District Comparison of Benchmark Status Math-ethnicity

Gayle

Description

DISTRICT REPORTComparison of Benchmark/CIM Status by Ethnic Group - Whole GroupMATHEMATICS 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 20 38 4 7 0 69 10 30 7 12 2 61 14 22 6 9 0 51 American Indian/Alaskan Native % 16% 49% 11% 20% 3% 27% 43% 12% 18% 0%29% 55% 6% 10% 0%N 158 189 19 18 0 384 122 156 16 45 9 348 143 143 20 35 6 347 Asian / Pacific Islander % 41% 49% 5% 5% 0% 35% 45% 5% 13% 3% 41% 41% 6% 10% 2%N 130 311 53 27 7 528 52 238 64 151 27 532 78 258 43 111 38 528 Black (Not of Hispanic Origin) % 25% 59% 10% 5% 1% 10% 45% 12% 28% 5% 15% 49% 8% 21% 7%N 105 272 43 40 8 468 46 243 34 136 28 487 92 249 46 105 24 516 Hispanic % 22% 58% 9% 9% 2% 9% 50% 7% 28% 6% 18% 48% 9% 20% 5%N 981 753 77 34 4 1849 699 861 94 192 19 1865 814 818 73 88 11 1804 White (Not of Hispanic Origin) % 53% 41% 4% 2% 0% 37% 46% 5% 10% 1% 45% 45% 4% 5% 1%N 22 47 6 13 1 89Multi-Ethnic % 25% 53% 7% 15% 1%N9480021 14 25 4 7 1 51 18 25 3 5 0 51Unknown / Unspecified % 43% 38% 19% 0%% 27% 49% 8% 14% 2% 35% 49% 6% 10% 0%Grade 4 N 15 39 8 4 66 12 27 8 14 3 64 13 28 3 7 0 51 American Indian/Alaskan Native % 23% 59% 12% 6% 0% 19% 42% 13% 22% 5% 25% 55% 6% 14% 0%N 159 179 21 10 2 371 126 180 38 40 6 390 131 163 20 31 3 348 Asian / Pacific Islander % 43% 48% 6% 3% 1% 32% 46% 10% 10% 2% ...

Informations

• Publié par: Ussu
• Nombre de lectures: 18
• Langue: English

Extrait

Total Exceeds

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

MATHEMATICS

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

Total

Exceeds Meets

Near

2005-06 Benchmark Status

2006-07 Benchmark Status

2007-08 Benchmark Status

Low Very Low

Meets

Near

Low Very Low

Exceeds Meets

Near

Low Very Low Total

DISTRICT REPORT

Grade and Ethnic Group

N

%

20

4

0

Grade 3

38

7

29%

6%

0%

55%

10%

10

7

2

30

12

16%

11%

3%

49%

20%

14

6

0

22

9

27%

12%

0%

43%

18%

69

61

51

American Indian/Alaskan Native

N

%

158

19

0

189

18

41%

5%

0%

49%

5%

122

16

9

156

45

35%

5%

3%

45%

13%

143

20

6

143

35

41%

6%

2%

41%

10%

384

348

347

Asian / Pacific Islander

N

%

130

53

7

311

27

25%

10%

1%

59%

5%

52

64

27

238

151

10%

12%

5%

45%

28%

78

43

38

258

111

15%

8%

7%

49%

21%

528

532

528

Black (Not of Hispanic Origin)

N

%

105

43

8

272

40

22%

9%

2%

58%

9%

46

34

28

243

136

9%

7%

6%

50%

28%

92

46

24

249

105

18%

9%

5%

48%

20%

468

487

516

Hispanic

N

%

981

77

4

753

34

53%

4%

0%

41%

2%

699

94

19

861

192

37%

5%

1%

46%

10%

814

73

11

818

88

45%

4%

1%

45%

5%

1849

1865

1804

White (Not of Hispanic Origin)

N

%

22

6

1

47

13

25%

7%

1%

53%

15%

89

Multi-Ethnic

N

%

9

4

0

8

0

43%

19%

0%

38%

0%

14

4

1

25

7

27%

8%

2%

49%

14%

18

3

0

25

5

35%

6%

0%

49%

10%

21

51

51

Unknown / Unspecified

N

%

15

8

0

Grade 4

39

4

23%

12%

0%

59%

6%

12

8

3

27

14

19%

13%

5%

42%

22%

13

3

0

28

7

25%

6%

0%

55%

14%

66

64

51

American Indian/Alaskan Native

N

%

159

21

2

179

10

43%

6%

1%

48%

3%

126

38

6

180

40

32%

10%

2%

46%

10%

131

20

3

163

31

38%

6%

1%

47%

9%

371

390

348

Asian / Pacific Islander

N

%

113

39

10

357

33

20%

7%

2%

65%

6%

71

69

31

256

101

13%

13%

6%

48%

19%

67

67

30

250

89

13%

13%

6%

50%

18%

552

528

503

Black (Not of Hispanic Origin)

N

%

110

30

4

241

39

26%

7%

1%

57%

9%

59

74

29

216

103

12%

15%

6%

45%

21%

53

59

16

249

73

12%

13%

4%

55%

16%

424

481

450

Hispanic

N

%

994

62

5

852

31

51%

3%

0%

44%

2%

598

103

19

953

132

33%

6%

1%

53%

7%

714

114

8

901

91

39%

6%

0%

49%

5%

1944

1805

1828

White (Not of Hispanic Origin)

N

%

16

11

1

59

8

17%

12%

1%

62%

8%

95

Multi-Ethnic

N

%

7

0

0

11

0

39%

0%

0%

61%

0%

12

0

0

9

5

46%

0%

0%

35%

19%

9

3

2

24

2

23%

8%

5%

60%

5%

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

MATHEMATICS

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

Total

Exceeds Meets

Near

2005-06 Benchmark Status

2006-07 Benchmark Status

2007-08 Benchmark Status

Low Very Low

Meets

Near

Low Very Low

Exceeds Meets

Near

Low Very Low Total

DISTRICT REPORT

Grade and Ethnic Group

N

%

21

10

1

Grade 5

48

4

25%

12%

1%

57%

5%

13

13

0

33

10

19%

19%

0%

48%

14%

16

9

2

23

9

27%

15%

3%

39%

15%

84

69

59

American Indian/Alaskan Native

N

%

141

17

4

178

6

41%

5%

1%

51%

2%

154

26

3

130

45

43%

7%

1%

36%

13%

143

24

3

166

24

40%

7%

1%

46%

7%

346

358

360

Asian / Pacific Islander

N

%

59

77

21

362

49

10%

14%

4%

64%

9%

71

71

29

206

162

13%

13%

5%

38%

30%

64

63

16

251

97

13%

13%

3%

51%

20%

568

539

491

Black (Not of Hispanic Origin)

N

%

54

63

15

291

21

12%

14%

3%

66%

5%

69

63

16

175

101

16%

15%

4%

41%

24%

88

55

13

232

73

19%

12%

3%

50%

16%

444

424

461

Hispanic

N

%

723

92

16

1042

31

38%

5%

1%

55%

2%

801

141

27

753

167

42%

7%

1%

40%

9%

800

76

10

743

122

46%

4%

1%

42%

7%

1904

1889

1751

White (Not of Hispanic Origin)

N

%

24

5

1

55

8

26%

5%

1%

59%

9%

93

Multi-Ethnic

N

%

4

2

0

7

1

29%

14%

0%

50%

7%

9

4

0

7

3

39%

17%

0%

30%

13%

9

0

0

13

4

35%

0%

0%

50%

15%

14

23

26

Unknown / Unspecified

N

%

16

8

0

Grade 6

37

10

23%

11%

0%

52%

14%

16

13

1

42

15

18%

15%

1%

48%

17%

17

10

1

25

6

29%

17%

2%

42%

10%

71

87

59

American Indian/Alaskan Native

N

%

140

23

8

127

20

44%

7%

3%

40%

6%

149

22

4

124

30

45%

7%

1%

38%

9%

162

19

1

140

19

48%

6%

0%

41%

6%

318

329

341

Asian / Pacific Islander

N

%

66

68

22

266

76

13%

14%

4%

53%

15%

59

86

29

228

132

11%

16%

5%

43%

25%

74

84

28

225

113

14%

16%

5%

43%

22%

498

534

524

Black (Not of Hispanic Origin)

N

%

63

52

15

189

67

16%

13%

4%

49%

17%

77

62

14

190

98

17%

14%

3%

43%

22%

77

56

13

197

54

19%

14%

3%

50%

14%

386

441

397

Hispanic

N

%

781

95

24

774

89

44%

5%

1%

44%

5%

828

124

19

742

122

45%

7%

1%

40%

7%

930

133

16

626

103

51%

7%

1%

35%

6%

1763

1835

1808

White (Not of Hispanic Origin)

N

%

26

12

0

29

8

35%

16%

0%

39%

11%

75

Multi-Ethnic

N

%

4

2

0

8

2

25%

13%

0%

50%

13%

8

4

0

7

1

40%

20%

0%

35%

5%

11

2

0

7

3

48%

9%

0%

30%

13%

16

20

23

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

MATHEMATICS

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

Total

Exceeds Meets

Near

2005-06 Benchmark Status

2006-07 Benchmark Status

2007-08 Benchmark Status

Low Very Low

Meets

Near

Low Very Low

Exceeds Meets

Near

Low Very Low Total

DISTRICT REPORT

Grade and Ethnic Group

N

%

18

14

0

Grade 7

23

9

28%

22%

0%

36%

14%

14

9

0

26

16

22%

14%

0%

40%

25%

15

8

0

37

8

22%

12%

0%

54%

12%

64

65

68

American Indian/Alaskan Native

N

%

181

36

0

113

15

52%

10%

0%

33%

4%

143

20

3

116

35

45%

6%

1%

37%

11%

162

15

1

143

9

49%

5%

0%

43%

3%

345

317

330

Asian / Pacific Islander

N

%

94

101

30

210

90

18%

19%

6%

40%

17%

60

88

24

224

107

12%

17%

5%

45%

21%

67

103

9

261

70

13%

20%

2%

51%

14%

525

503

510

Black (Not of Hispanic Origin)

N

%

91

68

12

149

82

23%

17%

3%

37%

20%

79

61

6

175

69

20%

16%

2%

45%

18%

71

47

3

233

50

18%

12%

1%

58%

12%

402

390

404

Hispanic

N

%

1101

154

25

548

102

57%

8%

1%

28%

5%

830

114

10

646

127

48%

7%

1%

37%

7%

873

113

13

745

62

48%

6%

1%

41%

3%

1930

1727

1806

White (Not of Hispanic Origin)

N

%

34

7

0

33

12

40%

8%

0%

38%

14%

86

Multi-Ethnic

N

%

6

1

2

4

2

40%

7%

13%

27%

13%

6

1

0

8

4

32%

5%

0%

42%

21%

14

3

0

9

1

52%

11%

0%

33%

4%

15

19

27

Unknown / Unspecified

N

%

21

11

3

Grade 8

23

7

32%

17%

5%

35%

11%

10

11

1

35

15

14%

15%

1%

49%

21%

10

3

0

21

11

22%

7%

0%

47%

24%

65

72

45

American Indian/Alaskan Native

N

%

186

38

3

84

20

56%

11%

1%

25%

6%

157

20

0

136

28

46%

6%

0%

40%

8%

154

23

0

109

30

49%

7%

0%

34%

9%

331

341

316

Asian / Pacific Islander

N

%

72

125

63

171

95

14%

24%

12%

33%

18%

62

95

15

216

135

12%

18%

3%

41%

26%

51

104

6

181

135

11%

22%

1%

38%

28%

526

523

477

Black (Not of Hispanic Origin)

N

%

87

65

29

103

89

23%

17%

8%

28%

24%

60

56

14

167

110

15%

14%

3%

41%

27%

78

69

4

160

74

20%

18%

1%

42%

19%

373

407

385

Hispanic

N

%

1036

226

45

523

111

53%

12%

2%

27%

6%

859

138

13

724

154

45%

7%

1%

38%

8%

814

138

8

575

136

49%

8%

0%

34%

8%

1941

1888

1671

White (Not of Hispanic Origin)

N

%

22

10

2

23

10

33%

15%

3%

34%

15%

67

Multi-Ethnic

N

%

4

2

0

2

1

44%

22%

0%

22%

11%

6

1

0

4

6

35%

6%

0%

24%

35%

8

2

0

7

7

33%

8%

0%

29%

29%

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

MATHEMATICS

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

Total

Exceeds Meets

Near

2005-06 Benchmark Status

2006-07 Benchmark Status

2007-08 Benchmark Status

Low Very Low

Meets

Near

Low Very Low

Exceeds Meets

Near

Low Very Low Total

DISTRICT REPORT

Grade and Ethnic Group

N

%

4

2

9

7

Grade 10

13

22

5%

39%

9%

17%

29%

8

7

3

19

27

13%

11%

5%

30%

42%

4

4

1

19

26

7%

7%

2%

35%

48%

75

64

54

American Indian/Alaskan Native

N

%

71

78

11

126

40

22%

24%

3%

39%

12%

61

26

5

132

69

21%

9%

2%

45%

24%

71

35

1

139

55

24%

12%

0%

46%

18%

326

293

301

Asian / Pacific Islander

N

%

9

1

7

0

6

9

77

123

2%

38%

15%

17%

27%

19

76

25

100

259

4%

16%

5%

21%

54%

7

8

8

2

3

102

253

1%

19%

5%

22%

53%

448

479

473

Black (Not of Hispanic Origin)

N

%

12

89

27

68

106

4%

29%

9%

23%

35%

20

53

9

105

139

6%

16%

3%

32%

43%

15

63

8

90

126

5%

21%

3%

30%

42%

302

326

302

Hispanic

N

%

403

510

84

722

240

21%

26%

4%

37%

12%

425

187

19

753

386

24%

11%

1%

43%

22%

349

248

10

766

315

21%

15%

1%

45%

19%

1959

1770

1688

White (Not of Hispanic Origin)

N

%

7

1

0

3

25

15

12%

17%

5%

42%

25%

60

Multi-Ethnic

N

%

3

3

1

3

2

25%

25%

8%

25%

17%

5

3

0

10

10

18%

11%

0%

36%

36%

0

0

0

12

7

0%

0%

0%

63%

37%

12

28

19

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