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School Progress Index 2012 Results
Mary Gable- Assistant State Superintendent
Division of Academic Policy
Carolyn Wood - Assistant State Superintendent
Division of Accountability, Assessment and Data Systems
December 17, 2012
State Board Meeting
ESEA FLEXIBILITY
All schools should improve the learning of all
students.
Schools have different needs and operate in
specific contexts - the strategies they adopt
for improvement should reflect their needs.
School performance targets should reflect the
school’s history of student performance.
2
ESEA FLEXIBILITY Communication
Website
Webinars and Presentations
Brochures and Handouts
Videos
Frequently Asked Questions (FAQs)
Facebook and Twitter
3
Accountability: Changing the Model
4
What is the School Progress Index?
5
Continuous scale based on indicators of adequacy: Achievement (E, M, HS) Growth (E, M) Gap Reduction (E, M, HS) College & Career Readiness (HS)
Stakeholder Input (Standard Setting): Each indicator is individually
weighted based on importance in assessing overall school progress
Measures within indicators individually weighted
Measured at the Elementary, Middle, and High School Levels (span) Combined schools with multiple
span codes are measured at each level and then combined to create a single score
• 33.3%- Mathematics Proficiency (Algebra/Data Analysis HSA)• 33.3%- English Proficiency (English HSA)• 33.3%- Science Proficiency (Biology HSA)
Achievement* 40%
Gap*
College-and Career-Readiness*
40%
20%• 60%- Cohort Graduation rate • 40%- College and Career Preparation (CCP)
• Advanced Placement or International Baccalaureate• Career and Technology Education (CTE)
Concentrators • Enrollment in College (2-Year, 4-year, and/or
Technical School)
Gap between lowest subgroup and highest subgroup within a school:
• 20%- Mathematics Proficiency (Algebra/Data Analysis HSA)• 20%- English Proficiency (English HSA)• 20%- Science Proficiency (Biology HSA)• 20%- Cohort Graduation Rate• 20%- Cohort Dropout Rate
Gap* 40%
• 33.3%- Mathematics Proficiency (MSA)• 33.3%- Reading Proficiency (MSA)• 33.3%- Science Proficiency (MSA)
• 50%- Mathematics Proficiency (MSA)• 50%- Reading Proficiency (MSA)
Gap between lowest subgroup and highest subgroup within a school:
Achievement* 30%
Growth* 30%
• 33.3%- Mathematics Proficiency (MSA)• 33.3%- Reading Proficiency (MSA)• 33.3%- Science Proficiency (MSA)
Percent of students making one year’s growth:
*ALT-MSA is included in the index component
Maryland School Progress Index
Grades 9-12Grades 9-12Grades PreK-8Grades PreK-8Meeting
Performance Targets
(AMO)
Meeting Performance Targets
(AMO)
Revised 12/4/12
ELEMENTARY/MIDDLE/HIGH SCHOOL
Indicator: Achievement
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Percentage of “all students” group scoring proficient or advanced on Maryland standardized assessments progressing toward targets
This is about progress, not performance PreK-8
• MSA Math Proficiency• MSA Reading Proficiency• MSA Science Proficiency
Grades 9-12• HSA Algebra/Data Analysis Proficiency• HSA English Proficiency• HSA Biology Proficiency
ELEMENTARY/MIDDLE/HIGH SCHOOL
Indicator: Gap Reduction Decrease in the performance gap between the
highest and lowest performing subgroups Gap Score calculated for each subgroup
category in each measured area PreK-8
— MSA Math Proficiency— MSA Reading Proficiency— MSA Science Proficiency
Grades 9-12— HSA Algebra/Data Analysis Proficiency— HSA English Proficiency— HSA Biology Proficiency— 5-Year Adjusted Cohort Graduation Rate— 4-Year Adjusted Cohort Dropout Rate
8
ELEMENTARY/MIDDLE
Indicator: Growth
PreK-8
MSA Math Proficiency MSA Reading
Proficiency
The change in student performance for the “all students” group between the current year and prior year
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HIGH SCHOOLIndicator: College- and Career-Readiness
(CCR)
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Met annual targets on measures that assure students are ready for college or career upon graduation
— 5-Year Cohort Adjusted Graduation Rate— College and Career Preparation (CCP)- Students
who have exited high school with a Maryland State High School Diploma and meet any one of the following:
• Advance Placement or International Baccalaureate — Earned a score of 3 or greater on an Advanced Placement
(AP) exam— Earned a score of 4 or greater on an International
Baccalaureate (IB) exam• Career and Technology Education (CTE) Concentrators
— Attained advance standing in a State-approved Career & Technology Education program of study
• Enrollment in College— Entered a post-secondary institution (2-yr, 4-yr, or technical
school) within 16 months of graduation
State Level AchievementAnnual Measureable Objectives (AMOs)
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Span Content
Baseline
20112012
2013
2014
2015
2016
2017
Elementary
Math 86.28 87.42
88.56
89.71
90.85 91.99 93.14
Reading 87.90 88.91
89.92
90.93
91.94 92.94 93.95
Science 66.96 69.71
72.47
75.22
77.97 80.73 83.48
Middle Math 73.60 75.80
78.00
80.20
82.40 84.60 86.80
Reading 83.15 84.56
85.96
87.37
88.77 90.17 91.58
Science 69.00 71.58
74.16
76.75
79.33 81.91 84.50
High Algebra 85.46 86.67
87.88
89.09
90.31 91.52 92.73
English 82.96 84.38
85.80
87.22
88.64 90.06 91.48
Biology 82.17 83.66
85.14
86.63
88.12 89.60 91.09
State Level Gap Reduction (Inverse) Annual Measureable Objectives (AMOs)
12
Span Content Baseline
2011201
2201
3201
4201
5201
6201
7
Elementary
Math 69.38 71.93
74.48
77.04
79.59
82.14
84.69
Reading 76.32 78.29
80.27
82.24
84.21
86.19
88.16
Science 57.19 60.76
64.33
67.89
71.46
75.03
78.60
Middle Math 55.78 59.46
63.15
66.83
70.52
74.20
77.89
Reading 65.99 68.83
71.66
74.49
77.33
80.16
83.00
Science 48.45 52.75
57.04
61.34
65.63
69.93
74.23
High Algebra 66.80 69.57
72.33
75.10
77.87
80.63
83.40
English 63.94 66.95
69.95
72.96
75.96
78.97
81.97
Biology 66.08 68.91
71.74
74.56
77.39
80.22
83.04
5- yr Cohort Grad
65.82 68.67
71.52
74.36
77.21
80.06
82.91
4- yr Dropout 78.27 80.08
81.89
83.70
85.51
87.32
89.14
State Level Growth and College- and Career-Readiness Annual Measureable Objectives (AMOs)
13
Span Content
Baseline
20112012 2013 2014 2015 2016 2017
Elementary Math 65.91 68.75
71.59
74.43 77.27
80.11 82.95
Reading 86.94 88.02
89.11
90.20 91.29
92.38 93.47
Middle Math 75.23 77.29
79.36
81.42 83.48
85.55 87.61
Reading 71.75 74.10
76.46
78.81 81.16
83.52 85.87
Growth AMOs
Content Base 2011 201
2201
32014 201
52016 201
7201
8201
92020
5 yr Cohort Grad Rate*
84.57 85.15
85.72
86.30 86.88
87.46 88.04
88.62
89.20
89.78
College & Career Prep
83.57 84.94
86.30
87.67 89.04
90.41 91.78
N/A N/A N/A
College and Career Readiness AMOs (High School)
*Based on a 50% reduction in 9 years
State School Progress Index Results for Elementary School
14
Calculations Achievement Gap Growth
Math Read Sci Math Read Sci Math Read
See Box Below 87.68%88.21
%68.62
%69.95% 77.45%
55.68%
71.18% 86.99%
÷ AMO 87.42%88.91
%69.71
%71.93% 78.29%
60.76%
68.75% 88.02%
= Measure PSV*
1.00290.992
10.984
30.9725 0.9893
0.9164
1.0353 0.9883
× Proportional Significance
33.33%33.33
%33.33
%33.33% 33.33%
33.33%
50% 50%
= MeasureContribution
0.3343+
0.3307+
0.3281 0.3242+
0.3298+
0.30550.5177
+ 0.4941
= Indicator PSV
0.9931 0.9594 1.0118
× Proportional Significance
30% 40% 30%
= Indicator Contribution
0.2979 0.3838 0.3035
=School Progress Index 0.9852
*PSV= Progress Scale Value
Achievement: % of Students who Scored Advanced or ProficientGap: (inverse of) % Difference Between Highest and Lowest SubgroupGrowth: % of Students whose Performance was Equal to or Better than Last YearCCR: % of Students in Cohort who Graduated / had a CCP success
State School Progress Index Results for Middle School
15
Calculations Achievement Gap** Growth
Math Read Sci Math Read Sci Math Read
See Box Below 76.06%81.85
%70.25%
56.60%
62.91% 47.13% 78.04% 69.91%
÷ AMO 75.80%84.56
%71.58%
59.46%
68.83% 52.75% 77.29% 74.10%
= Measure PSV*
1.0034 0.9680 0.9814 0.9519 0.9140 0.8934 1.0097 0.9435
× Proportional Significance
33.33%33.33
%33.33%
33.33%
33.33% 33.33% 50% 50%
= MeasureContribution
0.3345+
0.3227+
0.32710.3173
+ 0.3047
+ 0.2978
0.5048+
0.4717
= Indicator PSV
0.9843 0.9197 0.9766
× Proportional Significance
30% 40% 30%
= Indicator Contribution
0.2953 0.3679 0.2930
=School Index Progress 0.9562
* PSV= Progress Scale Value
Achievement: % of Students who Scored Advanced or ProficientGap: (inverse of) % Difference Between Highest and Lowest SubgroupGrowth: % of Students whose Performance was Equal to or Better than Last YearCCR: % of Students in Cohort who Graduated / had a CCP success
State School Progress Index Results for High School
16
Calculations
Achievement Gap CCR
Alg Eng Bio Alg Eng Bio Grad Drop Grad CCP
See Box Below85.85
%84.48
%82.74
%65.06
%65.47
%65.91
%67.80
%75.61
%85.51
%84.42
%
÷ AMO86.67
%84.38
%83.66
%69.57
%66.95
%68.91
%68.67
%80.08
%85.15
%84.94
%
= Measure PSV*
0.9906
1.0012
0.9890
0.9353
0.9779
0.9565
0.9873
0.9442
1.0043
0.9939
× Proportional Significance
33.33%
33.33%
33.33% 20% 20% 20% 20% 20% 60% 40%
= MeasureContribution
0.3302+
0.3337+
0.3297
0.1871+
0.1956+
0.1913+
0.1975+
0.1888
0.6026+
0.3976
= Indicator PSV 0.9936 0.9602 1.0002
× Proportional Significance 40% 40% 20%
= Indicator
Contribution0.3974 0.3841 0.2000
=School Progress Index 0.9816* PSV= Progress Scale Value
Achievement: % of Students who Scored Advanced or ProficientGap: (inverse of) % Difference Between Highest and Lowest SubgroupGrowth: % of Students whose Performance was Equal to or Better than Last YearCCR: % of Students in Cohort who Graduated / had a CCP success
Overall State School Progress Index
Elementary Grades 3-5
Grade Span SPI
% Students in Span
Grade Span
Contribution
= Indicator Contribution =0.9852 x 29.84% = 0.2940
17
MiddleGrades 6-8
Grade Span SPI
%Students in Span
Grade Span
Contribution
=Indicator Contribution
=0.9562 x29.34% =0.2805
High SchoolGrades 9-12
Grade Span SPI
%Students in Span
Grade Span
Contribution
=Indicator Contribution
=0.9816 x40.82% =0.4007
Elementary Middle High Overall State SPI
0.2940 +0.2805 +0.4007 = 0.9752
The School Progress Index Score for the State is weighted by the percent of students in each span (elementary, middle and high school).
School Progress Index- Strands for Support, Intervention, and
Recognition for Schools and All School Summary
State Board Meeting
Strand Categorization
Number of Indicators Met includes:— Indicators for which the Percent Proficient of Target for the weighted indicator composite = 1.00 or
greater— Indicators that were not evaluated due to small population
E, M, H defines a particular grade span for a school. — E – Elementary— M – Middle— H – High
Some schools may have multiple grade spans (i.e. a school containing grades 6-12 would be a MH school).
Strand
Overall Score
Number of Indicators Met
E, M, H EM, MH, EH EMH
11.0 or
greaterAll 3 All 6 All 9
2 Greater than or
equal to 0.9
2 of 3 4-5 of 6 6-8 of 9
3 1 of 3 2-3 of 6 3-5 of 9
4 0 of 3 0-1 of 6 0-2 of 9
5 Less than 0.9 0-2 of 3 0-4 of 6 0-6 of 9
19
2012 School Progress Index Strand for Support, Intervention and Recognition
Summary Results
20
Strand Elementary Middle High Schools
1 260 25 78
2 370 72 78
3 218 72 54
4 60 44 14
5 29 22 10
Strands for Support, Intervention, and Recognition
Strand
Maryland State Department of Education (MSDE) and Local Education Agency (LEA) Support
1 The school will identify the professional development and training that can lead to additional improvement in achievement. The LEA may provide this resource or the school can seek training beyond their on LEA.
2 It is expected that the LEA will assure that lower-performing subgroups and other particular needs the school may have (specifically in the Indicator that was missed) are addressed in the School Improvement Plan (SIP)/School Performance Plan (SPP). Title I schools that fail to make the AMO in Mathematics or Reading will be eligible to apply for 1003(a) School Improvement Grant (SIG) funds.
3 The school will develop a School Improvement Plans (SIP)/School Performance Plan (SPP) that will address the specific Indicators that are missed. Progress on improvement of the Indicators will be monitored by the LEA. Title I schools that fail to make the AMO in Mathematics or Reading will be eligible to apply for 1003(a) School Improvement Grant (SIG) funds.
4 The LEA will examine the existing supports in the school to determine effectiveness of the current path for increased progress and monitor necessary changes to address all instruction as well as those ancillary supports, like classroom management training, that can prevent other problems from interfering with instruction. Title I schools that fail to make the AMO in Mathematics or Reading will be eligible to apply for 1003(a) School Improvement Grant (SIG) funds.
5 The LEA will provide intensive, sustained support and technical assistance through onsite monitoring for the school. It may include, but is not limited to, examining existing supports, curriculum, instruction, assessment, professional development with accountability, school culture and climate, family and community support, organizational structure and resources, and comprehensive and effective planning. Title I schools that fail to make the AMO in Mathematics or Reading will be eligible to apply for 1003(a) School Improvement Grant (SIG) funds.
