District Comparison of Benchmark Status Reading-ethnicity

Gayle

Description

DISTRICT REPORTComparison of Benchmark/CIM Status by Ethnic Group - Whole GroupREADING 2005-06, 2006-07, and 2007-082005-06 Benchmark Status 2006-07 Benchmark Status 2007-08 Benchmark StatusGrade and Ethnic Group Exceeds Meets Near Low Very Low Total Exceeds Meets Near Low Very Low Total Exceeds Meets Near Low Very Low TotalGrade 3 N 21 37 4 7 0 69 17 31 7 6 0 61 18 28 0 4 1 51 American Indian/Alaskan Native % 30% 54% 6% 10% 0% 28% 51% 11% 10% 0% 35% 55% 0% 8% 2%N 159 178 22 17 8 384 127 168 21 27 5 348 126 168 20 29 4 347 Asian / Pacific Islander % 41% 46% 6% 4% 2% 36% 48% 6% 8% 1% 36% 48% 6% 8% 1%N 175 295 32 21 8 531 122 268 58 66 18 532 123 278 45 68 13 527 Black (Not of Hispanic Origin) % 33% 56% 6% 4% 2% 23% 50% 11% 12% 3% 23% 53% 9% 13% 2%N 122 256 46 34 14 472 74 256 60 80 17 487 106 273 67 49 17 512 Hispanic % 26% 54% 10% 7% 3% 15% 53% 12% 16% 3% 21% 53% 13% 10% 3%N 1189 553 67 28 13 1850 972 729 75 64 23 1863 1084 586 55 59 17 1801 White (Not of Hispanic Origin) % 64% 30% 4% 2% 1% 52% 39% 4% 3% 1% 60% 33% 3% 3% 1%N 42 37 2 7 1 89Multi-Ethnic % 47% 42% 2% 8% 1%N 13800 0 21 29 16 3 3 0 51 23 23 1 1 2 50Unknown / Unspecified % 62% 38% 0% 0% 0% 57% 31% 6% 6% 0% 46% 46% 2% 2% 4%Grade 4 N 18 41 3 3 1 66 12 38 6 7 1 64 14 27 4 5 1 51 American Indian/Alaskan Native % 27% 62% 5% 5% 2% 19% 59% 9% 11% 2% 27% 53% 8% 10% 2%N 127 204 18 19 3 371 126 187 46 27 5 391 146 146 38 14 4 348 Asian / Pacific Islander % 34% 55% 5% 5% 1% 32% 48% 12% 7% 1% 42% ...

Informations

• Publié par: Omko
• Nombre de lectures: 14
• Langue: English

Extrait

Total Exceeds

Comparison of Benchmark/CIM Status by Ethnic Group - Whole Group

READING

2005-06, 2006-07, and 2007-08

Total

Exceeds Meets

Near

2005-06 Benchmark Status

Low Very Low

Meets

Near

Low Very Low

Exceeds Meets

Near

Low Very Low Total

2006-07 Benchmark Status

2007-08 Benchmark Status

DISTRICT REPORT

Grade and Ethnic Group

N

%

21

4

0

37

7

30%

6%

0%

54%

10%

17

7

0

31

6

28%

11%

0%

51%

10%

18

0

1

28

4

35%

0%

2%

55%

8%

69

61

51

Grade 3

American Indian/Alaskan Native

N

%

159

22

8

178

17

41%

6%

2%

46%

4%

127

21

5

168

27

36%

6%

1%

48%

8%

126

20

4

168

29

36%

6%

1%

48%

8%

384

348

347

Asian / Pacific Islander

N

%

175

32

8

295

21

33%

6%

2%

56%

4%

122

58

18

268

66

23%

11%

3%

50%

12%

123

45

13

278

68

23%

9%

2%

53%

13%

531

532

527

Black (Not of Hispanic Origin)

N

%

122

46

14

256

34

26%

10%

3%

54%

7%

74

60

17

256

80

15%

12%

3%

53%

16%

106

67

17

273

49

21%

13%

3%

53%

10%

472

487

512

Hispanic

N

%

1189

67

13

553

28

64%

4%

1%

30%

2%

972

75

23

729

64

52%

4%

1%

39%

3%

1084

55

17

586

59

60%

3%

1%

33%

3%

1850

1863

1801

White (Not of Hispanic Origin)

N

%

42

2

1

37

7

47%

2%

1%

42%

8%

89

Multi-Ethnic

N

%

13

0

0

8

0

62%

0%

0%

38%

0%

29

3

0

16

3

57%

6%

0%

31%

6%

23

1

2

23

1

46%

2%

4%

46%

2%

21

51

50

Unknown / Unspecified

N

%

18

3

1

41

3

27%

5%

2%

62%

5%

12

6

1

38

7

19%

9%

2%

59%

11%

14

4

1

27

5

27%

8%

2%

53%

10%

66

64

51

Grade 4

American Indian/Alaskan Native

N

%

127

18

3

204

19

34%

5%

1%

55%

5%

126

46

5

187

27

32%

12%

1%

48%

7%

146

38

4

146

14

42%

11%

1%

42%

4%

371

391

348

Asian / Pacific Islander

N

%

106

32

19

363

30

19%

6%

3%

66%

5%

118

83

17

270

39

22%

16%

3%

51%

7%

127

63

16

255

43

25%

13%

3%

51%

9%

550

527

504

Black (Not of Hispanic Origin)

N

%

86

40

15

255

28

20%

9%

4%

60%

7%

89

73

24

239

58

18%

15%

5%

49%

12%

94

55

7

234

60

21%

12%

2%

52%

13%

424

483

450

Hispanic

N

%

1041

68

14

787

34

54%

3%

1%

40%

2%

1015

107

23

599

61

56%

6%

1%

33%

3%

1099

73

13

584

62

60%

4%

1%

32%

3%

1944

1805

1831

White (Not of Hispanic Origin)

N

%

44

4

3

41

3

46%

4%

3%

43%

3%

95

Multi-Ethnic

N

%

9

2

1

5

1

50%

11%

6%

28%

6%

13

2

1

8

2

50%

8%

4%

31%

8%

21

4

1

13

1

53%

10%

3%

33%

3%

18

26

40

Unknown / Unspecified

Note:

Because of problems with the state's computer-based assessment system (TESA) in early 2007, testing on it was discontinued and most students took paper-pencil tests in May.

Students who met state standards on

TESA between January and March were not retested in May.

Many of those students might have exceeded state standards and had higher test scores had they been retested.

Readers should keep this situation in mind

when reviewing reports showing percent Exceeding in 2006-07 or test score gains from 2005-06.

Achievement standards (cut scores) changed in the 2006-07 school year.

It became harder for students to meet Reading and Math standards at grades 3, 4, 5, 6 and, in Reading only, grade 7.

It became easier to meet

Reading and Math standards at grades 10 and, in Math only, grade 8.

The grade 7 Math and grade 8 Reading standard did not change.

Research, Evaluation & Assessment—08/08/08gw(2008-0115)

Page 1 of 4

Total Exceeds

Comparison of Benchmark/CIM Status by Ethnic Group - Whole Group

READING

2005-06, 2006-07, and 2007-08

Total

Exceeds Meets

Near

2005-06 Benchmark Status

Low Very Low

Meets

Near

Low Very Low

Exceeds Meets

Near

Low Very Low Total

2006-07 Benchmark Status

2007-08 Benchmark Status

DISTRICT REPORT

Grade and Ethnic Group

N

%

18

8

3

51

4

21%

10%

4%

61%

5%

9

1

5

0

39

6

13%

22%

0%

57%

9%

12

13

1

26

7

20%

22%

2%

44%

12%

84

69

59

Grade 5

American Indian/Alaskan Native

N

%

97

24

5

203

16

28%

7%

1%

59%

5%

80

78

5

159

35

22%

22%

1%

45%

10%

93

64

3

183

17

26%

18%

1%

51%

5%

345

357

360

Asian / Pacific Islander

N

%

70

74

19

348

57

12%

13%

3%

61%

10%

41

158

21

245

75

8%

29%

4%

45%

14%

47

141

17

235

51

10%

29%

3%

48%

10%

568

540

491

Black (Not of Hispanic Origin)

N

%

43

69

19

267

45

10%

16%

4%

60%

10%

48

113

21

172

69

11%

27%

5%

41%

16%

53

119

16

221

53

11%

26%

3%

48%

11%

443

423

462

Hispanic

N

%

804

94

24

939

46

42%

5%

1%

49%

2%

755

171

19

858

89

40%

9%

1%

45%

5%

816

147

11

716

67

46%

8%

1%

41%

4%

1907

1892

1757

White (Not of Hispanic Origin)

N

%

19

13

0

53

8

20%

14%

0%

57%

9%

93

Multi-Ethnic

N

%

5

3

1

5

0

36%

21%

7%

36%

0%

9

1

0

12

1

39%

4%

0%

52%

4%

10

2

2

10

2

38%

8%

8%

38%

8%

14

23

26

Unknown / Unspecified

N

%

18

11

1

37

4

25%

15%

1%

52%

6%

15

13

2

52

5

17%

15%

2%

60%

6%

13

10

0

34

1

22%

17%

0%

59%

2%

71

87

58

Grade 6

American Indian/Alaskan Native

N

%

107

17

1

170

25

33%

5%

0%

53%

8%

91

35

4

179

20

28%

11%

1%

54%

6%

108

55

3

162

13

32%

16%

1%

48%

4%

320

329

341

Asian / Pacific Islander

N

%

75

74

5

267

79

15%

15%

1%

53%

16%

68

125

21

267

54

13%

23%

4%

50%

10%

57

134

13

267

53

11%

26%

2%

51%

10%

500

535

524

Black (Not of Hispanic Origin)

N

%

61

38

11

205

72

16%

10%

3%

53%

19%

68

96

24

197

55

15%

22%

5%

45%

13%

53

98

7

197

43

13%

25%

2%

49%

11%

387

440

398

Hispanic

N

%

850

79

14

724

100

48%

4%

1%

41%

6%

777

164

15

802

75

42%

9%

1%

44%

4%

879

145

7

712

65

49%

8%

0%

39%

4%

1767

1833

1808

White (Not of Hispanic Origin)

N

%

21

17

2

32

3

28%

23%

3%

43%

4%

75

Multi-Ethnic

N

%

4

2

0

9

1

25%

13%

0%

56%

6%

9

3

0

6

2

45%

15%

0%

30%

10%

12

1

0

8

3

50%

4%

0%

33%

13%

16

20

24

Unknown / Unspecified

Note:

Because of problems with the state's computer-based assessment system (TESA) in early 2007, testing on it was discontinued and most students took paper-pencil tests in May.

Students who met state standards on

TESA between January and March were not retested in May.

Many of those students might have exceeded state standards and had higher test scores had they been retested.

Readers should keep this situation in mind

when reviewing reports showing percent Exceeding in 2006-07 or test score gains from 2005-06.

Achievement standards (cut scores) changed in the 2006-07 school year.

It became harder for students to meet Reading and Math standards at grades 3, 4, 5, 6 and, in Reading only, grade 7.

It became easier to meet

Reading and Math standards at grades 10 and, in Math only, grade 8.

The grade 7 Math and grade 8 Reading standard did not change.

Research, Evaluation & Assessment—08/08/08gw(2008-0115)

Page 2 of 4

Total Exceeds

Comparison of Benchmark/CIM Status by Ethnic Group - Whole Group

READING

2005-06, 2006-07, and 2007-08

Total

Exceeds Meets

Near

2005-06 Benchmark Status

Low Very Low

Meets

Near

Low Very Low

Exceeds Meets

Near

Low Very Low Total

2006-07 Benchmark Status

2007-08 Benchmark Status

DISTRICT REPORT

Grade and Ethnic Group

N

%

20

9

0

31

4

31%

14%

0%

48%

6%

9

1

4

1

36

5

14%

22%

2%

55%

8%

16

16

0

32

4

24%

24%

0%

47%

6%

64

65

68

Grade 7

American Indian/Alaskan Native

N

%

140

50

0

139

16

41%

14%

0%

40%

5%

113

38

2

153

12

36%

12%

1%

48%

4%

122

46

1

145

15

37%

14%

0%

44%

5%

345

318

329

Asian / Pacific Islander

N

%

119

118

9

227

53

23%

22%

2%

43%

10%

77

123

11

253

39

15%

24%

2%

50%

8%

64

148

5

252

46

12%

29%

1%

49%

9%

526

503

515

Black (Not of Hispanic Origin)

N

%

74

94

11

148

74

18%

23%

3%

37%

18%

67

94

6

180

47

17%

24%

2%

46%

12%

69

114

1

182

37

17%

28%

0%

45%

9%

401

394

403

Hispanic

N

%

1158

151

17

536

68

60%

8%

1%

28%

4%

861

141

4

656

58

50%

8%

0%

38%

3%

928

152

3

681

42

51%

8%

0%

38%

2%

1930

1720

1806

White (Not of Hispanic Origin)

N

%

26

19

0

38

4

30%

22%

0%

44%

5%

87

Multi-Ethnic

N

%

4

2

0

8

1

27%

13%

0%

53%

7%

7

2

0

8

2

37%

11%

0%

42%

11%

13

5

0

9

0

48%

19%

0%

33%

0%

15

19

27

Unknown / Unspecified

N

%

14

16

0

27

8

22%

25%

0%

42%

12%

5

7

1

44

14

7%

10%

1%

62%

20%

5

1

2

1

20

7

11%

27%

2%

44%

16%

65

71

45

Grade 8

American Indian/Alaskan Native

N

%

114

66

1

129

20

35%

20%

0%

39%

6%

75

37

7

194

28

22%

11%

2%

57%

8%

87

51

2

149

27

28%

16%

1%

47%

9%

330

341

316

Asian / Pacific Islander

N

%

65

151

17

206

86

12%

29%

3%

39%

16%

49

100

26

242

105

9%

19%

5%

46%

20%

43

137

12

188

93

9%

29%

3%

40%

20%

525

522

473

Black (Not of Hispanic Origin)

N

%

47

103

7

132

87

13%

27%

2%

35%

23%

37

78

25

181

86

9%

19%

6%

44%

21%

45

110

7

150

75

12%

28%

2%

39%

19%

376

407

387

Hispanic

N

%

969

228

16

614

119

50%

12%

1%

32%

6%

685

173

20

890

113

36%

9%

1%

47%

6%

737

191

16

653

72

44%

11%

1%

39%

4%

1946

1881

1669

White (Not of Hispanic Origin)

N

%

21

4

0

36

7

31%

6%

0%

53%

10%

68

Multi-Ethnic

N

%

2

1

0

6

0

22%

11%

0%

67%

0%

2

1

0

10

4

12%

6%

0%

59%

24%

4

6

0

9

5

17%

25%

0%

38%

21%

9

1

7

2

4

Unknown / Unspecified

Note:

Because of problems with the state's computer-based assessment system (TESA) in early 2007, testing on it was discontinued and most students took paper-pencil tests in May.

Students who met state standards on

TESA between January and March were not retested in May.

Many of those students might have exceeded state standards and had higher test scores had they been retested.

Readers should keep this situation in mind

when reviewing reports showing percent Exceeding in 2006-07 or test score gains from 2005-06.

Achievement standards (cut scores) changed in the 2006-07 school year.

It became harder for students to meet Reading and Math standards at grades 3, 4, 5, 6 and, in Reading only, grade 7.

It became easier to meet

Reading and Math standards at grades 10 and, in Math only, grade 8.

The grade 7 Math and grade 8 Reading standard did not change.

Research, Evaluation & Assessment—08/08/08gw(2008-0115)

Page 3 of 4

Total Exceeds

Comparison of Benchmark/CIM Status by Ethnic Group - Whole Group

READING

2005-06, 2006-07, and 2007-08

Total

Exceeds Meets

Near

2005-06 Benchmark Status

Low Very Low

Meets

Near

Low Very Low

Exceeds Meets

Near

Low Very Low Total

2006-07 Benchmark Status

2007-08 Benchmark Status

DISTRICT REPORT

Grade and Ethnic Group

N

%

4

2

2

3

26

20

5%

29%

4%

35%

27%

9

1

5

0

22

19

14%

23%

0%

34%

29%

5

8

1

21

20

9%

15%

2%

38%

36%

75

65

55

Grade 10

American Indian/Alaskan Native

N

%

54

87

9

118

60

16%

27%

3%

36%

18%

46

35

9

131

75

16%

12%

3%

44%

25%

37

61

1

155

48

12%

20%

0%

51%

16%

328

296

302

Asian / Pacific Islander

N

%

23

167

26

103

134

5%

37%

6%

23%

30%

30

80

18

158

199

6%

16%

4%

33%

41%

12

102

17

150

194

3%

21%

4%

32%

41%

453

485

475

Black (Not of Hispanic Origin)

N

%

10

103

9

68

101

3%

35%

3%

23%

35%

20

65

8

119

117

6%

20%

2%

36%

36%

11

53

7

132

103

4%

17%

2%

43%

34%

291

329

306

Hispanic

N

%

517

397

33

792

229

26%

20%

2%

40%

12%

513

203

15

875

206

28%

11%

1%

48%

11%

484

174

10

839

188

29%

10%

1%

49%

11%

1968

1812

1695

White (Not of Hispanic Origin)

N

%

10

4

0

31

14

17%

7%

0%

53%

24%

59

Multi-Ethnic

N

%

5

2

0

4

1

42%

17%

0%

33%

8%

5

3

0

14

5

19%

11%

0%

52%

19%

2

4

0

10

2

11%

22%

0%

56%

11%

12

27

18

Unknown / Unspecified

Note:

Because of problems with the state's computer-based assessment system (TESA) in early 2007, testing on it was discontinued and most students took paper-pencil tests in May.

Students who met state standards on

TESA between January and March were not retested in May.

Many of those students might have exceeded state standards and had higher test scores had they been retested.

Readers should keep this situation in mind

when reviewing reports showing percent Exceeding in 2006-07 or test score gains from 2005-06.

Achievement standards (cut scores) changed in the 2006-07 school year.

It became harder for students to meet Reading and Math standards at grades 3, 4, 5, 6 and, in Reading only, grade 7.

It became easier to meet

Reading and Math standards at grades 10 and, in Math only, grade 8.

The grade 7 Math and grade 8 Reading standard did not change.

Research, Evaluation & Assessment—08/08/08gw(2008-0115)

Page 4 of 4