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Presentation to the
July 19, 2012
Michael W. Stetter, D.Ed. Di rector
Accountability Resources Workgroup
1
DCAS STATE ASSESSMENTRESULTS FOR 2011-2012
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Highlights of
Comprehensive State
Summary Report
Summary information Reading
Mathematics
Science
Social Studies
DCAS-Alt 1 results to be
presented in August
2
Overview and
Comprehensive State Summary Report
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The goal of assessment
reporting is to provide
for educators, students,
and the community in
suppor t of stronger, more
effective instruction and
student mastery ofcritical skills and
knowledge
3
Assessment reporting is an important component of
our statewide strategy for improving student
performance
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the first
opportunity, which all students completed, and the second
opportunity, which
was optional and allowed schools, teachers, and students to
focus on areas
needing more work
Preliminary data released in June reflected the score on the
test a student
took, meaning if a student tested in both opportunities, it
reflected the finaltest score regardless of which one was better.
Using the last test score is a
more accurate way of comparing growth to 2011, when students
were not
offered a second testing opportunity
Final data released today reports scores based on the of the two
test-
taking opportunities, which aligns with federal and state
reporting requirements
and gives a true snapshot of student performance
Overall scores based on students highest test results show
than those
reported using the last test calculation
4
There are a few important reporting changes to
highlight
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5
Participation rates on reading and math
assessments ranged from 94% to 99%
98 99 99 99 98 98
9495
99 99 99 99 9998
9595
99
96
87
98
97
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Impact of Non-standard Read Aloud Accommodation, most
often in
with test completion and studentrefusals
to between one-third and one-half of their students
in the spring window. Usage was especially heavy in Grades 7
-
10
6
There are several factors that influenced
participation rates this spring
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Statewide, students made substantial
gains in reading and math in everygrade level band
Science and social studies growth wasless substantial than
reading andmath
Increases in proficiency occurredacross all major subgroups and
inmany cases resulted in a narrowing ofachievement gaps; however,
persistentgaps remain
Partnership Zone schools year-over-year growth outpaced the
relevantstate grade-band averages in bothreading and math;
however,proficiency in all but one schoolremains below the
statewide average
7
GENERAL
HIGHLIGHTS
FOR
2011-12
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8
DCAS
Reading
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61% of students were proficient in reading (DCAS 3 or 4)
last
spring, as compared to 73% this year
among students in grades 3-5 increased
13 points; students in grades 6-8 increased 12 points;
grades 9-10 increased 8 points
for students in grades 3-5 was 12 points
higher than last years fall to spring growth; grades 6-8 and9-10
saw 8 and 6 percentage points more growth this year
as compared to last year, respectively
9
Across all grade bands and subgroups, more
students were proficient in reading in spring 2012
than in 2011
Disclaimer: The data being currently released reflects the
highest score a student received, regardless of
whether that student sat for one or both spring testing
opportunities.
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10
Reading proficiency was highest among students in
grades 3-5
75.5 74.878.5
74.271.2
73.8
66.8
71.2
0.0
10.0
20.0
30.0
40.0
50.0
60.0
70.0
80.0
90.0
100.0
Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade 9
Grade
10
Percent of Students Proficient,
Reading
2012
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11
Performance level distribution varied by grade level,
with the largest proportion of students reaching
advanced in grade 3
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12
Mean scale score increases between 2011 and 2012
ranged from 6 to 23 points
712
736
767
778
789
818826
837
735
758
786790
807
830 832
845
600
650
700
750
800
850
900
Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade 9 Grade
10
Spring SY 2011
Spring SY 2012
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Students made more fall to spring growth in 2012
than during the same period in 2011
13
28.9
20.8 21.119.2
14.817.5 16.2
14.1
43.0
34.6
30.4 27.823.8
25.7
20.9 21.8
0.0
10.0
20.0
30.0
40.0
50.0
60.0
70.0
80.0
90.0
100.0
Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade 9 Grade
10
School Year 2011 Fall to Spring Change School Year 2012 Fall to
Spring Change
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36.8
32.133.3
29.6
32.4
37.2 37.6
39.4
49.7
41.642.6
32.1
38.5
42.3
37.5
42.3
0.0
10.0
20.0
30.0
40.0
50.0
60.0
G3 G4 G5 G6 G7 G8 G9 G10
2011 Percent at PL4
2012 Percent At PL4
14
Across the majority of grades, more students were
advanced in 2012 than in 2011
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15
New DCAS Lexile scores point to student progress on
Common Core standards
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DCAS
Math
16
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17
Math proficiency increased across all grade bands
and subgroups
Disclaimer: The data being currently released reflects the
highest score a student received, regardless of
whether that student sat for one or both spring testing
opportunities.
62% of students were proficient in math (DCAS 3 or 4) last
spring, as compared to 72% this year -
Math proficiency among students in grades 3 -5 increased 9
points; students in grades 6-8 increased 10 points; grades
9-10 increased by 10 points.
Fall to spring growth for students in grades 3-5 was 10
points higher than last years fall to spring growth, grades6-8
and 9-10 saw 10 and 6 percentage points more growth
this year as compared to last year, respectively.
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18
Math proficiency, similar to reading, was highest
among students in grades 3-5
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19
Performance level distribution varied by grade level,
with the largest proportion of students reaching
advanced in grade 9
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20
Mean scale scores were higher in 2012 than in 2011
across all grades
696
733 766777
803827 836
849
713752
776 795813
839 847 862
0
100
200
300
400
500
600
700
800
900
1000
Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade 9 Grade
10
Spring SY 2011
Spring SY 2012
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Students made more fall to spring growth in 2012
than during the same period in 2011
21
39.235.5 34.2
25.022.0 22.7 22.4
18.0
51.1
45.643.3
35.2
31.7
35.7
28.525.1
0.0
10.0
20.0
30.0
40.0
50.0
60.0
70.0
80.0
90.0
100.0
Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade 9 Grade
10
School Year 2011 Fall to Spring Change School Year 2012 Fall to
Spring Change
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24.2
20.7
26.0
21.6
20.4
27.7
25.8
19.2
30.4
27.5
29.4
28.1
25.8
31.832.5
24.6
0.0
5.0
10.0
15.0
20.0
25.0
30.0
35.0
G3 G4 G5 G6 G7 G8 G9 G10
2011 Percent at PL4
2012 Percent At PL4
22
At every grade level, more students were advanced
in 2012 than in 2011
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23
Science proficiency increased slightly compared to
2011 (1/2)
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403.4 403.3396.3
200.0
250.0
300.0
350.0
400.0
450.0
500.0
Grade 5 Grade 8 Grade 10
52.1 50.6
41.6
0.0
10.0
20.0
30.0
40.0
50.0
60.0
70.0
80.0
90.0
100.0
Grade 5 Grade 8 Grade 10
24
Science proficiency increased slightly compared to
2011 (2/2)
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25
Students in grade 8 had the largest proportion of
students reaching advanced in Science
7.3
12.6
36.9
40.7
36.8
21.4
32.4
30.0
25.6
19.6
20.7
16.1
0% 20% 40% 60% 80% 100%
Grade 5
Grade 8
Grade 10
Well Below Below Meets Advanced
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:
Space Science
Biology
Ecology
: Space Science
Earth Science
Diversity and Evolution
Ecology
:
Biology Content (Cellular Biology and Genetics/Evolution)
Foundational Chemistry Content (Properties of Matter and
Conservation of Matter)
Students demonstrated particular strengths in
specific Science content areas
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Social Studies
proficiency was 68% and
57% in grades 4 and 7,
respectively, which
represents a 2-4
percentage point
increase from theprevious year
0
10
20
30
40
50
60
70
80
Grade 4 Grade 7
Spring 2011
Spring 2012
27
Students in grades 4 and 7 made slight gains in
Social Studies proficiency compared with 2011
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13.9
19.0
17.8
23.0
45.5
25.4
22.9
32.6
0% 20% 40% 60% 80% 100%
Grade 4
Grade 7
Well Below Below Meets Advanced
28
More students in grade 7 reached advanced, while
the overall proportion of students who met or
exceeded the standard was higher among 4 th graders
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29
Disaggregated scores highlight variations in Social
Studies performance by content area
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SubgroupPerformance
30
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on this years DCAS,
with greater gains made by the majority of underrepresented
subgroups
, achievement gaps based on race and
income narrowed 3-4 percentage points from last spring to
thefinal testing opportunity this year
, achievement gaps based on race and
income narrowed 3 percentage points from last spring to the
final testing opportunity this year
in both reading and math and remain the
widest among all subgroups
31
Most achievement gaps between underrepresented
subgroups and their peers narrowed slightly in 2012;
however, substantial gaps persist
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32
Increases in reading proficiency occurred across all
major subgroups and in many cases resulted in a
narrowing of achievement gaps
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33
In math, the majority of underrepresented
subgroups made greater gains than their peers
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Partnership
Zone
Schools
(Cohort I )
34
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35
Cohort I Partnership Zone schools year-over-year
growth outpaced the state grade-band averages in
both math and reading
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36
Despite signif icant year-over-year growth, proficiency
remains below the state grade-band average in all but
one Cohort I Partnership Zone school
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Online State Summary Report will debut today at 1:00
p.m.
http://www.doe.k12.de.us/default.shtml
Expanded parent summary reports mailed this week
End-of-course Standard Setting Lexile score reporting
Field testing of Common Core test items continues next
year
Assistance with teacher and student use of Learning
Point Navigator and Compass Learning online resources
Detailed cross-workgroup review for suitable teacher
training and instructional support in each content area
37
Next Steps
http://www.doe.k12.de.us/default.shtmlhttp://www.doe.k12.de.us/default.shtml
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DCAS Information on DDOE Website
For more information:
Dr. Michael Stetter, Director,Accountability Resources
Email: [email protected]
Tel.: (302) 735-4090
mailto:[email protected]:[email protected]://dstp.doe.k12.de.us/DCASOR/Default.aspxhttp://www.doe.k12.de.us/default.shtml
