Update on Student Growth in Maine

Maine Department of Education · April 2014

Update on Student Growth in Maine — Maine Department of Education, April 2014.
Published

April 11, 2014

Event
State agency
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8
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  1. Update on Student Growth in Maine
  2. NECAP SGP Update • Received NECAP data from Fall, 2013 administration. • Integrating data with previous longitudinal data for SGP analyses. • Currently conducting SGP analyses (student growth percentile and student growth projection) leading to student growth plot production. To be completed April, 2014.
  3. Caitlin Samler Sample School How to interpret this student growth & achievement report Distinction Math Achievement NECAP High ● NECAP Math ● Scale Score Scale Score Proficient ● Typical Growth Level Percentiles ● Low NECAP Part Proficient High 66th − 99th Achievement Levels Typical 35th − 65th Below Proficient Low 1st − 34th Student Growth Grade 3 Grade 4 Grade 5 Grade 6 Percentile Scale Score 337 445 547 Achievement Level Part Proficient Proficient Proficient Achievement Growth Percentile 86 86 Growth Level High High Growth Suggested Uses ● Review past growth to assess student academic progress toward Distinction Reading NECAP achievement goals. Achievement ● Develop remediation or enrich− NECAP Reading ment plans based on rate of ● Scale Score growth needed to reach higher Proficient NECAP achievement levels. High Growth Level Percentiles ● Identify the rate of progress Part Proficient Typical needed in order to reach or High 66th − 99th maintain proficient status ● Low on the NECAP next year. ● Typical 35th − 65th Below Proficient Low 1st − 34th Grade 3 Grade 4 Grade 5 Grade 6 Scale Score 324 420 539 Achievement Level Below Proficient Below Proficient Part Proficient Achievement Growth Percentile 15 93 Growth Level Low High Growth For more information please visit the Maine Department of Education (MDOE) at www.maine.gov/education or contact 207−624−6600 Cooperatively developed by the MDOE & the Center for Assessment, Inc. Distributed by the MDOE.
  4. NECAP to PSAT Growth Update • Currently integrating NECAP longitudinal les (including 11th grade) with PSAT & SAT data from 2010, 2011, 2012, & 2013. • Investigating PSAT to SAT growth as well as NECAP to PSAT to SAT growth. • Investigating growth toward college readiness bench marks established by College Board for the SAT. • Expected to nish work on integration and analyses by end of April. fi fi
  5. Assessment Transition: NECAP to SBAC • Next slide shows SBAC schedule over the next several years. • The spring 2015 SBAC test will provide scale scores amenable to SGP growth analyses. • Fall 2013 to Spring 2015 (18 month) growth in rst year followed by annual spring to spring (12 month) growth in subsequent years • Other NECAP states (e.g., Rhode Island and New Hampshire) will calculate SGPs in 2015 and are having ongoing discussions about how the growth data will be used. • SBAC and PARCC states using SGPs, in general, intend to calculate growth over the course of the assessment transition. fi
  6. September October November December January February March April May June July August Field Testing & Scoring of Preliminary Standard Setting summative and interim items Assessments and Digital Summative Assessment Final Standard Setting Library Available Administration Summative Assessment Administration Summative Assessment Administration September October November December January February March April May June July August
  7. Assessment Transition: NECAP to SBAC • SGP (student growth percentile) calculations are norm- referenced and so are scale agnostic, allowing calculation across different scales. • Signi cant oor/ceiling effects (> 5% student at lowest/ highest obtainable scale score) will likely cause problems in calculation. • Even without oor/ceiling effects, communication challenges to stakeholders are likely to be an issue. • States discussing issues related to growth and assessment transition indicate communication as being the number one challenge. fl fl fi
  8. Assessment Transition: NECAP to SBAC • Two distinct challenges: Calculation and Use • Just because we can calculate student growth doesn’t mean it is defensible to use it for previously existing accountability purposes. • Validating growth use will require de ning the purpose. • States are currently mapping out detailed timelines, preliminary analyses, and communication strategies for the use of assessment data during and following the assessment transition. fi