District Comparison of Benchmark Status Math-ethnicity

Gayle

Description

DISTRICT REPORT Comparison of Benchmark/CIM Status by Ethnic Group - Whole GroupMATHEMATICS 2004-05, 2005-06, and 2006-072004-05 Benchmark Status 2005-06 Benchmark Status 2006-07 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 39 8 3 1 72 20 38 4 7 0 69 10 30 7 12 2 61American Indian/Alaskan Native % 29% 54% 11% 4% 1% 100% 29% 55% 6% 10% 0% 100% 16% 49% 11% 20% 3% 100%N 153 175 26 12 3 369 158 189 19 18 0 384 122 156 16 45 9 348Asian / Pacific Islander % 41% 47% 7% 3% 1% 100% 41% 49% 5% 5% 0% 100% 35% 45% 5% 13% 3% 100%N 105 309 91 46 7 558 130 311 53 27 7 528 52 238 64 151 27 532Black (Not of Hispanic Origin) % 19% 55% 16% 8% 1% 100% 25% 59% 10% 5% 1% 100% 10% 45% 12% 28% 5% 100%N 85 251 58 35 9 438 105 272 43 40 8 468 46 243 34 136 28 487Hispanic % 19% 57% 13% 8% 2% 100% 22% 58% 9% 9% 2% 100% 9% 50% 7% 28% 6% 100%N 966 854 101 32 5 1958 981 753 77 34 4 1849 699 861 94 192 19 1865White (Not of Hispanic Origin) % 49% 44% 5% 2% 0% 100% 53% 41% 4% 2% 0% 100% 37% 46% 5% 10% 1% 100%N70200 99480021 14 25 4 7 1 51Unknown / Unspecified % 78% 22% 0% 0% 0% 100% 43% 38% 19% 0%% 100% 27% 49% 8% 14% 2% 100%Grade 4 N 16 49 10 2 0 77 15 39 8 4 0 66 12 27 8 14 3 64American Indian/Alaskan Native % 21% 64% 13% 3% 0% 100% 23% 59% 12% 6% 0% 100% 19% 42% 13% 22% 5% 100%N 145 163 34 13 1 356 159 179 21 10 2 371 126 180 38 40 6 390Asian / Pacific Islander % ...

Informations

• Publié par: Hibos
• Nombre de lectures: 11
• Langue: English

Extrait

Total Exceeds

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

MATHEMATICS

2004-05, 2005-06, and 2006-07

Total

Exceeds Meets

Near

2004-05 Benchmark Status

2005-06 Benchmark Status

2006-07 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

8

1

Grade 3

39

3

29%

11%

1%

54%

4%

20

4

0

38

7

29%

6%

0%

55%

10%

10

7

2

30

12

16%

11%

3%

49%

20%

72

100%

69

100%

61

100%

American Indian/Alaskan Native

N

%

153

26

3

175

12

41%

7%

1%

47%

3%

158

19

0

189

18

41%

5%

0%

49%

5%

122

16

9

156

45

35%

5%

3%

45%

13%

369

100%

384

100%

348

100%

Asian / Pacific Islander

N

%

105

91

7

309

46

19%

16%

1%

55%

8%

130

53

7

311

27

25%

10%

1%

59%

5%

52

64

27

238

151

10%

12%

5%

45%

28%

558

100%

528

100%

532

100%

Black (Not of Hispanic Origin)

N

%

85

58

9

251

35

19%

13%

2%

57%

8%

105

43

8

272

40

22%

9%

2%

58%

9%

46

34

28

243

136

9%

7%

6%

50%

28%

438

100%

468

100%

487

100%

Hispanic

N

%

966

101

5

854

32

49%

5%

0%

44%

2%

981

77

4

753

34

53%

4%

0%

41%

2%

699

94

19

861

192

37%

5%

1%

46%

10%

1958

100%

1849

100%

1865

100%

White (Not of Hispanic Origin)

N

%

7

0

0

2

0

78%

0%

0%

22%

0%

9

4

0

8

0

43%

19%

0%

38%

0%

14

4

1

25

7

27%

8%

2%

49%

14%

9

100%

21

100%

51

100%

Unknown / Unspecified

N

%

16

10

0

Grade 4

49

2

21%

13%

0%

64%

3%

15

8

0

39

4

23%

12%

0%

59%

6%

12

8

3

27

14

19%

13%

5%

42%

22%

77

100%

66

100%

64

100%

American Indian/Alaskan Native

N

%

145

34

1

163

13

41%

10%

0%

46%

4%

159

21

2

179

10

43%

6%

1%

48%

3%

126

38

6

180

40

32%

10%

2%

46%

10%

356

100%

371

100%

390

100%

Asian / Pacific Islander

N

%

70

119

3

321

52

12%

21%

1%

57%

9%

113

39

10

357

33

20%

7%

2%

65%

6%

71

69

31

256

101

13%

13%

6%

48%

19%

565

100%

552

100%

528

100%

Black (Not of Hispanic Origin)

N

%

52

91

8

249

45

12%

20%

2%

56%

10%

110

30

4

241

39

26%

7%

1%

57%

9%

59

74

29

216

103

12%

15%

6%

45%

21%

445

100%

424

100%

481

100%

Hispanic

N

%

841

150

2

942

62

42%

8%

0%

47%

3%

994

62

5

852

31

51%

3%

0%

44%

2%

598

103

19

953

132

33%

6%

1%

53%

7%

1997

100%

1944

100%

1805

100%

White (Not of Hispanic Origin)

N

%

2

1

0

5

0

25%

13%

0%

63%

0%

7

0

0

11

0

39%

0%

0%

61%

0%

12

0

0

9

5

46%

0%

0%

35%

19%

8

100%

18

100%

26

100%

Unknown / Unspecified

N

%

19

5

1

Grade 5

41

5

27%

7%

1%

58%

7%

21

10

1

48

4

25%

12%

1%

57%

5%

13

13

0

33

10

19%

19%

0%

48%

14%

71

100%

84

100%

69

100%

American Indian/Alaskan Native

N

%

140

19

8

161

7

42%

6%

2%

48%

2%

141

17

4

178

6

41%

5%

1%

51%

2%

154

26

3

130

45

43%

7%

1%

36%

13%

335

100%

346

100%

358

100%

Asian / Pacific Islander

N

%

80

62

15

351

37

15%

11%

3%

64%

7%

59

77

21

362

49

10%

14%

4%

64%

9%

71

71

29

206

162

13%

13%

5%

38%

30%

545

100%

568

100%

539

100%

Black (Not of Hispanic Origin)

N

%

76

36

11

271

34

18%

8%

3%

63%

8%

54

63

15

291

21

12%

14%

3%

66%

5%

69

63

16

175

101

16%

15%

4%

41%

24%

428

100%

444

100%

424

100%

Hispanic

N

%

756

79

14

976

53

40%

4%

1%

52%

3%

723

92

16

1042

31

38%

5%

1%

55%

2%

801

141

27

753

167

42%

7%

1%

40%

9%

1878

100%

1904

100%

1889

100%

White (Not of Hispanic Origin)

N

%

3

4

0

7

0

21%

29%

0%

50%

0%

4

2

0

7

1

29%

14%

0%

50%

7%

9

4

0

7

3

39%

17%

0%

30%

13%

14

100%

14

100%

23

100%

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 2006-07 reports showing percent Exceeding 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—09/19/07gw(2007-00144)

Page 1 of 3

Total Exceeds

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

MATHEMATICS

2004-05, 2005-06, and 2006-07

Total

Exceeds Meets

Near

2004-05 Benchmark Status

2005-06 Benchmark Status

2006-07 Benchmark Status

Low Very Low

Meets

Near

Low Very Low

Exceeds Meets

Near

Low Very Low Total

DISTRICT REPORT

Grade and Ethnic Group

N

%

15

13

1

Grade 6

36

10

20%

17%

1%

48%

13%

16

8

0

37

10

23%

11%

0%

52%

14%

16

13

1

42

15

18%

15%

1%

48%

17%

75

100%

71

100%

87

100%

American Indian/Alaskan Native

N

%

136

37

3

146

34

38%

10%

1%

41%

10%

140

23

8

127

20

44%

7%

3%

40%

6%

149

22

4

124

30

45%

7%

1%

38%

9%

356

100%

318

100%

329

100%

Asian / Pacific Islander

N

%

60

90

11

269

107

11%

17%

2%

50%

20%

66

68

22

266

76

13%

14%

4%

53%

15%

59

86

29

228

132

11%

16%

5%

43%

25%

537

100%

498

100%

534

100%

Black (Not of Hispanic Origin)

N

%

58

82

13

166

97

14%

20%

3%

40%

23%

63

52

15

189

67

16%

13%

4%

49%

17%

77

62

14

190

98

17%

14%

3%

43%

22%

416

100%

386

100%

441

100%

Hispanic

N

%

911

171

13

796

98

46%

9%

1%

40%

5%

781

95

24

774

89

44%

5%

1%

44%

5%

828

124

19

742

122

45%

7%

1%

40%

7%

1989

100%

1763

100%

1835

100%

White (Not of Hispanic Origin)

N

%

4

3

1

4

0

33%

25%

8%

33%

0%

4

2

0

8

2

25%

13%

0%

50%

13%

8

4

0

7

1

40%

20%

0%

35%

5%

12

100%

16

100%

20

100%

Unknown / Unspecified

N

%

22

8

1

Grade 7

28

7

33%

12%

2%

42%

11%

18

14

0

23

9

28%

22%

0%

36%

14%

14

9

0

26

16

22%

14%

0%

40%

25%

66

100%

64

100%

65

100%

American Indian/Alaskan Native

N

%

165

34

2

103

18

51%

11%

1%

32%

6%

181

36

0

113

15

52%

10%

0%

33%

4%

143

20

3

116

35

45%

6%

1%

37%

11%

322

100%

345

100%

317

100%

Asian / Pacific Islander

N

%

79

112

12

199

116

15%

22%

2%

38%

22%

94

101

30

210

90

18%

19%

6%

40%

17%

60

88

24

224

107

12%

17%

5%

45%

21%

518

100%

525

100%

503

100%

Black (Not of Hispanic Origin)

N

%

64

75

13

134

87

17%

20%

3%

36%

23%

91

68

12

149

82

23%

17%

3%

37%

20%

79

61

6

175

69

20%

16%

2%

45%

18%

373

100%

402

100%

390

100%

Hispanic

N

%

1061

193

16

623

104

53%

10%

1%

31%

5%

1101

154

25

548

102

57%

8%

1%

28%

5%

830

114

10

646

127

48%

7%

1%

37%

7%

1997

100%

1930

100%

1727

100%

White (Not of Hispanic Origin)

N

%

4

1

0

3

2

40%

10%

0%

30%

20%

6

1

2

4

2

40%

7%

13%

27%

13%

6

1

0

8

4

32%

5%

0%

42%

21%

10

100%

15

100%

19

100%

Unknown / Unspecified

N

%

20

14

4

Grade 8

23

11

28%

19%

6%

32%

15%

21

11

3

23

7

32%

17%

5%

35%

11%

10

11

1

35

15

14%

15%

1%

49%

21%

72

100%

65

100%

72

100%

American Indian/Alaskan Native

N

%

167

34

14

76

11

55%

11%

5%

25%

4%

186

38

3

84

20

56%

11%

1%

25%

6%

157

20

0

136

28

46%

6%

0%

40%

8%

302

100%

331

100%

341

100%

Asian / Pacific Islander

N

%

88

155

51

150

119

16%

28%

9%

27%

21%

72

125

63

171

95

14%

24%

12%

33%

18%

62

95

15

216

135

12%

18%

3%

41%

26%

563

100%

526

100%

523

100%

Black (Not of Hispanic Origin)

N

%

74

97

27

101

73

20%

26%

7%

27%

20%

87

65

29

103

89

23%

17%

8%

28%

24%

60

56

14

167

110

15%

14%

3%

41%

27%

372

100%

373

100%

407

100%

Hispanic

N

%

1152

243

65

483

163

55%

12%

3%

23%

8%

1036

226

45

523

111

53%

12%

2%

27%

6%

859

138

13

724

154

45%

7%

1%

38%

8%

2106

100%

1941

100%

1888

100%

White (Not of Hispanic Origin)

N

%

1

1

0

3

1

17%

17%

0%

50%

17%

4

2

0

2

1

44%

22%

0%

22%

11%

6

1

0

4

6

35%

6%

0%

24%

35%

6

100%

9

100%

17

100%

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 2006-07 reports showing percent Exceeding 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—09/19/07gw(2007-00144)

Page 2 of 3

Total Exceeds

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

MATHEMATICS

2004-05, 2005-06, and 2006-07

Total

Exceeds Meets

Near

2004-05 Benchmark Status

2005-06 Benchmark Status

2006-07 Benchmark Status

Low Very Low

Meets

Near

Low Very Low

Exceeds Meets

Near

Low Very Low Total

DISTRICT REPORT

Grade and Ethnic Group

N

%

6

2

1

3

Grade 10

13

13

11%

38%

5%

23%

23%

4

2

9

7

13

22

5%

39%

9%

17%

29%

8

7

3

19

27

13%

11%

5%

30%

42%

56

100%

75

100%

64

100%

American Indian/Alaskan Native

N

%

72

90

13

113

49

21%

27%

4%

34%

15%

71

78

11

126

40

22%

24%

3%

39%

12%

61

26

5

132

69

21%

9%

2%

45%

24%

337

100%

326

100%

293

100%

Asian / Pacific Islander

N

%

18

174

72

80

162

4%

34%

14%

16%

32%

9

170

69

77

123

2%

38%

15%

17%

27%

19

76

25

100

259

4%

16%

5%

21%

54%

506

100%

448

100%

479

100%

Black (Not of Hispanic Origin)

N

%

16

96

45

47

85

6%

33%

16%

16%

29%

12

89

27

68

106

4%

29%

9%

23%

35%

20

53

9

105

139

6%

16%

3%

32%

43%

289

100%

302

100%

326

100%

Hispanic

N

%

462

439

71

743

223

24%

23%

4%

38%

12%

403

510

84

722

240

21%

26%

4%

37%

12%

425

187

19

753

386

24%

11%

1%

43%

22%

1938

100%

1959

100%

1770

100%

White (Not of Hispanic Origin)

N

%

0

0

1

6

1

0%

0%

13%

75%

13%

3

3

1

3

2

25%

25%

8%

25%

17%

5

3

0

10

10

18%

11%

0%

36%

36%

8

100%

12

100%

28

100%

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 2006-07 reports showing percent Exceeding 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—09/19/07gw(2007-00144)

Page 3 of 3