COVID-19 Impact & Recovery in Hawaii
2024 Update
Damian Betebenner & Adam VanIwaarden
Center for Assessment
December 5th, 2024
Background
Introductory Concepts and Terminology
Academic Recovery in 2024
• The availability of 2024 SBA data allows Hawaii to update
COVID-19 recovery analyses.
• Spring 2024 marks the fourth year since the pandemic began
and this is the fourth report:
• Summer 2021: Academic Impact
• Summer 2022: Academic Recovery Year 1
• Summer 2023: Academic Recovery Year 2
• Summer 2024: Academic Recovery Year 3
Two Types of Recovery in 2024: System & Student
• We elaborate on the results from the previous recovery analyses in two
ways:
• System level recovery: Is the education system supporting rates of
learning that are comparable to what it was prior to the pandemic?
• Student level recovery: Are students achieving at levels that are
comparable to what they were prior to the pandemic?
• Previously, we focused mostly on system-level recovery: examining rates
of learning in 2021 and 2022 compared to those prior to the pandemic.
• We continue examining system level analyses but also focus on student-
level recovery.
Two Types of Recovery: System & Student
• System-level recovery
• Comparison of 2019 and 2024 same-grade student growth: We
examine the change in baseline student growth (SGPs) for 2019
students and 2024 students utilizing coefficient matrices derived
from pre-pandemic cohorts of students.
• Student-level recovery
• Comparison of 2019 to 2024 same-grade achievement: We
examine the equi-percentile change in achievement for 2019
students and 2024 students at same-grade
Student-level recovery
• It is critical to understand that recovery of the system does not imply student level
recovery
• Because students’ rates of learning slowed so dramatically during the pandemic, rates
of learning necessary to catch students up to where they would have been would have
to be equally dramatic (in the positive direction)
• As of 2024, 4 cohorts of students have exited the system (via graduation) achieving at
levels, on average, below where they would have been had the pandemic not occurred.
• The following figures illustrate the extent to which student attainment is behind 2019
attainment levels.
• Comparison to 2019 attainment levels is a “low bar” for comparison:
• Attainment levels in 2024, had the pandemic not occurred, would almost certainly
have been higher than 2019 levels (based on “typical” rates of yearly improvement)
System Recovery: Cohort-Based Comparison (SBA)
Compare observed versus expected attainment for a cohort of students
Grade 3
Grade 4
No Testing due to
Grade 5
COVID-19
Grade 6
Grade 7
Grade 8
Student Recovery: Cross-sectional Comparison (SBA)
Compare observed versus expected attainment for a cohort of students
Grade 3
Grade 4
No Testing due to
Grade 5
Grade 6
COVID-19
Grade 7
Grade 8
Why Baseline SGPs?
• There was a question of why one needs to look at baseline referenced SGPs
instead of, for example, scale score gains. There are several reasons.
• SGPs are the growth metric that the state of Hawaii has been using for more
than a decade.
• SGPs are readily interpretable probabilistically whereas gain scores are not.
• Quantile regression (on which SGPs are based) is invariant to mono-tone
transformations of scale (equivariant to mono-tone transformations of
scale). OLS regression, for example, is not. See Koenker (2005, p. 38)
• Gain scores (which can be calculated since SBA is vertically scaled) are
dependent upon: Content area, grade, prior level of achievement.
• Gain scores were largely discredited as an effective means of communicating
change. For example, no state uses them as a growth model.
Status based impact versus growth?
• There was another question about the equivalence of status change and
growth change.
• Previously, I justified this change heuristically by noting that growth
change (deceleration from 2021) had to lead to status change.
• That is, decreases in learning (as quantified by growth) necessarily lead
to decreases in achievement.
• Also, this is empirically verified based upon two years of data plotted for
several states across grade and content areas show a correlation of 0.91.
• This relationship isn’t a function of content area or year but a
relationship between status change and conditional status (i.e., growth)
change.
Status based impact versus growth?
Academic Impact/Recovery Across 11 States
Mean Growth Impact Mean Growth Recovery
by Grade by Grade
Mean Status Recovery
Gr3
0.25 Mathematics Impact: 2019 to 2021
Gr5
ELA Impact: 2019 to 2021
by Grade
Gr4
0.20 Mathematics Recovery: 2021 to 2022
Gr3
ELA Recovery: 2021 to 2022 Gr7
Recovery
0.15 Gr3 Gr6 Gr4
Gr3
Gr4
Gr8 Gr5 Gr5Gr4 3
Gr6 4
0.10 Gr3
Gr4
Gr5Gr8 Gr4
Gr6 Gr4
Gr3
Gr3
Gr3
Gr3
Gr6 Gr4 Gr4Gr8
Gr4 5 3
Gr6Gr6
Gr7
Gr6
Gr7 Gr5 6
Gr4 Gr6
0.05 Gr3
Gr3 Gr6 Gr5Gr5Gr4
Gr5
Gr6 Gr7 Gr7
Gr5
Gr7 8 7
Gr6
Gr5 Gr8 Gr7
Gr4
Gr5 7 6
Gr3
Gr8Gr8 Gr7
0.00 Gr7
Gr8
Status Change (effect size)
Gr8Gr7
Gr7 Gr5Gr5 Gr7
Gr8
Gr8 Gr8
Gr7
Gr7
Gr6 8
Gr4 Gr6 Gr8Gr8 Gr7
−0.05 Gr7Gr8 Gr4
Gr6
Gr8
Gr3
−0.10 Gr4
Gr10
Gr5
Gr4 Gr8
Gr3 Gr6
Gr7Gr7 Gr6
Gr8 Gr5
Gr4
Gr7 8
−0.15 Gr4
Gr3
Gr4
Gr4
Gr8 Gr5
Gr8
Gr5Gr6 Gr7
Gr6
Gr5
Gr8
Gr6 4
Gr3
Gr4 Gr5 Gr6 Gr8 Gr8 Gr7 6
Gr4
Gr3
Gr3 Gr8Gr5Gr5
Gr7
Gr8
Gr6 Gr8Gr6
−0.20 Gr3
Gr3
Gr3 Gr7
Gr7
Gr5
Gr7 Correlation: 0.91 3
Gr3
Gr3 Gr7
Gr6 7
Gr7
−0.25 Gr4
Gr4
Gr3
Gr4
Gr3 Gr5
Gr7
Gr5
Gr6
Gr8 Status = 0.012 * Growth + 0.005 8
Gr4
Gr3
Gr8 Growth = 66.204 * Status + −1.523 4
Gr7
Gr4 Gr8
Gr6Gr5 Gr5 3
−0.30 Gr4 Gr6
Gr8
Gr3 Gr5
Gr6
Gr6
Gr5 Gr6
−0.35 Gr4
Gr6
Gr7
Gr5
Mean Status Impact
Gr8
Gr4
Gr5
Gr3
−0.40 Gr3
Impact
by Grade
Gr3
Gr4
−0.50 Note: Missing data in 2021 imputed
using multiple imputation.
Impact Growth Change (Median SGP change) Recovery
SBA ELA and Mathematics
Hawaii 2019 to 2021 COVID⌧19 Academic Impact Grade, Content Area & Achievement Quintile
Deterioration Recovery
−40 −25 −15 −5 5 20 Growth Change
NOTE: Quintiles for each student
−0.55 −0.4 −0.25 −0.1 0.05 0.2 Status Change subgroup are based upon quintile
cuts defined for All Students.
Change in Growth
Modest
Calculations suppressed Impact ratings calculated using baseline growth
Severe Large Moderate to Improvement
None due to small group N (< 50) Box width indicates group proportion. change when available and transformed growth otherwise.
ELA Mathematics
Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8
Quintile Quintile Quintile Quintile Quintile Quintile Quintile Quintile Quintile Quintile Quintile Quintile
All Students
Economically Disadvantaged
Non−Economically Disadvantaged
Special Education
Asian
White
Hispanic
Native Hawaiian
ELL
Female
Male
SBA ELA and Mathematics
Hawaii 2019 to 2021 COVID⌧19 Academic Impact Grade, Content Area & Achievement Quintile
Change in Achievement
Deterioration Recovery
−40 −25 −15 −5 5 20 Growth Change
NOTE: Quintiles for each student
−0.55 −0.4 −0.25 −0.1 0.05 0.2 Status Change subgroup are based upon quintile
Modest
Calculations suppressed
cuts defined for All Students. Impact ratings calculated using status change
Severe Large Moderate to Improvement
None due to small group N (< 50) Box width indicates group proportion. for all grades and content areas.
ELA Mathematics
Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8
Quintile Quintile Quintile Quintile Quintile Quintile Quintile Quintile Quintile Quintile Quintile Quintile
All Students
Economically Disadvantaged
Non−Economically Disadvantaged
Special Education
Asian
White
Hispanic
Native Hawaiian
ELL
Female
Male
Recovery Year 1
From Fall 2021 to Summer 2022
SBA: Spring 2021 and Spring 2022 Assessments
Recovery Phase Year 1
• Student growth (baseline referenced to pre-pandemic rates of learning)
was examined by content area and grade as well as for the major student
demographic subgroups.
• Achievement (Student Recovery) and Growth (System Recovery) were
characterized in three ways:
• Lagging: Behind pre-pandemic levels (attainment or growth)
• On Par: About the same as pre-pandemic levels (attainment or growth)
• Leading: Ahead of pre-pandemic levels (attainment or growth)
• Because learning slowed during the initial phase of the pandemic (2020 to
2021), to make up for those losses, learning must accelerate to rates
above normal (i.e., leading)
SBA ELA and Mathematics
Hawaii 2021 to 2022 COVID⌧19 Academic System Recovery Grade & Content Area
Lagging Leading System Recovery characterizes the extent
Growth Change
−30 −7 10 30 to which rates of student learning (i.e., growth)
have returned to pre−pandemic rates of learning.
Change in Growth
Calculations suppressed
Lagging On Par Leading
due to small group N (< 50)
ELA Mathematics
Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8
All Students Leading Leading Leading Leading Leading On Par Leading Leading Leading Leading Leading Leading
Economically Disadvantaged On Par On Par Leading Leading Leading On Par Leading Leading Leading Leading Leading Leading
Non−Economically Disadvantaged Leading On Par Leading Leading Leading On Par Leading Leading Leading Leading Leading Leading
Special Education On Par On Par On Par On Par On Par Lagging Leading On Par Leading On Par On Par On Par
Asian Leading Leading Leading Leading Leading On Par Leading Leading Leading Leading Leading Leading
White On Par On Par Leading Leading Leading On Par Leading Leading Leading Leading Leading Leading
Hispanic On Par On Par Leading Leading Leading On Par Leading Leading Leading Leading Leading Leading
Native Hawaiian On Par Leading Leading Leading On Par On Par Leading Leading Leading Leading Leading Leading
ELL On Par On Par On Par On Par On Par On Par Leading On Par Leading Leading Leading On Par
Female Leading Leading Leading Leading Leading On Par Leading Leading Leading Leading Leading Leading
Male Leading Leading Leading Leading Leading On Par Leading Leading Leading Leading Leading Leading
SBA ELA and Mathematics
Hawaii 2019 to 2022 COVID⌧19 Academic Student Recovery Grade & Content Area
Change in Achievement
Lagging Leading Student Recovery characterizes the extent
Status Change
−0.38 −0.09 0.12 0.38 to which student attainment has returned
to pre−pandemic levels of attainment.
Calculations suppressed
Lagging On Par Leading
due to small group N (< 50)
ELA Mathematics
Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8
All Students On Par On Par On Par On Par On Par On Par Lagging On Par On Par Lagging Lagging Lagging
Economically Disadvantaged Lagging On Par On Par On Par On Par On Par Lagging Lagging Lagging Lagging Lagging Lagging
Non−Economically Disadvantaged On Par On Par On Par On Par On Par On Par On Par On Par On Par Lagging Lagging Lagging
Special Education On Par On Par On Par Lagging On Par On Par Lagging Lagging On Par Lagging On Par On Par
Asian On Par On Par On Par On Par On Par On Par On Par On Par On Par Lagging On Par On Par
White On Par On Par On Par On Par On Par On Par Lagging On Par On Par On Par On Par Lagging
Hispanic Lagging On Par On Par Lagging On Par Lagging Lagging Lagging On Par Lagging Lagging Lagging
Native Hawaiian Lagging On Par On Par On Par On Par Lagging Lagging Lagging Lagging Lagging Lagging Lagging
ELL On Par On Par On Par Leading Leading Leading On Par Lagging On Par On Par On Par Lagging
Female On Par On Par On Par On Par On Par On Par Lagging Lagging On Par Lagging Lagging Lagging
Male On Par On Par On Par On Par On Par On Par Lagging On Par On Par On Par On Par On Par
Recovery Year 1
• Analysis of 2022 SBA data indicated several positive trends in Hawai’i to be happy
about.
• In both ELA and mathematics, learning acceleration was at least as much to be
considered stabilization and in many cases could be considered as genuine
recovery.
• Compared to a dozen other states that the Center conducts these analyses,
Hawai’i comes out as the best in terms of pandemic recovery.
• Despite a robust recovery, students remain slightly behind 2019 levels in ELA and
further behind in mathematics.
Recovery Year 1: Qualitative Investigation
• HIDOE commissioned a study, based upon an initial ROI investigation based upon money spent during the
pandemic to help students.
• We identified 15 schools to investigate (via 90 minute zoom interviews) more thoroughly based upon three
patterns:
• High impact/high recovery
• High impact/little to no recovery
• Low impact/high recovery
• My colleague Jeri Thompson and I investigated this recovery, focusing on schools demonstrating large rates of
recovery that continued through 2023.
• As was reported previously, Hawaii, overall experienced a robust recovery in 2022 in rates of student learning —
much more so than other states.
• Our interviews failed to identify a program or intervention responsible for what we observed at the 15 schools
we investigated.
• More on year 2.
Recovery Year 2
From Fall 2022 to Summer 2023
SBA: Spring 2022 and Spring 2023 Assessments
Recovery Phase Year 2
• Student growth (baseline referenced to pre-pandemic rates of learning)
was examined by content area and grade as well as for the major student
demographic subgroups.
• Achievement (Student Recovery) and Growth (System Recovery) were
characterized in three ways:
• Lagging: Behind pre-pandemic levels (attainment or growth)
• On Par: About the same as pre-pandemic levels (attainment or growth)
• Leading: Ahead of pre-pandemic levels (attainment or growth)
• Because learning slowed during the initial phase of the pandemic (2020 to
2021), to make up for those losses, learning must accelerate to rates
above normal (i.e., leading)
SBA ELA and Mathematics
Hawaii 2019 to 2023 COVID⌧19 Academic Student Recovery
Grade, Content Area & Achievement Quintile
Lagging Leading Student Recovery characterizes the extent
Status Change
−0.38 −0.09 0.12 0.38 to which student attainment has returned
to pre−pandemic levels of attainment.
Calculations suppressed
Lagging On Par Leading
due to small group N (< 50)
ELA Mathematics
Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8
Quintile Quintile Quintile Quintile Quintile Quintile Quintile Quintile Quintile Quintile Quintile Quintile
All Students
Economically Disadvantaged
Non−Economically Disadvantaged
Special Education
Asian
White
Hispanic
Native Hawaiian
ELL
Female
Male
SBA ELA and Mathematics
Hawaii 2019 to 2023 COVID⌧19 Academic System Recovery
Grade, Content Area & Achievement Quintile
Lagging Leading System Recovery characterizes the extent
Growth Change
−30 −7 10 30 to which rates of student learning (i.e., growth)
have returned to pre−pandemic rates of learning.
Calculations suppressed
Lagging On Par Leading
due to small group N (< 50)
ELA Mathematics
Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8
Quintile Quintile Quintile Quintile Quintile Quintile Quintile Quintile Quintile Quintile Quintile Quintile
All Students
Economically Disadvantaged
Non−Economically Disadvantaged
Special Education
Asian
White
Hispanic
Native Hawaiian
ELL
Female
Male
Recovery Year 2
• Analysis of 2023 SBA data indicates two things:
• Rates of learning, on average, are slightly exceeding or at pre-pandemic rates of
growth. That is, the system has recovered, and then some.
• Student attainment, on average, is still lagging behind because rates of learning have
not accelerated enough to catch students up. That is, students have not recovered.
• In both ELA and mathematics, learning acceleration from the lows of the pandemic would
be considered, on average, to be system stabilization.
• System stabilization (a return to normal rates of learning) will be insufficient to catch
students up.
• Averages can obscure important heterogeneity:
Recovery Year 2: Qualitative Investigation
• Upon reflection of our initial findings, we hypothesize that the robust recovery was driven by cultural factors more so than programmatic
factors.
• To investigate further, we identified 5 schools that continued to experience superior rates of growth to those demonstrated prior to the
onset of the pandemic. 4 of those schools agreed to a full day meeting to discuss impact and recovery due to the pandemic.
• Kalihi-waena Elementary
• Mililani ‘Ike Elementary
• Waipahu Elementary
• Mililani Middle
• Our hypothesis is that these schools thrived due to efforts to maintain strong relationships during the COVID-19 crisis. Specifically, we
believe Hawaii’s culture of ‘Ohana led to:
• strong relational networks among students, teachers, parents, and the broader community that supported emotional and academic
resilience.enhanced collaboration between schools and families, fostering a sense of mutual responsibility for student success.
• a focus on belonging and cultural identity, which helped students navigate challenges and stay connected to their educational journey.
• a shared community ethos where collective well-being was prioritized, enabling targeted and empathetic support for struggling
students and families.
• enduring trust and communication frameworks that were established during the pandemic and maintained in the recovery period.
Recovery Year 3
From Fall 2023 to Summer 2024
SBA: Spring 2023 and Spring 2024 Assessments
Recovery Phase Year 3
• Student growth (baseline referenced to pre-pandemic rates of learning)
was examined by content area and grade as well as for the major student
demographic subgroups.
• Achievement (Student Recovery) and Growth (System Recovery) were
characterized in three ways:
• Lagging: Behind pre-pandemic levels (attainment or growth)
• On Par: About the same as pre-pandemic levels (attainment or growth)
• Leading: Ahead of pre-pandemic levels (attainment or growth)
• Because learning slowed during the initial phase of the pandemic (2020 to
2021), to make up for those losses, learning must accelerate to rates
above normal (i.e., leading)
2023 Status Results
• Percent Proficient/Standardized Score (pooled standard deviation)/Count
for SBA:
ELA Mathematics
Grade
2023 SGP Results
• Mean/Median/Count for baseline referenced SGPs in ELA and
mathematics are as follows:
ELA Mathematics
Grade
Status Recovery
Black Line: 2019 (pre-covid) scaled-score
distribution.
Red line: 2023 scaled-score distribution.
The impact of the pandemic on student
achievement (decrease) is illustrated as the area
between the black line (bottom) and the red line
(top)
X-axis: Grade 8 percentile rank
The horizontal distance between the curves at
the proficiency cut level (horizontal dashed blue
line) illustrates the increase in percent proficient.
Decrease of 7.2% proficient and decrease of 0.16
standard deviation
Status Recovery
Red line: 2023 - 2019 scaled-score
distribution difference.
The recovery from the pandemic
(difference in the distributions) on
student achievement (increase) is
indicated by the red line.
X-axis: Grade 8 percentile rank
Average impact z = -0.16 standard units.
Larger impact for Q3 and Q4 students.
Growth Recovery
Black Line: (pre-covid) conditional scaled-score
distribution — Grade 8/2019 conditioned on
Grade 7/2018
Red line: conditional scaled-score distribution
— Grade 8/2023 conditioned on Grade 7/2022
The lag from the pandemic on student growth
(increase) is illustrated as the area between the
black line (top) and the red line (bottom)
X-axis: Grade 7 Scaled Score and achievement
level cuts.
Fixing a level on the x-axis, the vertical distance
between the curves is the average decrease in
scale score associated with the impact for a
student at that 8th-grade level.
Growth Recovery
Red line: SGP Difference Grade
8/2023 - Grade 8/2019 conditional
scaled score distribution
X-axis: Grade 7 Scaled Score and
associated deciles and achievement
level cuts
Median SGP 2019 Grade 8: 50
Median SGP 2023 Grade 8: 46
Higher achieving groups (above the
40th percentile) demonstrating
lower rates of learning than pre-
COVID.
Summary
We summarize the academic recovery in
terms of Growth (System Level Recovery)
and Status (Student Level Recovery) both
overall and by achievement quintile
Growth is, overall, on par with the pre-covid
growth. For the higher quintiles, growth is
on-par bordering on lagging.
Status is, overall, lagging. That is, student
attainment has not returned to pre-
pandemic levels. This reaffirms the point
made two years ago: For students to recover,
learning rates will have to
SBA ELA and Mathematics
Hawaii 2019 to 2024 COVID⌧19 Academic Student Recovery
Grade, Content Area & Achievement Quintile
Lagging Leading Student Recovery characterizes the extent
Status Change
−0.38 −0.09 0.12 0.38 to which student attainment has returned
to pre−pandemic levels of attainment.
Calculations suppressed
Lagging On Par Leading
due to small group N (< 50)
ELA Mathematics
Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8
Quintile Quintile Quintile Quintile Quintile Quintile Quintile Quintile Quintile Quintile Quintile Quintile
All Students
Economically Disadvantaged
Non−Economically Disadvantaged
Special Education
Asian
White
Hispanic
Native Hawaiian
ELL
Female
Male
SBA ELA and Mathematics
Hawaii 2019 to 2023 COVID⌧19 Academic Student Recovery
Grade, Content Area & Achievement Quintile
Lagging Leading Student Recovery characterizes the extent
Status Change
−0.38 −0.09 0.12 0.38 to which student attainment has returned
to pre−pandemic levels of attainment.
Calculations suppressed
Lagging On Par Leading
due to small group N (< 50)
ELA Mathematics
Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8
Quintile Quintile Quintile Quintile Quintile Quintile Quintile Quintile Quintile Quintile Quintile Quintile
All Students
Economically Disadvantaged
Non−Economically Disadvantaged
Special Education
Asian
White
Hispanic
Native Hawaiian
ELL
Female
Male
SBA ELA and Mathematics
Hawaii 2019 to 2024 COVID⌧19 Academic System Recovery
Grade, Content Area & Achievement Quintile
Lagging Leading System Recovery characterizes the extent
Growth Change
−30 −7 10 30 to which rates of student learning (i.e., growth)
have returned to pre−pandemic rates of learning.
Calculations suppressed
Lagging On Par Leading
due to small group N (< 50)
ELA Mathematics
Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8
Quintile Quintile Quintile Quintile Quintile Quintile Quintile Quintile Quintile Quintile Quintile Quintile
All Students
Economically Disadvantaged
Non−Economically Disadvantaged
Special Education
Asian
White
Hispanic
Native Hawaiian
ELL
Female
Male
SBA ELA and Mathematics
Hawaii 2019 to 2023 COVID⌧19 Academic System Recovery
Grade, Content Area & Achievement Quintile
Lagging Leading System Recovery characterizes the extent
Growth Change
−30 −7 10 30 to which rates of student learning (i.e., growth)
have returned to pre−pandemic rates of learning.
Calculations suppressed
Lagging On Par Leading
due to small group N (< 50)
ELA Mathematics
Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8
Quintile Quintile Quintile Quintile Quintile Quintile Quintile Quintile Quintile Quintile Quintile Quintile
All Students
Economically Disadvantaged
Non−Economically Disadvantaged
Special Education
Asian
White
Hispanic
Native Hawaiian
ELL
Female
Male
SBA Mathematics Grade 8
Hawaii 2019 to 2024 COVID⌧19 Academic Recovery Female Students
Growth: Grade 7/2018 to 8/2019 versus Grade 7/2023 to 8/2024 Status: Grade 8/2019 versus Grade 8/2024 Summary
2018 Grade 7 Scaled Score Decile Cuts
10 20 30 40 50 60 70 80 90 2019 Grade 8 Scaled Score
Observed
All Students
Grade 8 Scaled/Standardized Score and Achievement Level Cuts
Female Students
2200 2400 2500 2700 Growth/Status Recovery Legend
2019 Grade 8 Scaled Score Decile Cuts
2018 to 2019 Mean Conditional Status 2019 Percentiles (Observed) −30 −7 10 30
2023 to 2024 Mean Conditional Status (Observed) 1 2024 Percentiles (Observed)
2019 to 2024 Growth Impact 2019 to 2024 Status Impact −0.38 −0.09 0.12 0.38
80 2019 and 2024 Mean Scaled Scores
70 Lagging On Par Leading
2019 Grade 8 Scaled Score
Calculations suppressed
−0.5 due to small group N (< 50)
10 Participation
Total Status Growth
2300 2300 −2 2019: 41.1% Proficient 2019 6,227 6,227 (100.0%) 5,763 (92.5%)
2024: 31.6% Proficient 2024 5,904 5,904 (100.0%) 5,460 (92.5%)
2018 Grade 7 Scaled Score with Achievement Level Cuts Grade 8 Overall and Subgroup Percentile Ranks
Growth Recovery: Overall and by Quintile
Overall
2019 & 2024 Grade 8 Median SGPs by Quintile 2019 & 2024 Grade 8 Mean Scaled (Standardized) Scores by Quintile
On Par
Q1 Q2 Q3 Q4 Q5Overall Q1 Q2 Q3 Q4 Q5 Overall
2019 Grade 8 Students 53.5 54.0 53.0 56.0 49.0 53.0 2019 Grade 8 Students 2374 (0.09) 2475 (0.09) 2545 (0.09) 2614 (0.09) 2711 (0.09) 2555 (0.09) Q1 Q2 Q3 Q4 Q5
2024 Grade 8 Students 57.5 55.0 46.0 44.0 42.0 49.0 2024 Grade 8 Students 2359 (−0.11) 2458 (−0.11) 2524 (−0.11) 2594 (−0.11) 2705 (−0.11) 2529 (−0.11)
On Par On Par Lagging Lagging Lagging
Academic Impact (Observed) 4.0 1.0 −7.0 −12.0 −7.0 −4.0 Change (Observed) −15 (−0.13) −18 (−0.14) −21 (−0.17) −20 (−0.17) −7 (−0.05) −26 (−0.21)
Count Observed 2019 994 1,150 1,218 1,176 1,224 5,762 Count Observed 2019 1,031 1,198 1,288 1,348 1,362 6,227
Count Observed 2024 1,054 1,137 1,168 1,074 1,027 5,460 Count Observed 2024 1,103 1,183 1,256 1,233 1,129 5,904
Status Recovery: Overall and by Quintile
2024 to 2019 Scaled/Standardized Score Difference
2024 to 2019 SGP Difference (Observed) 2024 to 2019 Grade 8 Status Change (Observed) Overall
2024 to 2019 Conditional Status Difference (Observed) 0.38: Correlation SGP and Status Percentile Change
Lagging
Conditional Status/Growth Change
25 0.97: Correlation SGP and Conditional Status Difference 25 0.20
15 15 Lagging Lagging Lagging Lagging Lagging
2019 to 2024
2018 Grade 7 Scaled Score with Decile & Achievement Level Cuts Grade 8 Percentile Ranks and Scaled Scores (2019 Norm)
SBA Mathematics Grade 8
Hawaii 2019 to 2024 COVID⌧19 Academic Recovery Male Students
Growth: Grade 7/2018 to 8/2019 versus Grade 7/2023 to 8/2024 Status: Grade 8/2019 versus Grade 8/2024 Summary
2018 Grade 7 Scaled Score Decile Cuts
10 20 30 40 50 60 70 80 90 2019 Grade 8 Scaled Score
Observed
All Students
Grade 8 Scaled/Standardized Score and Achievement Level Cuts
Male Students
2200 2400 2500 2700 Growth/Status Recovery Legend
2019 Grade 8 Scaled Score Decile Cuts
2018 to 2019 Mean Conditional Status 2019 Percentiles (Observed) −30 −7 10 30
2023 to 2024 Mean Conditional Status (Observed) 1 2024 Percentiles (Observed)
2019 to 2024 Growth Impact 2019 to 2024 Status Impact −0.38 −0.09 0.12 0.38
80 2019 and 2024 Mean Scaled Scores
70 Lagging On Par Leading
2019 Grade 8 Scaled Score
Calculations suppressed
−0.5 due to small group N (< 50)
10 Participation
Total Status Growth
2300 2300 −2 2019: 34.7% Proficient 2019 6,694 6,694 (100.0%) 6,164 (92.1%)
2024: 32.0% Proficient 2024 6,297 6,297 (100.0%) 5,812 (92.3%)
2018 Grade 7 Scaled Score with Achievement Level Cuts Grade 8 Overall and Subgroup Percentile Ranks
Growth Recovery: Overall and by Quintile
Overall
2019 & 2024 Grade 8 Median SGPs by Quintile 2019 & 2024 Grade 8 Mean Scaled (Standardized) Scores by Quintile
On Par
Overall Q1 Q2 Q3 Q4 Q5 Overall
2019 Grade 8 Students 48.0 47.0 45.0 46.0 50.0 47.0 2019 Grade 8 Students 2365 (−0.09) 2474 (−0.09) 2544 (−0.09) 2613 (−0.09) 2717 (−0.09) 2532 (−0.09) Q1 Q2 Q3 Q4 Q5
2024 Grade 8 Students 52.0 49.0 44.0 39.0 42.0 45.0 2024 Grade 8 Students 2353 (−0.14) 2457 (−0.14) 2525 (−0.14) 2593 (−0.14) 2710 (−0.14) 2526 (−0.14)
On Par On Par On Par Lagging Lagging
Academic Impact (Observed) 4.0 2.0 −1.0 −7.0 −8.0 −2.0 Change (Observed) −11 (−0.09) −17 (−0.14) −19 (−0.16) −20 (−0.17) −7 (−0.06) −6 (−0.05)
Count Observed 2019 1,363 1,220 1,171 1,245 1,1646,163 Count Observed 2019 1,556 1,380 1,308 1,228 1,222 6,694
Count Observed 2024 1,202 1,088 1,105 1,179 1,2385,812 Count Observed 2024 1,336 1,261 1,189 1,205 1,306 6,297
Status Recovery: Overall and by Quintile
2024 to 2019 Scaled/Standardized Score Difference
2024 to 2019 SGP Difference (Observed) 2024 to 2019 Grade 8 Status Change (Observed) Overall
2024 to 2019 Conditional Status Difference (Observed) 0.04: Correlation SGP and Status Percentile Change
On Par
Conditional Status/Growth Change
25 0.98: Correlation SGP and Conditional Status Difference 25 0.20
15 15 On Par On Par On Par On Par On Par
2019 to 2024
2018 Grade 7 Scaled Score with Decile & Achievement Level Cuts Grade 8 Percentile Ranks and Scaled Scores (2019 Norm)
SBA Mathematics Grade 8
Hawaii 2019 to 2021 COVID⌧19 Academic Impact Female Students
Growth: Grade 6 2019 to Grade 8 2021 Status: Grade 8 2019 to Grade 8 2021 Summary
2019 Grade 6 Scaled Score Decile Cuts
Observed + Imputed
All Students
10 20 30 40 50 60 70 80 90 2019 Grade 8 Scaled Score
Academic Impact: Overall and by Quintile
Grade 8 Scaled/Standardized Score and Achievement Level Cuts
Female Students
Observed
2017 to 2019 Mean Conditional Status
2019 Percentiles (Observed)
Overall
2021 Grade 8 Scaled Score Decile Cuts
2019 to 2021 Mean Conditional Status (Observed) 1 2021 Percentiles (Observed)
2019 to 2021 Mean Conditional Status (+ Imputed)
2021 Percentiles (+ Imputed) Large
2019 to 2021 Growth Impact 2019 to 2021 Status Impact
2019 and 2021 Mean Scaled Scores
Moderate Large Severe Severe Severe
2021 Grade 8 Scaled Score
Participation
30 Total Status Growth
2300 2300 −2 2019: 41.1% Proficient
2021: 25.5% Proficient
Growth/Status Change Legend
2019 Grade 6 Scaled Score with Achievement Level Cuts Grade 8 Overall and Subgroup Percentile Ranks
Modest
Severe Large Moderate to Improvement
2019 & 2021 Grade 8 Median SGPs by Quintile 2019 & 2021 Grade 8 Mean Scaled (Standardized) Scores by Quintile None
Q1 Q2 Q3 Q4 Q5 Overall Q1 Q2 Q3 Q4 Q5 Overall
2019 Grade 8 Students 53.0 54.0 55.0 55.0 51.0 53.0 2019 Grade 8 Students 2373 (0.09) 2475 (0.09) 2545 (0.09) 2614 (0.09) 2711 (0.09) 2555 (0.09)
2021 Grade 8 Students 50.0 34.0 26.0 20.0 19.0 27.0 2021 Grade 8 Students 2351 (−0.22) 2448 (−0.22) 2503 (−0.22) 2560 (−0.22) 2664 (−0.22) 2516 (−0.22) Calculations suppressed
Academic Impact (Observed) −3.0 −20.0 −29.0 −35.0 −32.0 −26.0 Change (Observed) −22 (−0.18) −27 (−0.22) −42 (−0.34) −54 (−0.44) −48 (−0.39) −39 (−0.32)
Academic Impact (+ Imputed) −11.0 −17.9 −25.0 −31.0 −31.1 −23.3 Change (+ Imputed) −19 (0.19) −27 (0.23) −42 (0.16) −54 (0.13) −50 (0.26) −45 (−0.37)
due to small group N (< 50)
Count Observed 2019 877 1,076 1,125 1,169 1,213 5,460 Count Observed 2019 1,017 1,212 1,288 1,348 1,362 6,227
Count Observed 2021 684 877 951 1,017 1,034 4,563 Count Observed 2021 860 971 1,025 1,049 1,168 5,073
2021 to 2019 Scaled/Standardized Score Difference
2021 to 2019 SGP Difference (Observed) 2021 to 2019 Grade 8 Status Change (Observed)
30 30 0.25 2021 to 2019 Grade 8 Status Change (+ Imputed)
2021 to 2019 SGP Difference (+ Imputed)
0.94: Correlation SGP and Status Percentile Change
Conditional Status/Growth Change
2021 to 2019 Conditional Status Difference (Observed)
1.00: Correlation SGP and Conditional Status Difference
2019 to 2021
2019 Grade 6 Scaled Score with Decile & Achievement Level Cuts Grade 8 Percentile Ranks and Scaled Scores (2019 Norm)
SBA Mathematics Grade 8
Hawaii 2019 to 2021 COVID⌧19 Academic Impact Male Students
Growth: Grade 6 2019 to Grade 8 2021 Status: Grade 8 2019 to Grade 8 2021 Summary
2019 Grade 6 Scaled Score Decile Cuts
Observed + Imputed
All Students
10 20 30 40 50 60 70 80 90 2019 Grade 8 Scaled Score
Academic Impact: Overall and by Quintile
Grade 8 Scaled/Standardized Score and Achievement Level Cuts
Male Students
Observed
2017 to 2019 Mean Conditional Status
2019 Percentiles (Observed)
Overall
2021 Grade 8 Scaled Score Decile Cuts
2019 to 2021 Mean Conditional Status (Observed) 1 2021 Percentiles (Observed)
2019 to 2021 Mean Conditional Status (+ Imputed)
2021 Percentiles (+ Imputed) Large
2019 to 2021 Growth Impact 2019 to 2021 Status Impact
2019 and 2021 Mean Scaled Scores
Moderate Moderate Moderate Large Severe
2021 Grade 8 Scaled Score
Participation
30 Total Status Growth
2300 2300 −2 2019: 34.7% Proficient
2021: 24.1% Proficient
Growth/Status Change Legend
2019 Grade 6 Scaled Score with Achievement Level Cuts Grade 8 Overall and Subgroup Percentile Ranks
Modest
Severe Large Moderate to Improvement
2019 & 2021 Grade 8 Median SGPs by Quintile 2019 & 2021 Grade 8 Mean Scaled (Standardized) Scores by Quintile None
Q1 Q2 Q3 Q4 Q5 Overall Q1 Q2 Q3 Q4 Q5 Overall
2019 Grade 8 Students 48.0 47.0 45.0 46.5 49.0 47.0 2019 Grade 8 Students 2365 (−0.09) 2474 (−0.09) 2544 (−0.09) 2613 (−0.09) 2717 (−0.09) 2532 (−0.09)
2021 Grade 8 Students 46.0 37.0 28.0 19.0 16.0 28.0 2021 Grade 8 Students 2344 (−0.29) 2448 (−0.29) 2503 (−0.29) 2561 (−0.29) 2669 (−0.29) 2507 (−0.29) Calculations suppressed
Academic Impact (Observed) −2.0 −10.0 −17.0 −27.5 −33.0 −19.0 Change (Observed) −20 (−0.17) −25 (−0.21) −41 (−0.33) −52 (−0.42) −48 (−0.39) −25 (−0.20)
Academic Impact (+ Imputed) −6.4 −10.3 −14.0 −24.4 −31.0 −17.0 Change (+ Imputed) −17 (0.21) −26 (0.24) −41 (0.17) −53 (0.13) −50 (0.27) −31 (−0.25)
due to small group N (< 50)
Count Observed 2019 1,319 1,168 1,140 1,100 1,096 5,823 Count Observed 2019 1,556 1,380 1,308 1,228 1,222 6,694
Count Observed 2021 1,049 991 991 953 1,078 5,062 Count Observed 2021 1,165 1,089 1,046 1,129 1,215 5,644
2021 to 2019 Scaled/Standardized Score Difference
2021 to 2019 SGP Difference (Observed) 2021 to 2019 Grade 8 Status Change (Observed)
30 30 0.25 2021 to 2019 Grade 8 Status Change (+ Imputed)
2021 to 2019 SGP Difference (+ Imputed)
0.89: Correlation SGP and Status Percentile Change
Conditional Status/Growth Change
2021 to 2019 Conditional Status Difference (Observed)
1.00: Correlation SGP and Conditional Status Difference
2019 to 2021
2019 Grade 6 Scaled Score with Decile & Achievement Level Cuts Grade 8 Percentile Ranks and Scaled Scores (2019 Norm)
SBA Mathematics Grade 8
Hawaii 2019 to 2022 COVID⌧19 Academic Recovery Female Students
Growth: Grade 7/2018 to 8/2019 versus Grade 7/2021 to 8/2022 Status: Grade 8/2019 versus Grade 8/2022 Summary
2018 Grade 7 Scaled Score Decile Cuts
All Students
10 20 30 40 50 60 70 80 90 2019 Grade 8 Scaled Score
Observed
Grade 8 Scaled/Standardized Score and Achievement Level Cuts
Female Students
2200 2400 2500 2700 Growth/Status Recovery Legend
2019 Grade 8 Scaled Score Decile Cuts
2018 to 2019 Mean Conditional Status 90 2019 Percentiles (Observed) −30 −7 10 30
2021 to 2022 Mean Conditional Status (Observed) 1 2022 Percentiles (Observed)
2019 to 2022 Growth Impact 2019 to 2022 Status Impact −0.38 −0.09 0.12 0.38
2019 and 2022 Mean Scaled Scores
70 Lagging On Par Leading
2019 Grade 8 Scaled Score
Calculations suppressed
−0.5 due to small group N (< 50)
10 Participation
Total Status Growth
2300 2300 −2 2019: 41.1% Proficient 2019 6,227 6,227 (100.0%) 5,763 (92.5%)
2022: 30.9% Proficient 2022 6,329 6,066 (95.8%) 4,831 (76.3%)
2018 Grade 7 Scaled Score with Achievement Level Cuts Grade 8 Overall and Subgroup Percentile Ranks
Growth Recovery: Overall and by Quintile
Overall
2019 & 2022 Grade 8 Median SGPs by Quintile 2019 & 2022 Grade 8 Mean Scaled (Standardized) Scores by Quintile
On Par
Q1 Q2 Q3 Q4 Q5 Overall Q1 Q2 Q3 Q4 Q5 Overall
2019 Grade 8 Students 53.5 54.0 53.0 56.0 49.0 53.0 2019 Grade 8 Students 2374 (0.09) 2475 (0.09) 2545 (0.09) 2614 (0.09) 2711 (0.09) 2555 (0.09) Q1 Q2 Q3 Q4 Q5
2022 Grade 8 Students 61.0 56.0 46.0 48.0 54.0 53.0 2022 Grade 8 Students 2356 (−0.13) 2460 (−0.13) 2523 (−0.13) 2588 (−0.13) 2694 (−0.13) 2527 (−0.13)
On Par On Par Lagging Lagging On Par
Academic Impact (Observed) 7.5 2.0 −7.0 −8.0 5.0 0.0 Change (Observed) −18 (−0.15) −15 (−0.12) −22 (−0.18) −26 (−0.21) −18 (−0.14) −28 (−0.22)
Count Observed 2019 994 1,150 1,218 1,176 1,224 5,762 Count Observed 2019 1,031 1,198 1,288 1,348 1,362 6,227
Count Observed 2022 897 1,002 1,007 984 941 4,831 Count Observed 2022 1,118 1,248 1,216 1,282 1,202 6,066
Status Recovery: Overall and by Quintile
2022 to 2019 Scaled/Standardized Score Difference
2022 to 2019 SGP Difference (Observed) 2022 to 2019 Grade 8 Status Change (Observed) Overall
2022 to 2019 Conditional Status Difference (Observed) 0.92: Correlation SGP and Status Percentile Change
Lagging
Conditional Status/Growth Change
25 0.82: Correlation SGP and Conditional Status Difference 25 0.20
15 15 Lagging Lagging Lagging Lagging Lagging
2019 to 2022
2018 Grade 7 Scaled Score with Decile & Achievement Level Cuts Grade 8 Percentile Ranks and Scaled Scores (2019 Norm)
SBA Mathematics Grade 8
Hawaii 2019 to 2022 COVID⌧19 Academic Recovery Male Students
Growth: Grade 7/2018 to 8/2019 versus Grade 7/2021 to 8/2022 Status: Grade 8/2019 versus Grade 8/2022 Summary
2018 Grade 7 Scaled Score Decile Cuts
All Students
10 20 30 40 50 60 70 80 90 2019 Grade 8 Scaled Score
Observed
Grade 8 Scaled/Standardized Score and Achievement Level Cuts
Male Students
2200 2400 2500 2700 Growth/Status Recovery Legend
2019 Grade 8 Scaled Score Decile Cuts
2018 to 2019 Mean Conditional Status 90 2019 Percentiles (Observed) −30 −7 10 30
2021 to 2022 Mean Conditional Status (Observed) 1 2022 Percentiles (Observed)
2019 to 2022 Growth Impact 2019 to 2022 Status Impact −0.38 −0.09 0.12 0.38
2019 and 2022 Mean Scaled Scores
70 Lagging On Par Leading
2019 Grade 8 Scaled Score
Calculations suppressed
−0.5 due to small group N (< 50)
10 Participation
Total Status Growth
2300 2300 −2 2019: 34.7% Proficient 2019 6,694 6,694 (100.0%) 6,164 (92.1%)
2022: 30.7% Proficient 2022 6,644 6,376 (96.0%) 5,057 (76.1%)
2018 Grade 7 Scaled Score with Achievement Level Cuts Grade 8 Overall and Subgroup Percentile Ranks
Growth Recovery: Overall and by Quintile
Overall
2019 & 2022 Grade 8 Median SGPs by Quintile 2019 & 2022 Grade 8 Mean Scaled (Standardized) Scores by Quintile
On Par
Q1 Q2 Q3 Q4 Q5 Overall Q1 Q2 Q3 Q4 Q5 Overall
2019 Grade 8 Students 48.0 47.0 45.0 46.0 50.0 47.0 2019 Grade 8 Students 2365 (−0.09) 2474 (−0.09) 2544 (−0.09) 2613 (−0.09) 2717 (−0.09) 2532 (−0.09) Q1 Q2 Q3 Q4 Q5
2022 Grade 8 Students 54.0 50.5 45.0 45.0 47.5 48.0 2022 Grade 8 Students 2351 (−0.17) 2460 (−0.17) 2524 (−0.17) 2590 (−0.17) 2700 (−0.17) 2522 (−0.17)
On Par On Par On Par On Par On Par
Academic Impact (Observed) 6.0 3.5 0.0 −1.0 −2.5 1.0 Change (Observed) −15 (−0.12) −14 (−0.12) −20 (−0.17) −23 (−0.19) −17 (−0.13) −10 (−0.08)
Count Observed 2019 1,363 1,220 1,171 1,245 1,164 6,163 Count Observed 2019 1,568 1,368 1,308 1,228 1,222 6,694
Count Observed 2022 1,013 964 986 1,016 1,078 5,057 Count Observed 2022 1,378 1,241 1,268 1,196 1,293 6,376
Status Recovery: Overall and by Quintile
2022 to 2019 Scaled/Standardized Score Difference
2022 to 2019 SGP Difference (Observed) 2022 to 2019 Grade 8 Status Change (Observed) Overall
2022 to 2019 Conditional Status Difference (Observed) 0.70: Correlation SGP and Status Percentile Change
On Par
Conditional Status/Growth Change
25 0.91: Correlation SGP and Conditional Status Difference 25 0.20
15 15 On Par On Par Lagging Lagging On Par
2019 to 2022
2018 Grade 7 Scaled Score with Decile & Achievement Level Cuts Grade 8 Percentile Ranks and Scaled Scores (2019 Norm)
SBA Mathematics Grade 8
Hawaii 2019 to 2023 COVID⌧19 Academic Recovery Female Students
Growth: Grade 7/2018 to 8/2019 versus Grade 7/2022 to 8/2023 Status: Grade 8/2019 versus Grade 8/2023 Summary
2018 Grade 7 Scaled Score Decile Cuts
10 20 30 40 50 60 70 80 90 2019 Grade 8 Scaled Score
Observed
All Students
Grade 8 Scaled/Standardized Score and Achievement Level Cuts
Female Students
2200 2400 2500 2700 Growth/Status Recovery Legend
2019 Grade 8 Scaled Score Decile Cuts
2018 to 2019 Mean Conditional Status 90 2019 Percentiles (Observed) −30 −7 10 30
2022 to 2023 Mean Conditional Status (Observed) 1 2023 Percentiles (Observed)
2019 to 2023 Growth Impact 2019 to 2023 Status Impact −0.38 −0.09 0.12 0.38
2019 and 2023 Mean Scaled Scores
70 Lagging On Par Leading
2019 Grade 8 Scaled Score
50 Calculations suppressed
40 −0.5 due to small group N (< 50)
10 Participation
Total Status Growth
2300 2300 −2 2019: 41.1% Proficient 2019 6,227 6,227 (100.0%) 5,763 (92.5%)
2023: 29.3% Proficient 2023 4,963 4,708 (94.9%) 4,169 (84.0%)
2018 Grade 7 Scaled Score with Achievement Level Cuts Grade 8 Overall and Subgroup Percentile Ranks
Growth Recovery: Overall and by Quintile
Overall
2019 & 2023 Grade 8 Median SGPs by Quintile 2019 & 2023 Grade 8 Mean Scaled (Standardized) Scores by Quintile
On Par
Q1 Q2 Q3 Q4 Q5 Overall Q1 Q2 Q3 Q4 Q5 Overall
2019 Grade 8 Students 53.0 54.0 53.0 56.0 49.0 53.0 2019 Grade 8 Students 2373 (0.09) 2475 (0.09) 2545 (0.09) 2614 (0.09) 2711 (0.09) 2555 (0.09) Q1 Q2 Q3 Q4 Q5
2023 Grade 8 Students 57.0 56.0 48.0 43.0 44.5 50.0 2023 Grade 8 Students 2355 (−0.17) 2452 (−0.17) 2519 (−0.17) 2589 (−0.17) 2701 (−0.17) 2522 (−0.17)
On Par On Par On Par Lagging On Par
Academic Impact (Observed) 4.0 2.0 −5.0 −13.0 −4.5 −3.0 Change (Observed) −18 (−0.15) −22 (−0.18) −27 (−0.22) −25 (−0.21) −10 (−0.08) −33 (−0.27)
Count Observed 2019 995 1,150 1,218 1,176 1,224 5,763 Count Observed 2019 1,017 1,212 1,288 1,348 1,362 6,227
Count Observed 2023 831 833 887 849 768 4,168 Count Observed 2023 898 996 982 951 881 4,708
Status Recovery: Overall and by Quintile
2023 to 2019 Scaled/Standardized Score Difference
2023 to 2019 SGP Difference (Observed) 2023 to 2019 Grade 8 Status Change (Observed) Overall
2023 to 2019 Conditional Status Difference (Observed) 0.48: Correlation SGP and Status Percentile Change
Lagging
Conditional Status/Growth Change
25 0.97: Correlation SGP and Conditional Status Difference 25 0.20
15 15 Lagging Lagging Lagging Lagging Lagging
2019 to 2023
2018 Grade 7 Scaled Score with Decile & Achievement Level Cuts Grade 8 Percentile Ranks and Scaled Scores (2019 Norm)
SBA Mathematics Grade 8
Hawaii 2019 to 2023 COVID⌧19 Academic Recovery Male Students
Growth: Grade 7/2018 to 8/2019 versus Grade 7/2022 to 8/2023 Status: Grade 8/2019 versus Grade 8/2023 Summary
2018 Grade 7 Scaled Score Decile Cuts
10 20 30 40 50 60 70 80 90 2019 Grade 8 Scaled Score
Observed
All Students
Grade 8 Scaled/Standardized Score and Achievement Level Cuts
Male Students
2200 2400 2500 2700 Growth/Status Recovery Legend
2019 Grade 8 Scaled Score Decile Cuts
2018 to 2019 Mean Conditional Status 90 2019 Percentiles (Observed) −30 −7 10 30
2022 to 2023 Mean Conditional Status (Observed) 1 2023 Percentiles (Observed)
2019 to 2023 Growth Impact 2019 to 2023 Status Impact −0.38 −0.09 0.12 0.38
2019 and 2023 Mean Scaled Scores
70 Lagging On Par Leading
2019 Grade 8 Scaled Score
50 Calculations suppressed
40 −0.5 due to small group N (< 50)
10 Participation
Total Status Growth
2300 2300 −2 2019: 34.7% Proficient 2019 6,694 6,694 (100.0%) 6,164 (92.1%)
2023: 31.7% Proficient 2023 5,425 5,169 (95.3%) 4,598 (84.8%)
2018 Grade 7 Scaled Score with Achievement Level Cuts Grade 8 Overall and Subgroup Percentile Ranks
Growth Recovery: Overall and by Quintile
Overall
2019 & 2023 Grade 8 Median SGPs by Quintile 2019 & 2023 Grade 8 Mean Scaled (Standardized) Scores by Quintile
On Par
Q1 Q2 Q3 Q4 Q5Overall Q1 Q2 Q3 Q4 Q5 Overall
2019 Grade 8 Students 48.0 47.0 45.0 46.0 50.0 47.0 2019 Grade 8 Students 2365 (−0.09) 2474 (−0.09) 2544 (−0.09) 2613 (−0.09) 2717 (−0.09) 2532 (−0.09) Q1 Q2 Q3 Q4 Q5
2023 Grade 8 Students 53.0 51.0 45.0 44.0 44.0 48.0 2023 Grade 8 Students 2353 (−0.14) 2453 (−0.14) 2519 (−0.14) 2589 (−0.14) 2705 (−0.14) 2525 (−0.14)
On Par On Par On Par On Par On Par
Academic Impact (Observed) 5.0 4.0 0.0 −2.0 −6.0 1.0 Change (Observed) −13 (−0.10) −21 (−0.17) −25 (−0.20) −24 (−0.20) −12 (−0.10) −7 (−0.06)
Count Observed 2019 1,363 1,220 1,171 1,245 1,1656,164 Count Observed 2019 1,568 1,368 1,308 1,228 1,222 6,694
Count Observed 2023 898 929 873 907 991 4,598 Count Observed 2023 1,077 981 988 1,029 1,094 5,169
Status Recovery: Overall and by Quintile
2023 to 2019 Scaled/Standardized Score Difference
2023 to 2019 SGP Difference (Observed) 2023 to 2019 Grade 8 Status Change (Observed) Overall
2023 to 2019 Conditional Status Difference (Observed) 0.13: Correlation SGP and Status Percentile Change
On Par
Conditional Status/Growth Change
25 0.96: Correlation SGP and Conditional Status Difference 25 0.20
15 15 On Par On Par On Par On Par On Par
2019 to 2023
2018 Grade 7 Scaled Score with Decile & Achievement Level Cuts Grade 8 Percentile Ranks and Scaled Scores (2019 Norm)
Recovery Year 3
• Analysis of 2023 SBA data indicates two things:
• Rates of learning, on average, are returning to pre-pandemic levels. Elevated rates of
learning observed in 2022 and 2023 are moderating.
• Student attainment, on average, is still slightly behind pre-pandemic levels.
• In both ELA and mathematics, learning acceleration from the lows of the pandemic would
be considered, on average, to be system stabilization.
• System stabilization (a return to normal rates of learning) will be insufficient to catch
students up.
• Averages can obscure important heterogeneity: For example, between males and females
in mathematics
About this copy
COVID-19 Impact & Recovery in Hawaii — Hawaii Technical Advisory Committee, December 5, 2024.
This is an image-based copy of the original Keynote slides; builds and animations are flattened.