*. 56
Poolesville 153 3 20 56 61. ,-5,7 63 55 59 52 545 13 57 . 63 51 58 49- 48 53 56
Potomac 601 35
1823
7471
8784
7477
8790
82. 68-
9480
80 9273- 86
Ritchie Park 227 a 11 69 82 76 89 78 91 78 915 16 67 .79 . 72- 85 . 73- 86 73- 86
+-
Reek Creek Forest 773 3 1:4 53 56 64 75 6) 79 62 -725 15 . ,64+, 75 '67 79 58- .65 62 72
,.Rock Creek Valley 819 3 11 58 65 '58 65 6i,. 76 :, 61 70
5 20 61 70 74+ - 87 '66 "- 78 67 79A
. .
A A .
Oa
130
TABLE 10 (continued)
CALIFORNIA ACHIEVEMENT TESTS NONLONGITUDINALRESULTS FOR STUDENTS TESTED INA. SCHOOL ONLY IN GRADE. 3 (1980) OR GRADE 5 (1982)
TotalReading
TotalLainguasp
TotalMath
Total .
Battery
SchoolSchoolNumber Grade
01#
Tested
PercentileNCE RankMean of Mean
, PercentileNCE RankMean of Mean
PercentileNCE RankMean of Mean
. PercentileNCR RankMean of Mean
Rock View . 795 3 16 58 65 56 61 58 65 . 58 655 36 59 67 59 67 57. 63 59. 6
Rocking Horse 785 3 18 58 65 65 76 52 54 57 635 11 i 50- 50 51, 56 60, 68 55 59
Rolling Terrace (771 3 15 54. 58 60' 60 59 67 57 63
,
5 t 25 38- 28 49- 48 52- 54 47- 44.
Rosemont 555 .3 13 38' 28 43 37 41 33 32 405 12 64+ 75 64+ 75 63+ 73
.
63+ 73
South Lake ,564 3 29 -- 57 63 56 , 61 63 -il 60 68site 5 39 59 67 % 60f
v68 57- 63 59 67
Stedwick 568 3 2 58 65 59,
67 57 63- 59 67
5 1 63. 73 68 80 66 78 66 78
Stonegate 316 3 1 64 75 66 Pt 57 63 63 73
5 3 67 79 73. 86 72+ 85 71 84
Strathmore:- 822 3 23 57 643 .61 70 61 ..,70 61 70
5 15 55 59 56- 61 47- 44 53- 56,...
Summit Hall 563 -3 17 i 49 48 59 67 .52 54 51 52
5 14 .51 52 52- 54 58 65 54 . 58
Twinbrook 1 129
35' 50.56*:
, 5061
49 .
65+4876
40,
f2+3272
4561+
41
70
131
CALIFORiIA'ACHIA' SC i,
TABLE 10 (cb tinned)
TESTS NORLONGITUD AL RESULTS FOR STUDENTS TESTED IN 1ONLY IN GRADE 3 (198 ) OR GRADE 5 (1982)
, .
.
total .
ing
.
talLan re
TotalMath
.
.
.
. TotalBattery
.
SchoolSchool.Nukber'Grade Test
'NCE
- Mean
PercentileRankMean
ercentileNCB\ Rank.Mean \o Mean
NCEMean
Per litile
Rankof Mean
.PercentileNCE RankMean of Mean
Washington Grove.
kins Mill
Weller oad
Westover ,
Wheaton Woods
Whets tone
Woodlin
Wyngate
Ara...
552
61
77
t504
788
8
764.
422
3
5
3
5
3
'5
\3
\ 5
5
3
3.
3
5
\
24
21
18
21
21
24
17
16
10
17
2926
43.1112
4124
445+
49 ..
66+
4749
6363
5954-
63
4758+
71 /66-/
/.
-
3
59
I
4878.
4044
73
73
67
.540
...3t*73
I'll
8478 .
\..
\
.
--:65
.
58 559 '6
\ \
57 63 \\
\r9. 4'
82 V\
49\ '48 1,17\
64+ \\ 75
65 ) \'.. 7664 \75
6 78.
. b 59
6 A6
'50 ! 50'/
62+i 72 .
.68 8070 83
\
i'
.\
t
45 .
48 .
la--64
5264+
;868
62
X56
63
45
56
68
66
.
.4146
6575'
5475
6580
4555
5567+ .
4958
62 '
68
t;
54 r-V64
5 +
6968 /
41
59
5979,.
4865
7280
72
.58
75
4267
82
'80
°
72
.
6173
4161 ,
ad ,
78
132133
III 11111111111 1101 III
11111
-110 111010110111 MONI
O OMB
ONO MONO mumman OEM IOUS im
11111111111 III 1111 11111 1111
IONOMINIONOMMI 11111 MINION II
IMMO NMI 1
IN
IMMOONOMOSION III 11111111
MN
111011111111001111111
II IMO 1
ME
IN111111111111111013
ME
Mum um mu mummummumm
IIll 11111
111 11110111111111
10
11111111111111111 I Ill11110111111111
MIel III
111111111111IN
ME
E 1311111111111131111
............
7MIMIIII I I NO 11111111 101101
IIII11111
1 1 11 RN
111111111111 111AI II ONO MO 0 0 OM mu nuomm.
I
.1.
; 44:1421 ;
In; I I
1
,
if i 1 t
1 ti 'I , 1 1.1 . AI .4
: IIIIIIIMI Olin 1111111111111 111911111
.-_,._ _ ..it _ Kull ili IN impEriiII II MEIN IN MI1119.11111ENIA a'i* WED \ FEREINN- NIEURINEININEMNIN IN
, III ,1111 NININIIIIIIIIIMED MEIN INNEETERIIIIIIIIIIIIIMINIMINDE1 ,INION 9 31 iiETYMEI ' iniEgai- IITLFIIMINIIIIMINI NMMEIN 111113 111111WEIIIMMII 20 33 MUM111:IIIIIINIISIIIINCNIMIIIII=1lMlliaIIMIIIImmuanIIIIIIINNMIIIIIIEU LB III IN WiliallININIIIML111111111111111M11112110111110=EiiiiB 19 IIMMEMEIMIIMILEMO,mil] 117iiiresswINEEN221 nikalsommula
1 t 41 40 ION [MUUMUU. -- IIININ 26 le roarISEISNNIIIIIIIIMIIIINOINIIIMIIIIMmilmiiiimirall._, EuiEllO 111111111 as ULCINIIIIIIIIIIEULIIIII MINMg II ECIALINSONN 0 11 ,_ -' _,___ [MINNOW.
. MEM. MIIMEINIIIMINIERMLim mortuin nomMinim IrriagsligriainislErtaillownion al
111111.1115MIIINIIIINEFIEJNIEOINIUMIIIIIIININ111LEIIIMO 20 23 ELYIBIONOINIITHHOsesammumenniammtrynimmuns miummoimaisurzu filLO IN IMOINIIIIIIII1[1:711; Ala .111111111"16111115 Olin
M,
16 15
t t26 3
20 2
EIREERINERNIERIE
En
II IS
I ONO NO I M
irk I
11 I I MIMI
III II II I I ION 1 1 0
mom on g
4_4 mum mm
m m
RallEggillgilligt
ONO III 11
ION ION
OM
OMR I MO 11101111 I I
ON
111111
IM E
-M
UIA 11
11111 I II
111011111111121161111
mu
ing
NO NOOMM-
III
III
NU II IMO
II
11
1Mil
NI
1NI I
111111
I III II
NI NOON III
III 1 II
11111 II
OM ONO 0 I
II
II III
MIMI' II
1
III I
1111 1 11
no m
nom 1 m
-I
moo num'
MI
111111 I NOON NO I III
. 1
II
I I II II I 11
.II
11111111111
O NI
1 III
INN
IN III it
111
111111101E001011011
-11 III.
1NO
-111
1111 I 1
II
7 O II 111111
NI
NI
1111,0
1 1111 ION
7
1111111Eilliii eB..
7 MIN
1411111
I MO
MON ONO MNI II=
-NOVI
1111 111.1111 I 1111
111411E11110111E1
-1''
Percentage of Student, Tested
As indicated in the section dealing with countywide racial/ethnic group
results, some students can be exempted from testing if the testing would
result in invalid scores. In that section the ISM exemption criteria Vete
cited. Another group that can be exempted are handicapped students receiving
or recommended to receive special education services. If a school heist Urge
group of students who qualify for exeiptIon, the school data reporSpeInprevious sections may not present a totally accurate picture of the overall
achidvement level in the school.
Table 12 presents information that cat be used to determine the extent of
exemptions in each school. Shown in that table are the official September 30
enrollment, the number of students who took all subtests and the percentage of
the official enrollment who took all subtests.
NA few precautions should, be kept in mind when reviewing these data. The
enrollment figures were computed about 3 weeks before testing began. Thus, it
may not represent the exact enrollment at the time of testing.° This is why
some schools have more than 100 percent tested. This difference. in dates
could also mean that schools which are shown with slightly less than 100
percent tested, did test all students who were in school at testing time. Also
note that to be counted as taking the test ,a student had to take all
subtests. Ina few cases students took some subtests but were unable to
complete the entire battery. Schools where this represented at leapt 10
percent of the students were Kemp Mill in Grade 3, Harmony Rills in Grade 5,
and Wheaton and Seneca Willey in Grade 11.
00
0679S
941 38
40
TABLE 12
NUMBER AND PERCENTAGE OF STUDENTS WHO TOOK THEENTIRE CALIFORNIA ACHIEVEMENT TESTS, FALL 19826
BY SCHOOL
Grade 3
I.
SchoolSeptember 30,
Enrollment
Number TakingEntire Test
1982 Between 10/18/83and 11/19/83
Percentage of9/30/83 Enrollnient
TakingEntire Test
AshburtonBannockburnBarnsleyBeall
564861
88
39
455884
70*
94
95
95
Bells Mill 30 30 100
Belmont 45 44 98
Bel Pre 46 44 96
Bethesda 64 58 91
Beverly Farms 59 60 101
Bradley gills 47 46 98
Broad Acires 36 34 *4Brookhaien 34 34 100
Brown Station 82 83 101
Burning Tree 49 '43 88
Burtorisville 19 17 89
Candlewood 47 47 100
Cannon Road 50 48 96
Carderock Springs 26 25 96
Cashel' 52 51 98
,Cedar Grove 39 39 100
Chevy Chase 77 70 91
Clarksburg 48 48 100
Cloverly 50 48 96
Cold Spring 47 47 100
College Gardens 52 49 94
Connecticut Park 28 26 93
Cresthaven 49 415 94
Damascus 58 56 97
Darnestown 49 102
Diamond 79 97
DuFief 70 70 100
E. Silver Spring 55 56 102
Fairland 67 66 99Fallsmead 45 41 91
Farmland 77 67 87
Fields Road 56, 50 89
Flower Valley 45 46 102
Forest Knolls 33 30 91
Fox Chapel 84 81 96
*School has large ESOL anDor special education population in Grade 3.
950680S 139
TABLE 12 (continued)
NUMBER AND PERCENTAGE OF STUDENTS WHO TOOK THEENTIRE CALIFORNIA ACHIEVEMENT TINTS, FALL 1982
BT SCHOOL
Grade '3
Scho4,.._ )
Number Taking Percentage ofEntire Test 9/30/83 Enrollment
September 30, 1982 Between 10 /18/83. takingEnrollment and 11/19/83 Entire Test
Gaithersburg 64 62 97
Galway 37 37 100Garrett Park 50 ;41 82Georgetown. Hill 40' 36 ,,90
Georgian Forest 37 32 86Germantown 72 71 99Glen Haven 41 40 98Glenallan. 50 49 98Greenwood '98 96 98
Harmony Hills 48 46 96
Highland 61 60 98
Highland View 48 42 88Jackson Road 50 47 94
Kemp Mill 63 53 84*Kensington;-Parkwood 38 36 95
Lake Normandy 38 36 95
Lakewood 46 44 96
Laytonsville 68 67 99
Luxmanor 46.
Maryvale 30 28 93
Meadow Hall 51 47 92
Mill Creek TOwne 91 88 97
Monocacy 21 21 100
New Hampshire Estates 37 33 89
Oak View 58 52 90
Oakland Terrace 67 66 99
Olney 53 52 .98
William T. Page 63 61 97
Pine Crest 66 55 83*
Poolesville 95 95 100Potomac, 39 35 90Ritchie Park 76, 74 97Rock Creik Forest 43 43 100Rock Creek Valley,, 33 '33 100
Rock View 58 56 97
Rocking Horse Rd 25 24 96
Rolling Terrace 58 51 88
Rosemary Hills 59 47 80*
*SchOol has large ESOL and/or special- education population in Grade 3.. AtKemp Mill 14 percent more of the students took part of the test.
96
140
A
TABLE 12 (continued).
NUMBER AND PERCENTAGE OF STUDENTS WHO TOOK THEENTIRE CALIFORNIA ACHIEVEMENT TESTS. FALL 1982
BY SCHOOL
Grade 3
(
School
Number Taking,Entire Test
September 10, 1982 Between 10/18/83Enrollment And 4/19/83
RosemontSeven LocksSherwoodSomersetSeUth LakeStedifick
StonegateStrathmore
362349'
.31
934133
3220493072924135
Summit Hall 47 47Takoma Park 98 94Travilah 54 53Twinbrook 102 101Viers Mill 46 46Washington Grove 81 72Watkins Mill 6? 57Wayside 52 52Weller Road 67 64Westbrook 38 36Westover 48 42Wheaton Woods 54- 50Whetstone 82 81Wood Acres 65 59Woodfield 54 53Woodin 50 35Wyngate 87 81
is
Percen9/30/83
. TEntire
ge ofrollment
ingTest
e
898710097
'101
99100
106
100969899100
2
1009695
88939991
9870*
93
*School has large ESOLand/or special education population ,in Grade 3..
0680597
141
*
16. 4TABLE 12 (continmed)
NUMBER AWIFERCENTAGE OF STUDENTS WHO TOOK THE
ENTIRE CALIFORNIA ACHIEVEMENT TESTS, FALL 1982
: BY SCHOOL
Grade 5
School
Number` Taking1 Entiot Test
September 30, 1982 Betveed 10/18/83
Enrollment and 11/19/83
Percentage of9/30/83 Enrollment
Taking diter
Entire Test
Ashburton(BannockburnBarnsleyBeallBells MillBelmontBel PreBethesdaBeverly FarmsBradley HillsBroad AcresBrookhavenBrown StationBurning TreeBurtonsvilleCarflewoodCannon RoadCarderock SpringsCaShellCedar'-Grcme.-
Chevy ChaseClarksburgCloverlyCold SpringCollege GardensConnecticut ParkCresthavenDamascusDames tornDiamondDuFief.FairlandFalimneadFarmlandFields RoadFlower ValleyForest KnollsFox Chapel is
68 58 85
48 45 94
78 75 96
92 91 99
37 34 92
39 38 97
63 61 97
54 51 94
42 41 98
47 37 79
50 44 88_
63 60 95
101 99 98
86 82 95
31 29 94
71 .68 96
42 43 102
37 36 97
75 75 100
35 34 91
82 73 89
57 52 91
6 62 102
50 47 94
73 68 93
31 32 103
55 51 93
71 71 100
69 68 99
96 99
71 3 103
62 64 103
48 49 102
74. 66 89
58 48 83
56 59 105
41 39 95
81. 83 102
98
TABLE 12 (continued)
NUMBER AND PERCENTAGE OF STUDENTS WHO TOOK THENTIRE CALIFORNIA ACHIEVEMENT TESTS', FALL 1982
BY SCHOOL
Grade. 5
C
School_.September 30, 1982
Enrollment
Number TakingEntire Test
Between 10/18/83and 11/19/83
GaithersburgGalwayGarrett Park.Georgetown HillGeorgian ForestGermantownGlen HavenGlenallan
70
45545264
/ 6474
6535455249646269
Greenwood Ar 82 82*Harmony. Hills 52 38Highland 72 69Highland View 66 64. 11.
Jackson Road 62Kemp. Mill 72 65KensingtonParkwood 50 49Lake Normandy 58 57Lakewood 42, 41Laytonsville 74 73Luxmanor 47 46
..Maryvale 48 45Meadow Hall 52 47Mill Creek towns 104 105Monocacy 30 32Oak View 43 35Oakland Terrace 81 80Olney 52 51William T. Page 55 53Pine Crest 56 48Piney Branch 142 132Poolesville. 74 72Potomac 73 70,Ritchie Park 80 79Rock Creek Forest 36 35Rock Creek Valley 47 47Rock View 81 65
Percentage of9/30/83' Enrollment
.TakingEntire Test
9392
10096
94100.97
93
10073**9697"879098
989899
9894
90101
107
81
998
86
9397
9699
97
10080
*Ten of these students were not included in the results for Greenwood becausetheir answer sheets were aost. They were'later retested using the other formof the test. Since they took a different, test fofm at a different time of theyear, their scores could not be included.
**Another 15 percent took part of the test.99
06805
143
dt)
TABLE 12 (continued)
NUMBER AND PERCENTAGE OF STUDENTS WHO TOOK THE
ENTIRE CALIFORNIA ACHIEVEMENT TESTS, FALL 1982
BY SCHOOL
Grade 5
- School
September 30, 1982Enrollment
Number TakingEntire Test
Between 10/18/83and 11/19/83
Percentage of9/30/83 Enrollment
TakingEntire Test
Rocking Horse Rd 36 37 103
Rolling Terrace 44 37 84
Rosemary Hills 65 59 91
RoseRont 30 27 90
Seven.LOcks 38 36 95
'Sherwood 62 62 100
Somerset 45 41 91
South Lake 74 72 97
Stedwick 88 84 95
Stonegate 43 45 105
Strathmore 35 30 '86
Summit Hall 50 46 92
Travilah 46 43 93
Twinbrook 88 82 93
Viers Mill 52 47 90
Washington Grove 63 61 97
Watkins Mill 55 56 102
Wayside 57 56 98
Weller Road 76 69 91
WestbrookWestover 57
3355
497
96
Wheaton Woods 72 66 92
Whetstone 82 76
Wood Acres 78 72 92
Woodfield 60 63 105
Wood tin 46 32 70*
Wyngate .67 62 93
*School has' a large ESOL and special education program in Grade 5.
100
%
TABLE 12 (continued)
NUMBER AND PERCENTAGE OF. STUDENTS WHO TOOK THEENTIRE mammas ACHIEVEMENT TESTS, FALL 1982
BY SCHOOL
Grade 8
pchoolSeptember. 30, 1982
Enrollment
Number TakingEntire Test. '
Between 10/1883and 11/19/83
Percentage of9/30/83 Enrollment
TakingEntire Test
Baker 286 287 100Banneker 289 285 . 99Belt 313 298 95Cabin John 252 242 96Eastern 194 179 92Farquhar 354 343 97Frost. 424 420 99Gaithersburg 361 343 95Hoover 288 283 98Key 260 245 94King 222 215 '97Lee 40Q 398 99Montgomery Village 302 285 .94Parkland 206 207 100Poolesville 114 113 99'Pyle 479 475 99Redland 289 290 100Ridgeview 333 328 .98Sligo 433 408 94Takoaa Park 179 148 83*Tilden 457 449 98Julius West 270 97Westland 375 366 98White Oak 297' 297 100Wood 424 421 99
*School has a large special education population in Grade 8.
1010680S
4,
tt
TABLE 12 (continued)
NUMBER AND PERCENTAGE OF STUDENTS WHO TOOK THE
ENTIRE CALIFORMIA ACHIEVEMENT TESTS, FALL 1982
ST SCHOOL
Grade 11.
/ .Number Taking Percentage of
( _Entire Test 9/30/83 Enrollment
k-e" September 30, 1982 Between 12/1/83 Taking
School Enro iment and 12/21/83 Entire Test
Bethesda-Chevy Chase,.Montgomery BlairChurchillDamascusEinsteinGaithersburgWalter JohnsonKennedyMagruderRichard MontgomeryNorthwoodPaint BranchPearyPoolesvilleRockville"Seneca Valley.--SherwoodSpringbrookWheatonWhitmnnWoodwardWootton Ft
61 396
525 403
566- 490
272 247
259 228
431 , '369
251 233
368 327
300 270
327 300
317 294
316 296
309 299
103 94
391 340'
580 482,
324 271
497 467
329 255
484 ,471
236 220
428 385
1
86
77*
879188
869389909293
94
9791
8783**8494.78 * *.
97
*School has a large ErL population in Grade 11.
kf
**At least 10 percent more of the students took part of to test.'
0680S,
102
146
I
MM.
. 6APPENDIX A
DATA TABLES
103
o.
Table Al
NUMBER (N) AND PERCENTAGE (2) OF NCI'S STUDENTS SCORING AT 0/-ABOVE
THE NATIONAL NORM AVERAGE (50TH PERCENTILE) CM THECALIFORNIA ACHIEVEMENT TESTS, FALL 1982
Grade 4
3N 2
5N T N
8A
11 ,N . 2
I .
TOTAL BATTERY 4117 78 4597 80 5988 79 5339 75
TOTAL READING 4003 76 4497 78 6034 -79 5506 74
TOTAL LANGUAGE 4266 81 4731 82 5945 78 5448 74
TOTAL MATH 4201 80 4579 80 6162 81 5524 76
0565S
4
14
104
Table A2
MCPS RESULTS ON'TME CALIFORNIA icamom TESTS1980 -1982
(Scores reported are Normal Curve Equivalent (NCR) means,Scale Score (SS) means andthe Percentile Rank (Percentile Rank)
of the Scale Score maana.Y
TOTAL Phonic Structural Reading Reading TOTAL. BATTERY Analysis Analysis Vocabulary Comprehension REAOINO Spelling
No. NCR SS Per. MCI SS Per. NCR SS Per. ICE SS Per. ICE SS Par. ICE $8 Per. ICE SS Per.Crade/Year Tested Mean Mean Rank Mean Maas Rank Mean Mean Rank Mean Mean lank Mean Mean Rank Mean Mean Rank Mean Mean Rank
e
3 - 1982 5247. 67 408.- 81 57 404 65 63 416 74* 62 419 72' 63 435 72 63 414 74 61. 459 70'1981 5197 .65 405 79 57 403 64 62 '413 73 62 419 72 62 433 71 42 411 72 60 458 , 691980 5616 64 403 77 56 401 63 61 410 71 61 417 71 .61 431 70 61 40, 71 60 458 69
5 - 1982 5724 68 495 . 81 - - - - 64 49, 76 64 516 .75 64, 502 77 61 541; 71
_1 1981 652* 67 493 - 80 - - -,
64 499 76 64 515 75 64 502 77 60 538 ' 701980 7214 67 492 79 .... - .- 64 499 76 63 514 74 64 502 77 60 537 69
8 - 1982 7587 67 600 79 - - - 64 590 76 65 604 76 65 598 77 59 601 661981 7234 66 599 79 - - - - - 64 591 76 65 604 76 65 599 78 511 601 661980 7314 65 596 78 - - - - 64 588 75 64 601 75 65 596 76 57 598 64
.
11- 1982 7142 64 675 76 - -' - - - 62 669 72 62 664 72 63 669 73 58 /653 651981 7350 64 674 75 - - - - . - 62 667 71 62 664 72 63 668 73 57 i 651 641980 7951 63 671 74 - - - - 61 666 71 62 662 71 62 666 72 57 . 651 64
Language 1-6118946 TOTAL Matk ' Math Concepts 6 TOTAL 'Reference '
Mechanics Expression LANGUAGE Computation Applicatitam, MATS SkillsNo. 1101 S$ Per NCE SS Per. NCE SS Per. MCE SS Per. Ma' SS Per. NCE- 8$ Per. ICE SS Per.
Grade/Wes Tasted Mean Mean Rank Mean Mean Rank Mean Mean Rank Mean Mean Rink $e6n Mean Rank Mean Mean Rank Mien Mean Rank
3 - 1982 5247 69 491 81 63 468 74 68 473 82 66 368 79 65 421 77 67 396 SO - - -1981 5197 67 488 80 62 466 73 66 470 81 65 365 77 63 417 74 65 393 77 -1980. 5616 66 485 78 62 464 72 65 467 79 63 ,361 74 63 417 74 64 391 76 -
5 - 1982 -5724 67 557 80 67 547 82 69 548 83 65 473 76 67 496 80 67 484 79 67 531 801981 6524 67 554 79 66 544 80 68 546 82 64 470 74 66 493 78 66 481 77 66 530 791980 7214 66 553 78 66 542 80 68 544 81 62 467 72 66 493 78 65 480 76 65 527 78
8 - 1982 7587. 66 621 78 63 599 75 65 609 78 64 606 76 68 603 81 67 603 79 65 599 77 IIP1481 7234 .-65 620- 78 63 599 75 46 609 78 64 605 75 .67 600 80 66- 101 Pk' 65. 598 X1980 7314 '61 620 78 63 598 74 65 608 78 61 596 72 67, 599 79 65 596. 76 114 595
11 - 1982 7142 62 660 72 62 662 72 63 667 73 61 662 70 ' 64 . 674 74 63 671 74' 62 ur 721981 7350 62 660 72 62 663 72 63 667 73 61 661 70 414 673 74 63 670 73 62 662. 721410 7041' 61 , 656 70 61 660 71 62 663. 72 60 656 69 63 671 73 62 667 72 62 663' 72
.
05655
[49150.
60
PERCENTAGE OF STUDENT SCORES THAT MAY HAVE BEENINFLUENCED BY THE CEILING EFFECT* ON THE.CALIFORNIA ACHIEVEMENT TEST, FALL 1982
P. Grade5 8 11
TOTAL BATTERY ** ** ** **
Phonic Analysis' 33 ... IMO
Structural Analysis 54Reading Vocabulary 57 - 27 16 25
Reading Comprehension 40 16 ** 19
TOTAL READING 15 12 ** 15
Spelling 27 20 11 12
Language Mechanics 38 18 23 1 23
Language Expression 40 27 12 19
TOTAL LANGUAGE 25 ** ** **
Math Computation ** ** _19 .. 23
Math Conceptsand Applications 10 ** ** 22
TOTAL MATH . ** ** ** 16
Reference Skills 49 31 45
-*Students scoring within r Standard Error of Measureient of the maximumscore. This is a reasonable range for possible score change due to
careless error. These could be students who may have failed to achievethe maximum score because of careless errors.
**There' is no ceiling effect for. these subtests and totals becaUse it is
possible to score at the 99th percentile even if the student is 1Standard Error of Meadurement below the maximum score.
05655
151.
106
A
Table A4
CA IL ACRIEVIMENT TESTS MOLTSFOR MCPS ASIAN STUDENTS
1980-1982
Grade/YearNo. ,
Tested
TOTALBATTERY
NCR Per.NINA Dank
.PbonicAnalyein
NCR Per.Mean, Rank
StructuralAnalysis
NCR Per.Man Rank
ReadingVocabularyMCI Par.Mean Rank
ReadingComprehensionNCR Per.Mean Ronk
TOTALREASON:
SCE Per.Mean Rank
SpellingNCR Per.-Mean Rank
3 - 1982 423 73 80 59 67 66 78 . . 61 70 41 70 64 75 69 821981 368 73 88 60 68 66 78 62 72 62 72 65 76 68 801980 320 71 84 60 68 5 76 63 73 63 73 65 76 68 80
5 - Ian 448 72 85 - - It - 62 72 64 75 64 75 66 781981 459 74 87 - "' - 44 75 66 78 66 78 67 791980 358 73 86 - - 66 78 64 75 65 76 67 79
8 - 1982 '505'387
70 B3 60 68 63 73 62 72 63 731981 .71 84 64 75 66 78 66 78 65 761980 359 x.73 86 65 76 67 79 67 79 65 76
11 - 19821981
388353
6766
7978
--
5757
6363
5959
6767
3958
6765
6161
7070,
1980 338 66 78 58 65 59 67 59 67 63 73
O.+t>...1
Grade/Year'No.
Tested.
LanguageMechanicsRCN Par.lean Rank
LanguageIxpreasion
NCE Par.Mean Rank
TOTALLANGUOR
NCR Per.Mean Rank
MathCommutationNCR Par.Mean Rank
Meth Concepts iApplicationsNCI Per.Mean Rank
TOTALMATS
NCR Per.
Mean ' Rank
ReferenceSkills
NCR Per.Mean Rank
3 - lap 423 73 86 63 -73 70 83 77 90 69 82 75 881981 368 73 86 62 72" 69 82 77 90 69 82 75 881980 320 72 85 64 75 70 83 73 86 68 SO 72. 85
5 1982 448 73 86 67 79 71 84 76 89 72 85 76 89 70 831981 459 73 86 69 82 73 86 75 88 73 86 76 89 72 851980 358 73 86 67 79 71 84 74 87 72 85 75 88 71 84
8 - 1982 505 68 80 61. 70 65 76 76 89 14 87 76 89 67 791981 387 68 80 64 75 67 79. 76 89 74 87 76 89 69 821980 359 72 85 66 78 70 83 75 88 75 88 76 89 70 83
&11 - 1982 388 64 75 60 68 62 72 72 85 72 85 73 ft 63 73
1481 353 64 75 so 68 63 73 71 se 71 8A 72 OS 61 .101980 -338 64 75 59 . 67 62 72 70 63 71 A 72 85 63 73
056511
152 153
Tab'. AS
. CALIFORNIA ACRIEVIDLEST TESTS animasFOR MCPS BLAU STUDENTS
1980-1982
5 1
Crade/Tear'No.
Tested'
TOTALBATTERY .
MCI Per.Mean Sank
PhonicAnalysis
NC/ Ppr.Mean, Rank
StructuralAnalysis
SCE Per.Mean Rank
ReadingVocabulary
. SCE Per.Mean Rank
ReadingComprehensionNCI Per.Mess Rank
TOTALREADING.
SCE Per.Mean lank
-Spelling./ICE Per.Mean Rank
3 - 1982 646 52 54 48 46 54 58 49 48 53 56 131 52 53 . 56
1981 688 51 52 48 46 53 56 50 90 51 52 50 50 53 56
1980 740 49 . 48 46 42 50 50 . 47 44 49 ".48 47 44 52 54
. ,
5 - 1982 762 .53 56 52 54 .51 52 . 52 54 . 53 56..
1981 . 820 53 e 56 MID - 33 56 52 54' '32 54 53 ' 56
1980 856 51 52 11 - 51 i 52 SO. 50.
51 52 51 52
8 - 1982 928 51 52 - 49 48 52 54 51 52 1 52 54
1981 872 50 SO - - -. 49 48 51 ' 52 501 SP 51 52
1980 828 50 50 49 48 51 52 ) 50 50 SO 50. 3
sr11 - 1982 788 47 44 - - - 47 ' 44 46 42 47 44 48 46
1981 758 47 44 - 47 44 k7 44 47 44 48 46
1980 784 44 39 - - - 44 39 44,
59 43 37 47 44
I-.0co
Grade/TearNo.
Tested
LanguageMechanics
SCR Par.Mean . Rank
LanguageExpression
SCR Per.Mean Rank :
TOTALLANGUAGE
SCE Par.
lee n Rank
MathComputationSCE Par.Mean Rank
Math Concepts 6ApplicationsSCE Par.Wean lank
TOTALIIATI
NCR Per.Mean Rank
Rekrielze
SCE Per.
MOOR Rank.
3 - 1982 646 '56 61 . 53 56 55 59 53 56 51 52 53 56.
1941 688 56 61 52 54 '54 58 51 52 50 SO 51 52 -
1980 740 33 50. 50 50 52 54 48 46 49 48 49 48 - .."-
5 - 1982 762 55 59 54 58 55 59 53 56 51 X52 82 54 56 61
1981 820 54 5e' 54 58 55. 59 53 56 51 52 31 54 SS 59
1980 856 521
54 St 52 52 54 SO . -4, 9D so 50 50 50 53 56
..,
8 - 1982 928 52 54 50 50 51 52 52 34 53 se 52 54 53 56
1981 872 52 54 50 .50 51 52 51 52 52' 54 51 52 53 .56
1980 820 51 52 -50. 50 SO SO ---50 SO 52 54 54 . 52 . 52 54
11 - 1982 788 47 44 47 '44' 47 44 . 40 46 48 46 48 46 so 50n1981 758 47 44 47 46 47 44 47 44 48 46 47 444, 49 48
1980 784 45 41 45 41 44 39 45 .41 45 41 43 41 48 46
'.
.05655
151
..
Table # ,
CALIFORNIA ACOIEVE86NT'Il311 RESULTSFOR NC/S HISPANIC STUDENTS
1980-1982
TOTAL - Phasic Structural Reading Reading TOTAL"AMERY Analysis Analysis vocabulary Comprehension READING Spelling
No. NCR Per. ICE Par. NCR Per. SCE Per. LICE Per. ME Per.... NCE Per.
Grade/Year Tested Bean Rank Haan Rank Nam Rank Neon talk Mean Rank Nees Rank Mean Rankm
3 - 1982 219 56 491981 181 58 6 521980 165 57 6 52
5 - 1982 223 53 63 .
1981 236 sa 65 -
1980 216 61. 70 -
8 - 1982 260 61 -1981 243 59 67 -1980 234 59 67 -
11 - 1982 236 54 581981 248 56 611980 263 . 55 59
48 54 58 51 52 54 58 52 54 53 5654 57 63 54 58 56 '61 56 61 53 5654 57 63 54 se 54 50 55 59 53 56
- 53 56 54 58 54 58 54 58. - - 55 59 56 61 56 61 53 56- - - 50 65 59 67 38 65 56 61
. ..
- - - 54 50 55 59 SS 59 50 50- - .57 63 57 63 58 ''65 52 . 54- - 57 63 59 67 59 67 52 54
53 56 53 5 53 56 '51 5259 53 56 55 59 53 56
55 59 53 56 54 58 52 34
.44 ' Language Language TOTAL Math Math Concepts 4 TOTAL lefoiAnceC).0 . Mechanics Enpxemaion LANGUAGE Competition Applications MATE Skills
No. NCI Per. ICE Per. NCR Par. NCR Per. NCR Per. NC& Per. MCI Per.Grade/Tear Tested Mean lank Mean Sank Name Rank Mein Rank Ilan Rank Bean Rank Ness Rank
3 - 1982 219 60 68 531981 181 62 72 561980 165 61 70 56
5 - 1982 223 59 67 561981 236 ao 68 571980 216 62 72 '60
8 - 1982 260 57 63 541981 243 59 67 581980 234 60 68 58
11 - 1982 236 53 56 331981 24$ 56 61 .541980 263 53 56 52
056511
156
k'56 57 63 59 67. 55 59 58 65 - -61 60 68 59 67. 56 61 50 65 -61 59 67
/58 63 55 59 57 63 - -
61 58 65 59 67 57 63 59 67 ,40 611
63 59 67 58 65 58 65 59 67 60 6868 62 72 60 68- 62 72 62 72 62 72
58 55 59 58 65 58 65 59 67 57 6365 59. 67 59 67 60 68 60 68 - 59 6765 67 37 63 664 68 59 67 59 67
56/53
56 54 38 . 5 6 61 S5 59 5858 56 61 55 59 58 '65 57 63 ; 5954 53 56 53 39 50 65 56 61 54 58
p
Table A74.111.
CALIFORNIA ACH/EVEMENT TESTS RESULTSFOR NCPS SUITE nowt
198D-1982
Grade /Year
No.
Tested
3 - 1982 3948411 1981 . 3955
1980 4388
- 1982 42881981 49991980 5775
8 - 1981 58781981, 17101980 5878
1.
11 - 1982 57131981 59811980 6552
TOTAL Phonic Structural Reading
. BATTERY Analysis Analysis Vocabulary
SCEMean
69
III"'
71
6969
696967
666665
Reading TOTAL
'Comprehension READING Spelling
Per. NCR Per. NCR Par. NCR Per. NCR Per. NCR Per. NCR Per.
Rank Mean Rank Mean Bank Mean Rank Mean Rank Mean Rank Mama leak
82so
5958
67.4,
656564'
7675
6564
675
65
64
7675.
66
65
78
76
62
. 61 .
72
70
79 58 65 63 73 64 75 63 73 64.
75 61 70
84 - - - - 67 79 . 66 78 67 79 63 73
82 - - - - 66 78 66 78 67 79 61 70
82 - - 66 78 65 76 '66 78 61 70
82, - -* - - 67 79 67 79 68 80 60' 68
82 - - - % 67 79 67 79 t 68 80 59 67
79 - - - 66 . 78 . 66 78 67 79 58 65
78 - - 65 76 65 76 66 78 59 67
78 - -.. - 64 75 64 75 65 76 58 65
76 - - 64 71 64 75 65 7 59 67
No.
Crade/Year Tested
Language j
MechanicsNCR Per.
Mean Rankii
LanguageExpression
BCE Per.
Moak Rank
TOTALLANGUAOR
NCR Per.
Haan Rank
MathComputationNCR Per.Mean Rank
Ifieth.Concepts dr ,
Applications. NCR Per.Neau Rank.
TOTAL rMATS /
WC8 Per.Mesa Rank
ReferenceSkills
NCR Per.
Mean Rank
3 - 1982 3948
1981 39551980 .4388
S - 1982 .4288
1981 4999'.
1980 5775
8 - 1982 58781981 57101944 5878.
.11 - 1982 57131981 5981
1980 6552
71
6968
696868
.686867 .
646463
848280
8280
80
.80
80/9
7575
'73
656564
706968
666665
646464
.76. 76
75
838280
787876
757575
7069
68
7271
70
68687
65 irds6,4
8382
80
858483
soeo79
767675
4686664
666564
6565
*3
626262
807875
787675
767673
727272
.
67
65
65
696868
706968
466565
7976
76
828080
838280
7876
76
6967
66
696867
696866
65.65
64
8279
711
82
8079
828078
7676
75
696867
67
665
65'64
: 64
--,
828079
79
7F'76
761575
05655
4i .4
a.
TABLE A8
LONGITUDINAL RESULTS ON THE CALIFORNIAACHIEVEMENT TESTSFOR STUDENTS TESTED IN GRADE 3 (1980) AND (WADE 5 (1982), BY RACE
ASIAN . BLACK HISPANIC WHITE TOTALGRADE NCR PR NCR' PR .40Tfif NCE PR 0101 PR
TOTAL BATTERY 3 705 77
ReadiAg Vocabulary 3 625 68
Reading Comprehension 3 625 69
Total Reading 3 645 69
Spelling 3 68; 5 70
Language Mechanics 3 735 76
Language Expression 3 635 72
Total Language 3 705 76
Math Computation 3 72
ee"'" 5 76
7/1113 l Mach 3 71To a
5 77
Nuaiber.Testedlir
3 2775 277
Concepts and Applications 3 675 75
83 51 52 57 63 68 80 66 7890 54 .58 61 70 71 84 69 82
72 49 48 53 56 65 76 63 7380 54 58 58 65 68 80 66 78
72 50 50 54 58 64 75 62 7282 52 54 56 61 67 79 65 76
75 49 48 54 58 65 76 63 7382 53 56 57 63 65 76 66 78
80 53 56 52 54 63 73 61 7083 53 56 57 63 63 - 73 62 72
86I
56 61 60 68 70 83 68 80 1
89 57 63 62 72 70 83 69, 82
73 52 54 56 61 65 76 61 7385 55 59 59 67 70 83 6,8 80
83 ., 54 58 58 65 69 82( 67 7989 56 61 61 70 72 85 70 83
85 49 48 59 67 66 78 64 7589 53 56 61 70 67 79 65 76
79 51 52 55 59 66 78 64 7588 52 54 60. 68 70 83 68 80.
84 50 50 58 65 67 . 79 65 7610 53 56 61 70 70 83 '68 80
538 123 3558 4498538 123 3558 4498
1236g
TABLE A9
NONLONGITUDINAL ON THE CALIFORNIA ACHIEVEMENT TESTS
FORFDDENTS TESTED ONLY r GRADE 1(1980) OR GRADE. 5 (1982), BY RACE
IAN BLACKB PR NCI P*,
TOTAL BATTERY .3 74 87 44 39
5 65 76 51 52
Reading Vocabulary 3 .65 76 42 35
5 52 54 4446
Reading Comprehension 3 6 78 4 41
5 7 63 k9 48
Total Reiding 3 68 42 35
5 55 5 49 48
Spelling 35
6960
868
48Si
4652
Language Mechanicf 3 69 82 48 46 .
5. 67 79- 52 .54
Language Expression 3 66' 78 45 41
5 58 65 52 p,
Total Language 3 69 82 46 42
5 63 73 52 54
Math Computation 3 78 91 47 445 76 89 ;53 56
Math Concepts and Applications 3 70 83 44 39i(
5" 67 79 49 48
Total Math 3 76 89 45 41
5 73 86 gl 52
Number Tested 3 50 198
5 168. 216
HISPANIC WHITE TOTAL
NCE PR NCE PR NCE PR
'54 58 61 70 58 65
53 56 66 78 62 72
1\54 56 19167 56 61
44 64 75 58 65
-53 56 59 67 57 63
51 52 63 73 59 67
5? 54 59 67 56 61
4 148 64 75 58 65
52 54 56 61 55 59
51 52 59 67 57 63
62 72 62 72 60 68
54 58 66 78 63 73
54 58 59 67 57 63
52 r54 67 79 61 70
59 67 62 72 59 67154 58 68 80 63 73
54 58 59 67 , 57 63'
57 63 63 .173 62 72
52 54 60 68 58 615
53 56 66 78 62 72.
53 56 61 70 '48 65
55 59 65 76 63 73
43 821 1114
98 674 1157
1236g
112
1604
TABLE £10
PERCENTAGE OF STUDENTS IN EACH RACIA t7ETBNIC .GROUP SCORING ATEACH STANINE OF THE CALIFORNIA TESTS TOTAL BATTERY.
GRADE 3
STANINE ASIAN HISPANIC WHITE i COUNTY NORM**
1
2
3
4
.5
6
7
89
NUMBER
4.
001
7
1218
1811 ---
31
423
1310
23
192010.'
6
6
647
02
9
18
202214
5
9
219
.
. 01
3
812
2119
1323
3955
.
0
1
4
1013
2117
12
,21
5255*
47
12
17
20
17
.12
7
4
GRADE '5
STANINE. ASIAN BLACK HISPANIC WHITE ... COUNTY Nam**
1
*1 0 1 0 0 0*' 4
2 0 4 3 1.
1 7
3 2 10 7 2 3 124 5 21 18 7 9 17
5 11 20 20. 13 14 206 18 21 18 19 i 19 17
7 20 10 14 19 18 12'8 17 7 7 16 15 7
9 27 5 10 23 . 21 4
NUMBER 448 764 223 4300 5738*
0009g
113
161. ,
4'
TABLE A10 (continued)
PERPENTAGE OF" STUDENTS IN EACH RACIAL/ETHNIC GROUP SCORING ATEACH STANINE OF THE CALIFORNIA ACHIEVEMENT TESTS TOTAL BATTERY.
GRADE 84.
STMNE
I.2
-4--.3456789
NUMBER
STANINE
1
. 234*5
.'1- 6789
NUMBER
ASIAN BLACK ,HISPANIC WHITE coutTY
.... 0 3 1. 0.
1 4 4 1
2 10 6 2
p 9 24.
17 7
15 21 19 N. 1417 17 23 1918 1 11 14 . 2012 5 * 9 1526 A 6 21
* .."
507' 956 7675*263 5933
GRADE .11
1
13
1015
191S-r19
ASIAN BLACK HISPANIC WHITE COUNTY
monis*
4
1172,201712
74
NORM**
412 796 244 5735 7204*
1 2 1 0 1 4
2 5 4. 1 2 7
. 5 17 11 3 5 12
12 23 17 10 11' 17
16 19 23 14 15 1 20
17 15 15 , 20 19 - .17.
12 8 11 18 16 12..
10 3 7 12 1/ ' 7
22 3 5 17 15 . 4
7,
*County total does not equal-the suet of the foUr rac.ialfeth-sac groups shownbecause it includes other small groups. .
g
**Students in national sample who we're 'Used to develop the test norms.
0009g,
I
ow
%TABLE All
CALIFORNIA ACHIEVEMENT TESTS RESULTSBY RACE FOR 1982 MCPS TESTING AND THX NATIONAL NORM GROUP
(Scores reported are the normal curve equivalent--(NCE). scores for the mean raw scores.)
.
.
.
BLACKMOPS NAT'L.
DIFF MOPSHISPANICNAT'L DIFF
.
QTHERMCPS 'NAT'L DIFF
cupB3. ,
4TOTAL7BATTERY 51 29 22 53 35 18 66. 48 '18TOTAL READING 48' 29 19 49 34 15 59 .48' 11-TOTAL LANGUAGE 52. 32 . 20 54' 39 15 67 50 17TOTAL MATH 53' 32 21 57 39 18 68 50 18
GRADE 5.
.
.
t
.
.
.
TCTAt BATTERY 51 34 17 55,
37 18 67 50 17TOTAL READING .50 34 16 .52 36 16. 62 49 13TOTALtZGUAGE 53 35 18 54 .38 16 68. 50 15TOTAL 52 34 18 58 38- 20 .66 50 16
. ..
GRADE 84
.
.
TOTAL BAY 51. .33 18 55 639. 16 67 51 16TOTAL READING 51 37 14 54 42 12 65 54 11TOTAL LANGUAGE 49 35 .14 53 42 11 64' 52 12TOTAL MATH. 52 31 21 59 38 21 67 .50 17
. A
9603j/75
a
t.
/15
Table Al2
PERCENTAGE OF STUDENTS TESTEDBY RACIAL/ETHNIC GROUPS CALIFORNIA ACHIEVEMENT TESTS
1980 TO 1982
Asian Black Hispanic White Total*N2NZ N 2 N N
GRADE 3 1982 423. 84 646 93 219 .82 3948 97 5247 95
-1981 368 77 688 92 181 '68 3955 96 5197 93
1980 320. -79 740 95. 165 66 4388 96 5616 94
GRADE .5 1982 448 86 762 94 223 80 4288 97 5724 95
1981 459 84 820 95 236 .81 4999 91 6524 96
j' 19804 358 81 856 97 216 80 5775 98 7214 97
GRADE 8 1982 505 94 928 97 260- -88 5878 98 7587 97
1981 387 88 872 95 243 80 5710 97 7234 96
1980 359 85 828. 94 .234. 81 5878 96 7314 95
GRADE 11 1982' 388 75 48 86 236 69 5713 90 7142 88
1981 353 75 758 85 248' 74 5981 89 7350 .87
1,980 338 79 784 80 263 72 6552 7951 86
TOTAL 1982 1764 85 3124 93 938. 80 19827 95 25700 94
1981 1567 81 3138 92 908 76 20645 95 26305 93
1980 1375 81 3208 92 878 75 22593 94 28095 93
*The number reported for the Total groug_does not equal the sum of the numbers
for each racial group because no data are reported for American Indians. That
group. is too small to provide reliable data.
0603j/75
164116
..
Table A13
CALIFORNIA Acononom TESTS RESULTS=FOR MCPS MALE STUDENTS
1980-1982
Grade /Year
No.Tested
TOTALRATTERY
NCR Per.Mean. Rank
PhonicAnalysis
NCR . Per.Mean Rank
StructuralAnalysis-
NCR Per.Mean Rank
ReadingVocabularyNCR Per.Mean 'Rank
ReadingComprehensionSCE Per.Kean Rank
TOTALREADING
ICE Per.Mean Rank
SpellingNCE Per.Mean Rank
i - 1982 2611 68 80 59 67 64 75 . 63 73 65 76 65 76 64 751901 2579 66 7$ 58 65 63 73 62 72 63 73 64 75 63 731980 2745 65 76. 57 63 462 72 62 72 63 73 63 73 63 73
. ' ...
.5 - 1982 2860 69 82 - - - , - 64 75 65 76 65 76 63 73
1981 3247 68 80 - - - 64 75 64 75 -63 76 62 721980 3555 67 74 - - - - 64 , 75 64 75 64 75 62 72
..
8 - 1982 3878 68 80 - - - 64 -75 66 78 66 78 62 41981 3796 67 79 - - - - 63 73 66 78 .65 76 61 701980 3650 67 79
-,- 63 73, 65 '76
.
65 76.
61 70
11 - 1982 3596 66 78 _ 63 73 63 73 64 75 61.70
1981 3738 65' 76 00 62 72 63' 73 63 73 61- 70'1980 4013 64 75 61 70 62 12 62 72 61 - 70
Grade/Year.No.
Tested
Language ,MechanicsNCR ter.
Mean Rank
LanguageExpressionNCR Per.Mean Rank
TOTALLamas
NCR Per.Mao Rank
MathComputationCE Per.I *a
Mean Rank
3 - 1982 2611 71 84 65 76 70 83 66 781981 2579 70 83 64 75 69 82 64 751980 2745 69 82 64 75 68 8Q 62 72
444.1.82 2860 69 82 69 '82 71 84 65 761981 3247 69
.
82. 69 82 '71 84 65 761980 3555 68 80 . 68 80 70 83 64 75
8 - 1982 3878 69 82 66 78 .69 22 66 781981 3796 68 80 66 78 68. 80 66 781980 3650 69 82 66 78 69 82 64 75
11 - 1982 3596 65 76 65 76 66 78 62 72-1981 3738 65 76 64 75 66 78 61 7'0
1980 4015 64 75. .63 . 73 63 76 .60 68
Math Concepts &ApplicationsNCR Par.Mean Rank
64 7563 '7362 72
66.
7865 7663 76:
67 79
ri...,, 1
-. 63 7362 7262 72.
TOTALMAIN
Nab Per.Mean lank
Referincepima
ICE I -Per..24ani Rank
676463
7975
73
$7 .79 68 8066 78 67 ,79
76 ' 66 78
67 79 .66 7867 79 66. 76'66 78 65 76
63 73 64 7562 72 63 7362 72 63 73
05655
165 166
Table A14
CALIFORNIA ACNIEVEMENT TESTS RESULTSFOR MPS MALE STUDENTS
1980 -1982
T
Grade/YearNo.
Tested-
TOTALBATTERY
SCR Per.Mean Rank
PhonicAnalysis
NCR Per.Mean Rank
StructuralAnalysis
NCR Per.!lean Dank
ReadingVocabularySCE Par.Sean Rani
ReadingComprebensionNCR Per.Mean Rank
TOTALREADING
NCR Per.Mon Rank
SpellingNCR Per.
Mean Rank
3 - 19821981
1980
5 - 19821981
1980.
8 - 198219811980
.
11 - 1982. 1981
980
263626182871
18$4)2773664
370935733664
354436123936
66 7865 7663, 73
67 79.
66 7864 75
65 7664 734 75
de
62 72
62 72
'62 72
56 61
56 61
55 59
-
-
- ... -- -
-- - .
62 72
61 70
59 67
- --
-.0
- -
-- ..
--
- -
T
61 7061 70
61 70
65 7665 7665 /6
65 76
66 78
64 - 75
61 70
61 7061 70
61 7060 6859 67
63 73
63 7362 72
64 75
64 75
63 73
61 7061 7061 70
62 72
61 70
60 68
64 7564 7564 75
65 76
66 78. 63 76
62 7262 72$2 72
58 6558 6558 65
59 67
511 67
59 67
55 59
55 5,
54 58
54 58
53 56
54 a 58
Grade/TearNo.
Tested
LanguageNerbailesSCE Per.
Mean lank
LanguageExpreseinu
OCR Per.Mean Rank
TOTALLANGUAGE
NCR Per.Mean Rank
MathCosputationNCR Par.Mean Rank
Math Concepts 6Application!"NCI Per.Mean . Rank
TOTALMATE
NCR Per.Mean Rank
ReferenceSkills
NCR Per.Mean Rank
3 .... 15827-1981( 1980
5 - 19821981
1980
8 - 19821981
1980
11 - 198219811980
263626182871
286432773659
3709'
35733664
354636123936
f
66 78
65 76,
64 75
46 78
64 75
64 75
63 7362 72 .
62 72
58 6558 65
' 58 65
61 70
61 ID60 '68
-65 7664 e 75
63 73
6 707068
59t 67
60 , 6859 67
65 76
64 75
63 73
67 '79
66 78
65 76
62 72
62 72
62 72
59 / 67
60 ,` 68
59 67
66 ... 7865 7663 73
64 ,75
63 73
61 70
'62 7262 7259 67...
60 6860 6860 68
1
65 76
63 7363 73
68 8067 711
67 79
68 8068 so67 79
64 75
6$ 76
65 76
-1,1)
,
67 7965. 76
64 75
67' 79
66 78
65 76
.
! 66 78
65 76
64 75
63 .73
6 3
4E*
66 7865 76
65 76
.
63 7363 7362 J2
61 7061 7061 70
03658
167 a
163
z
APPENDIX B
TECHNICAL TESTING TERMS
1
-
1
119 ",
A
a
169 .
The following sectionlprovides a reference for the technical testing `terms
used throughout this port. The terms are defined; their uses are stated;
and precautions about their interpretation are provided. The terms are listed
in alphabetical order.
CRITERION- REFERENCED TEST (CRT)
Definition A
A test based on, specific learning objectives (or teaching objectives),usually within a narrow range of subject matter or skills. The tests aredesigned to measure the knowledge or skills the student has attained. The
Maryland Functional Reading Test (MFRT) is an example of a CRT.,
Use
CRTs provide information about the extent to which the student hasattained the learning objective(s).
Precaution(s)
1. CRTs are often designed so a student can answer all or almost all ofthe.questioos correctly or incorrectly depending on the extent towhich the stodent has attained the skills being measuid. They are
not- detained to yield information about different levels of
achievement and, therefore, cannot usually be used to rank studentson specific skills.
2. Tb be useful measures of specific skills, CRTs must have a sufficientnudtber of questions measuring each particular skill included on thetest. Although what is "suffitient" is not a fixed number, thereshould,.in.most ses, be at least five questions which measure askill. A test to be a CRT which has fewer thanquestions per skill shonlibe vieied with skepticism.
GRADE EQUIVALENT SCORES (CE)
Definition..
The grade equivalent of a given raw score on any test estimates the grade"
level at which the typical pupil achieves this raw score. The digit(s) tothe left of the decimal point represent the grade; the digit to the right
k
1.23
ii
SC0
E
of the decimal point represents the month within the grade according tothe following table:
Number
2
3
4
5
6
8
9
Month
SeptemberOctoberNovemberDecemberJanuaryFebruaryMarchAprilMayJune-August
2An example of ow a test publisher might derive grade pquivalents can beuseful in undelstInding GE. The example presented below represents thebest methodology currently in use. . Many tests are normed with fewersamples.
If the publisher is norming a fourth grade test, he willrepresentative sample in Grades' 3, 4, and 5. In each grade, theor two comparable samples, Will be tested in the fall (November)spring (April). Thus, the Bade levels being tested as 3.2, 3.
4,7, 5.2, and 5.7. °(Often pdblishers test only once a year.)
test asample,'and the7, 4.2,
The average raw test score for the students in each group is computed andplotted on a graph similar to the one below. The mean scores areindicated by "." on the graph. All other grade - and -month values areestimated by interpolation between the means and extrapolation beyond themeans. The CM4 beyond the grade range of students in the norming sampleshould be regarded as no better than rough estimates.
15
10
5
0
<
Figur! Bi
* GRADE NORM LINE
POSSIBLE GROWTH PATTERN
1.7 2.2 2.7. 3.2 3.7 42 4.7 5.2 5.7 6.2 6.7 7.2 7.7 82
GRACIE EQUIVALENT.2l
4
Use
GEs provide a familiar referent for test scores.
Precautions
1. The grade equivalent score does not indicate the grade level* of
work that a student can perform. It simply estimates the gr
level of the typical student in the forming sample achiev
given raw score. Fot example, suppose a fourth grade student has
a score with a grade equivalent of 5.4 on a fourth gr: test.
This does not mean that a ourth grade student can do work ich
Alt done in January in the ifth grade. It simply estimates
this student did as well n a fourth grade test as the typical
student in January of the fifth grade. However, remember that if
the norming sample for the fourth grade test did not include any
fifth' grade students, this stimage is very tentative.
aie
2. ade equivalent scores hould not be added and subtracted,
cause they are not an eq al distance apart,at all points. They
developed under an as umption that learning occurs equally
during the school year. I fact, students Bend to learn more at
different times in the yea . From a strict statistical point ofview, this lack of equal sc re intervals 'means that mean GE scores
should not be computed. H ver, if the GE scores are converted
to Normal Curve Equivalen scores which do have this equal
interval quality, the mean score computed from the converted
scores is generally very close to that computed from the GEs,
especially if the grade equivalents represent a wide range of
pos ble scores.
3. Th attempt to build a scale based on the assumption of equal
le rning cited in Number 2 above results in differential GE gains
fo raw score changes. That occurs is that a one raw score point
ch e may cause a one-month changes in GE at one place in the norm
tab e and a five-month gain elsewhere. The largest changes in GE
generally happen in the extremes of score ion.
c_
An example of the unequal GE differences between raw scores is
shown below. These scores are taken from the ITOS seventh grade
spelling test.
Grade Test Hay Score Grade Equivalehnt Difference in Grade Equiv.
7 Spelling 7
7 8
7
3.5
4.04.4
.5
Spelling 25
7 26
7 27
8.58.7 dr
.1
.2
4. Grade equivalents generally have a wider range at higher' gradelevels. This leads to th4 situation that a student who has thesale PR in. Grades 3 and 5 will probably be further above (or
below) the median in GE terms in Grade 5. This means that ifhe /she has a high PR in both grades, the gain in GE terms will bemore than two years. If he /she has a low PR, the gain will beless than two GU. Thezifore, if a constant expected GE gain wereestablished for all students, it would be too high for some andtoot, low for others. The example below from ITBS norms
demonstrates this problem.
PR Grade 3 Grade 5 Grade Equivalent Change
90 5.1 7.5 2.4-50 1.6 5.6 2.010 2.6 4.1 1.5,
5. Because a grade equivalent score represents the perlOmance of atypical student at a given grade level, approximately half of thestudents in a nationwide sample would be expected to score belowgrade level.
6. Grade equivalents should not be compared across subject, areas asthey have different meanings4 For example, mathematics is moregraderelated than reading; and, therefore, the GEs are generallyless spread out for math than for reading.
7. Grade equivalents should not be, compared across different tests -
because they may have different meanings due to different normirigsamples.
INTERQUARTILE RANGE
Definition
Quartiles are scores (points in a distilgution) that divide a scoredistribution into quarters. Twentyfive percent of the scores are ator below the first quartile (Q1), 50 percent are at or below the secondquartile (Q2, which is also the median), and 75 percent are at or belowthe third quartile (Q3). The interquartile range includes.the band ofscores that lies between Q1 and Q3, or the middle 59 percent of thescores.
rA 123
173
Use
By eliminating the effect of the lowest and
distribution, the interquartile range provides
typical students in a group performed.
J"I
measure of hOw the'ghes quartet's of the
Precautions)
Eliminating the extreme scores may be removing important information
such as the location of pockets of students needing compensatory or
igifted programs. If the median is close to either quartile, it could\
ndicate a large number of students at that end of the distribution who
might require such services.
Definition
The sum of the scores divided by the number of scores.
Use
The mean is used as a measure of the performance of the "typical"
student in a group.
Precaution
I. In a small group, the mean can be overly influenced by a few
extreme scores. Thus, if a few scores in a' distribution are very
low but most are quite high, the mean will be depressed by the low
scores more than the median. In groups where there are' a few
extremely low scores,' the ;lean will, therefore, be slower than the
median. Therefore, it is often useful to compare the mean with
the median.
ti
2. Use of the mean provides no information about the spread of scores.
MEDIAN
Definition
The score that divides a test score distribution in half is known as
the median. Ralf of he scores are above the median, half are below.
The median is the 8C that has a percentile rank of 50.
Use
The median is used as a measure of the performance of the "typical"
student in a group.
Precaution(s)
1. See Precautiom 1 for "mean." 4%.
2. Use of the median provides no information about the spread of
scales.
1241 7 4
NORMAL CURVE
4
Definition
A normal curve is a distribution of scores or values which, in graphicform, is bell-shaped as shown' in Figure B2. In a normal curve--distribution, the mean and the median are at the Lode point. Themajority of the scores are clustered around the mean/median.Sixty-eight percent of the scores are 'within one standard deviation ofthe mean/median, and 95 percent are within two standard deviations.Scores which are more than three standard deviations from themean /median are rather rare, occurring less than 1 percent of the time.
41.figure B2
Me NUNN el( ikelAeliteie
Use
alb
Because of its well-documented statistical propertied, the normal curvedistribution' is often used in reporting test scores as an aid ininterpreting scores of groups or individuals. -
Precautions.
The normal curve distribution is a statistical or mathematical ideal.It is not a graphic description of what 4 particular distributionshould be; distributions which do not conforo. the normal curve arenot "abnormal." Many variables can affect the distribution of aparticular set of scores: test content, difficulty of the test items,suitability of the ,test for the group to which it is administefed.
125 175
4,
0.
NORMAL CURVE EQUIVALENT SCORES,(nti
. Definition is
NCEs' divide the normal dispributioif insa.99.segmenti, units, or scores
4 (Figure 12), .Scores range from .1-99, with a mean/median of 50. *NCEs
can be related to ,percentile ranks as shown in the compaiStive scales
in Figure D2.
S
Use
1. NCEs can be subjected to arithmetic operations. Therefore, mean
NCEs -can be computed, and .differences in NCEs can be compared at
all points iii the score distribution.1
21" NCEs can be used in analyses of (group data (for reasons above).In addition, NCEs- are scaled to reveal small, changes, something
whiCk stanine scores will not do consistently because of the large
score range at each stanine poipt.
Precaution(s)
1. Use %of NCEs 'for evaluating individualized performance is .to be
done with caution. A change of five NCE units on a test score is
.withiq the error range for individuals on most standardized
tests: However, since NCEs giVe a false. sense of precision -
hence of security the careless test" user could consider such a
change meaningful.
2. NCEs are *difficult to interpret when presented alone. After an
analysis has been performed on the basis. of NCEs,. results are
often converted to some more readily understandable scale *liki-
.percentile ranks. -
NORM-REFERENCED TEST (NRT)
Definition..0111100.00101r0174
44;4,
..-
Ate NRT is designed to rank students according to the number .of test
items Answered eorre5tly (i.e, according tit,. raw score). Ranking is
usually also -done ,in relation to the performance' of a norming sample.
The 'California Achiefement Tests is an example oron NRT. "< .
410
.---
s .-J
/In, la strict statistical.sense, it is probably incorrect to subject
any test scores to arithmetit operations.' lkmever, NCEs; standard scores
with an underlying normal istribution, rain' scores, and stanines come
closer then any otther ',sabre scales to having equal-interval properties
which permit arithmetic operations.
\g
4
Use
ak
Norm-referenced tests provide information about which students know the_most about.the content included on the test.
Precaution(s)
1. . A good NRT is designed to enable between 40 and 70 percent of the,:examinees to answer any given item correctly. Many items aretherefore too difficult for a majority of examinees to get right.This means that most NRTs are not very good tests of what anindividual student knows (as opposed to criterion -refereficedtests). Rather, they are measures of who knows the most about thetest content.
. ,
2. NRTs often inolude only one or two questions which measureachievement of a given skill or objective. Information aboutstudent performance on a particular objective is, therefore,usually not very reliable.
NORMS
Definition
Statistics that describe the test, performance of specified groups, suchas students in a given grade, age range, type of community, etc.
Use
Norms provide a way of relating raw scores to a more meaningful scorescale, .such as percentile ranks, stanines, grade equivalents, or a
standard score, so that it can be determined how a student performedrelative to a "representative" sample of students similar in some way.
Precaution(s)
1.- Norming samples cannot be perfectly representative o a latge
group of students. ''For most major standardized tests, publishersuse sophisticated sampling procedures to determine the normingsample. However, there will always be a small ,error factor.' Thismeans that caution must be used when comparing file scores from twodifferent tests or even froi two levels of the same test becausethe levels may not have used the same group of students, Thefollowing is an example of what might happen beCause of 'this. tIfthe students in 'the norming sample for Test A are brighter thanthose in the sample for Test B, the norms for, the two .tests willnot be equivalent. k student who then takes-both tests will beLikely. to attain ajower percentile rank on Test A becaust hefsheis being compared with airebrighter group of istudents on a testwhich has 'more difficult" norms.
a
e
,1g7177
4
2. Teat publishers often provide norms for different times of the
year such as fall, winter, and spring. However, they may not have
used a naming sample at all of these times, which means that some
of the norms are estimates. A test Manual should be consulted to
determine when a given test was nonmed. Estimated norms for any
other time of year should be 'viewed with caution.
3. Test norms are not necessarily 'derived every year, and therefore
some norms may be several years old. However, it is common
practice to compare current student performance on a given-test
with, the performance of the national norming sample. Caution must
therefore be exercised in interpreting the meaning of an
individual's status. For example, a student who took a test in
1978 and who achieved a percentile rank of 60 probably did not
score higher than 60 percent of the students taking the test in
1978. Rather, the individual scored higher than 60 percent of the '.
students in the norming sample who took the. test in the past, for.
example in 1970.
4. The above considerations may weaken the usefulness of older
norms. If changes have occurred in curridula, current students
may be better prepared in some skills or subjectm than were
students in the norming sample, less well prepared, or simply
differently prepared. Thus, comparisons of percentile ranks
across years may be clouded by changing curricula.
5. Norms are derived so that half of the representative group is
expected to be below average. This means that hale' of the group
will be below grade level, below .a percentile rank of 50 and below
the mein. Therefore, it is extremely difficult to have all of the
students in' any large group perform above the average.
PERCENTILE' RANK (PR)
Definition
The percentile rank (PR) expresses the percentage of students in the
norming sample who scored at or below a given score. For example, if a
raw ..score. of 30 has a percentile. rank of 78, then,70 pertent of the
students in the. norming sample scored at or below 3b items correct.
Use
Fits provide easily interpretable information about how a given
student's performance on a test compares with the performance of
students 4n the. norming simp/e.
Precautions)
1, PAs should not be added nor subtracted because they are not an
equal distance apart- at all poiAts... For example, Figure- 3.2.
clearly shows.that.an increase of 10 points between percentile
ranks 4V. sand 55 is not the: same distance -as an increase of 10
points between perdentile ranks 85 ana 95. Al7erson would have to
show m larger amount of imprevement.to*achieve. the second increase.
128 1.78o
f
2. On a test of fewer than 100 questions, it is dot polible forevery' whole number of the percentile rank sette"."lo have anassociated raw 'score. Therefore, in such circumstances, aone-point increase in raw score can cause an increase of severalpercentile rank units. What. might' appear to be substantialincrease on the percentile rank scale is really only an increaseof one additional question correct. .This caveat -applies tovirtually all tests in standardized batteries: .
3. Percentile ranks should not be confused with percent of correctanswers (raw scores). They have completely different meanings.
RAW SCORE
Definition
The number of questions or test items answered correctly
Use
Raw scores can be used to report the number of questions answeredcorrectly.
Precaution(s)
1. A raw score has no meaning other than the number of items answered .
correctly. It provides no interpretative information.
2. Raw scores can be quite misleading when reported by themselvesbecause the meaning of raw 'Korea differs from teat to test. Forexample, if one 50-item test is easy and one 50-item test isdifficult, a raw score of 30 on the difficqlt test might representbetter performance than a raw scare of 45 on the easier test.
3. Subjecting raw scores to arithmetic operations (e.g. addition,etc.) is a questionable procedure. Generally, raw scores do nogg#have the equal interval property required for these operations.This is because the same rail score can be obtained by differentstudents who 'get different combinations of items correct. Theseitems will most likely vary in their level of difficulty. Thus,identical raw. scores will possibly represent differential levelsof achievement.
RELIABILITY
Definition----,___-_
Reliability refers to the extent ,tliwhich s-it measured. Theie are > thrse major types ofas a coefficient ranking from 0 (complete(perfeet consistency).
1794t 129'4
,
test is consistent in whatreliability, all expressedlack of consistency) to I
1. internal consistency is the degree to which all the questions on a
test' measure the same thing. For example, a mathematiis test' that
. measures only addition of fraction& will probably have a' higher
internal consistency coefficient than one that measures several
different mathematical operations. This would be especiallyimportant for achievement-tests that measure specific skills.
Stability- is the" degree to which' a person will achieve the samescore' on 'a test that is taken twice within a 'time period ofanything from 's few days to a year or two. This is important inan instrument which measures a trait like, natural ability, .whichis not expected to change over time.
3. Equivalence is theidegree to which a person will achieve' the samescore on two forms of the same test. . This is important for any
test in which two forms are to be used interchangeably.
Use
Reliability is a measure of the quality of a Pest.
Frecaution(s)
The type of reliability appropriate for a given testing 'situationshould be used..
SC LE SCORE (SS)
I Definition
Scale Scores range from 0 to 999 and provide a link between all levelsof the California Achievement Tests:
Uses
1. 'Scale scores can be subjected to arithmetic operations like NormalCurve Equivalent scores. Therefore means ,can be computed middifferences in. SSs can be compared meiningfully.
2. Scale scores provide a' way of comparing scores on different levelsof the California' Achievement Tests and, therefore, provide a wayof measuring growth.
The capability of comparing results from diffeyent test levels
also means that scale scores help to make out-of-level testing
._-possible. This testing procedure allows for a studenit to take atest for a grade other 'than his own and still have results
,(percentile ranks "andAtanines) based on norms for his /her grade.
. '130
. .4P.
. - .4.
a .StAndardDoeiation ('SD) is a measure of the dispersion in a set of.
. scoret. or, lbe c.leser the scores cluster around the mean, the smaller the1 *$41 Will 1 i be.. .
. -
*40 V
1 Use 00 V
V 4fat.
Precpution
1. Scale scores should not be used to compare scores in differentsubject areas. They were not developed so that equivalent scoresin two subject areas would indicate equivalent levels ofachievement. Any comparison of scale scores should he done withinsubject areas. 0
2. There are not "typical" scale scores for each grade or testlever. In fact, the ranges of SS8 in the various levels overlap
iderably.
STAUD44.6EVIAPON (SD) *
-Detitititn
1
-.7-
p 1;seasure. of. the spread in a set of scores, the SD can he used to/ valet in determining the degree of importance of score differences.
For examille, a difference of 2 points w Id probably not have much. mea ineif the SD were 20 but could be qui e important if the SD were
O.
Precaution(s)
. None
STANDARD ERROR OF MEASUREMENT (SEM)
Definition
The SEM is an estimate of the magnitude of error in a test score.Possible causes of error in scores include lucky or unlucky guesses, astudent's not feeling well or failing to follow directions, the facer
that'test questions may be only a sample of those that could he asked,sloppiness, laziness, etc.
Uses
1. The SEM provides a way of determining the possible fluctuation in.test scores which would be obtainel if an individual were to takethe same test a number of times. It indicates how far aparriculat obtained loscore might deviate from the individual's"true"-score (.the score the individual would obtEin if ther*'wveno error in the test). It is usually assumed that the scores,,,obtained from repeated testing would conform to the normal curve
131
4
distribution. Therefore, in practice, it is assumed that there is
a probability of 68:100 that the "true" score -is within one SEM of
the obtained score and that there is a probability of 95:100 that
the obtained score is within two Sets of the obtained score.
The SEM can be used in significance testing to provide a way of
determining whether differences in test scores or group mean
scores are statistically significant (that- they vary more than can
be reasonably attributed to testing error).
Precaution(s)
None
STANINE
Definition
A stanine is one of the scores of a nine-point division of the norial
distribution. Stanine scores range from 1 to 9 with a mean and median
cf 5. As shown in, Figure I12, each stanine has a range of
corresponding percentile ranks or raw scores.
Uses
1. Stanines can be subjeCted to arithmetic 'operations (addition,
etc.). Therefore, the mean of distributions can be competed, and
differences in stanine scores can be compared at all points in the
distribution except, in some cases, at the extreme- stanine scores
of 1 and 9.
2. Stanines do not give a false sense of accuracy of a given score
because each stanine covers a range of raw scores. The stanine
scale fr-is therefore useful for reporting individuals' scores.
Differences, in elanines are more likely to represent change beyond
that which can Ibe attributed to error then are other kinds, of
scores.
-,Precaution(s) -(444
As can be seen in Figure B2, interpretation of differences stanine
scores is clouded by the rangewirlin a given- stanIne.- For example, if
an individual's score increaseos gram the top of 'the Stanine-3 range to
the bottom of the Stanine-5 range, it representa less improvement than
an increase from the bottom of the Stanine-3 range to the top of thed.
Stanine-4 range. However, on cursory examination, it would seem as if
the first increase were the greater.
4
4
STATISTICAL SIGNIFICANCE TEST
Definition
A significance test is a statistical procedure used to. determinewhether two (or more) groups differ on a trait more than could normallybe expected if testing, error or sampling error'were assumed to be thecause of the difference.
Use ,
Under highly controlled conditions (as in experimenti,,etc.), tests ofstatistical eignificance are used to test hYpotheses. When variablescannot be controlled (as in the countywide testing program), theresults from such a test are open to, question.
Precaution(s)
I. ,Results- of significance tests are renorted as probabilitystatements. If the reported Orobabi4ity is less than .01, thechance is less than. 1:100 that the difference between groups canbe attributed to testing error'. If:the probability is .001, the"chance is' .less than 1:1000 that the difference:cat be attributedto testing error., However, there always some _chance (1:1000,etc.) that fhe difference was caused by ,error.
2. -When a large numbei of tests of significance are performed; somedifferences will turn out to be statistically significant bychance alone. That is, since there is always some chance that adifference can ..be caused by eiror, (1:20, 1:100, 1:1000, etc.), acertain number of significant differences can be expected to occurbecause ot error. There- is no way' to determine whether a
particular.statiatically significant difference was or was notcaused by error. Again, only's probability can be determined.
3. When teats of significance are used.to evaluate the difference ofmeans, the' larger the group the smaller the difference in meansneeds,, to be fof statistical significance.' The smaller the group,the farger the difference must be. F9r example, a difference ofonly 1-2 months on the grade equivalent scale, or a' fraction of araw-score point, wilily statisticapy, significant for groups ofseveral thousand students. In contrast, a difference, of as muchas six Months may be required for'eignificance,, with a groUp of onehundred stUlents. Because mony'of 'the comparisons in,this reportinvolve very large groups', nO.kignyicsnt.tests of differences andmeans were perforned. While small differences would have beenstatistically significant, they voyld-iot have been educationallymeaningful.
No.
VALIDITY
Definition
Validity. is the extent to which a test does the A for which it isused. There are three major types of validity that a test may possess.
1. Content validity is. most important for achievement tests. This
requires that a test contain questions that adequately reflect thecontent the test is supposed to measure.
2. Criterion-related validity is most important for placement tests,. college admissions tests, Qr tests on which employment decisionsAre based. Performance on `the test must be' highly correlated withperformance in the program, success in college, or success on thejob for which the test is a screenfkg instrument.
3. Construct validity is most important in psychological instruments.'Tesy of ability are examples of such instruments, .Construct
vat dity.requires that the test adequately discriminate kbetweenpeopte who do or do not have a particular trait.
OM.
Use
Validity is a measure or concept that helps one evaluate the 'quality ofa test.
Precaution(s)
The type of validity appropriates for a given testing situation Should
be used.
1
4 e
134
184
.44
