District Comparison of Benchmark Status Reading-ethnicity

Gayle

Description

DISTRICT REPORT Comparison of Benchmark/CIM Status by Ethnic Group - Whole GroupREADING 2004-05, 2005-06, and 2006-072004-05 Benchmark Status 2005-06 Benchmark Status 2006-07 Benchmark StatusExceeds Meets Near Low Very Low Total Exceeds Meets Near Low Very Low Total Exceeds Meets Near Low Very Low TotalGrade and Ethnic GroupGrade 3 N 31 31 3 4 3 72 21 37 4 7 0 69 17 31 7 6 0 61American Indian/Alaskan Native % 43% 43% 4% 6% 4% 100% 30% 54% 6% 10% 0% 100% 28% 51% 11% 10% 0% 100%N 153 168 23 14 11 369 159 178 22 17 8 384 127 168 21 27 5 348Asian / Pacific Islander % 41% 46% 6% 4% 3% 100% 41% 46% 6% 4% 2% 100% 36% 48% 6% 8% 1% 100%N 161 307 39 31 19 557 175 295 32 21 8 531 122 268 58 66 18 532Black (Not of Hispanic Origin) % 29% 55% 7% 6% 3% 100% 33% 56% 6% 4% 2% 100% 23% 50% 11% 12% 3% 100%N 121 212 35 23 41 432 122 256 46 34 14 472 74 256 60 80 17 487Hispanic % 28% 49% 8% 5% 9% 100% 26% 54% 10% 7% 3% 100% 15% 53% 12% 16% 3% 100%N 1229 601 63 34 30 1957 1189 553 67 28 13 1850 972 729 75 64 23 1863White (Not of Hispanic Origin) % 63% 31% 3% 2% 2% 100% 64% 30% 4% 2% 1% 100% 52% 39% 4% 3% 1% 100%N71100 9 13800 0 21 29 16 3 3 0 51Unknown / Unspecified % 78% 11% 11% 0% 0% 100% 62% 38% 0% 0% 0% 100% 57% 31% 6% 6% 0% 100%Grade 4 N 16 48 8 4 1 77 18 41 3 3 1 66 12 38 6 7 1 64American Indian/Alaskan Native % 21% 62% 10% 5% 1% 100% 27% 62% 5% 5% 2% 100% 19% 59% 9% 11% 2% 100%N 103 190 37 18 4 352 127 204 18 19 3 371 126 187 46 27 5 391Asian / Pacific Islander % ...

Informations

• Publié par: Thuid
• Nombre de lectures: 13
• Langue: English

Extrait

Total Exceeds

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

READING

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

Total

Exceeds Meets

Near

2004-05 Benchmark Status

Low Very Low

Meets

Near

Low Very Low

Exceeds Meets

Near

Low Very Low Total

2005-06 Benchmark Status

2006-07 Benchmark Status

DISTRICT REPORT

Grade and Ethnic Group

N

%

31

3

3

31

4

43%

4%

4%

43%

6%

21

4

0

37

7

30%

6%

0%

54%

10%

17

7

0

31

6

28%

11%

0%

51%

10%

72

100%

69

100%

61

100%

Grade 3

American Indian/Alaskan Native

N

%

153

23

11

168

14

41%

6%

3%

46%

4%

159

22

8

178

17

41%

6%

2%

46%

4%

127

21

5

168

27

36%

6%

1%

48%

8%

369

100%

384

100%

348

100%

Asian / Pacific Islander

N

%

161

39

19

307

31

29%

7%

3%

55%

6%

175

32

8

295

21

33%

6%

2%

56%

4%

122

58

18

268

66

23%

11%

3%

50%

12%

557

100%

531

100%

532

100%

Black (Not of Hispanic Origin)

N

%

121

35

41

212

23

28%

8%

9%

49%

5%

122

46

14

256

34

26%

10%

3%

54%

7%

74

60

17

256

80

15%

12%

3%

53%

16%

432

100%

472

100%

487

100%

Hispanic

N

%

1229

63

30

601

34

63%

3%

2%

31%

2%

1189

67

13

553

28

64%

4%

1%

30%

2%

972

75

23

729

64

52%

4%

1%

39%

3%

1957

100%

1850

100%

1863

100%

White (Not of Hispanic Origin)

N

%

7

1

0

1

0

78%

11%

0%

11%

0%

13

0

0

8

0

62%

0%

0%

38%

0%

29

3

0

16

3

57%

6%

0%

31%

6%

9

100%

21

100%

51

100%

Unknown / Unspecified

N

%

16

8

1

48

4

21%

10%

1%

62%

5%

18

3

1

41

3

27%

5%

2%

62%

5%

12

6

1

38

7

19%

9%

2%

59%

11%

77

100%

66

100%

64

100%

Grade 4

American Indian/Alaskan Native

N

%

103

37

4

190

18

29%

11%

1%

54%

5%

127

18

3

204

19

34%

5%

1%

55%

5%

126

46

5

187

27

32%

12%

1%

48%

7%

352

100%

371

100%

391

100%

Asian / Pacific Islander

N

%

90

72

16

337

50

16%

13%

3%

60%

9%

106

32

19

363

30

19%

6%

3%

66%

5%

118

83

17

270

39

22%

16%

3%

51%

7%

565

100%

550

100%

527

100%

Black (Not of Hispanic Origin)

N

%

58

75

14

252

45

13%

17%

3%

57%

10%

86

40

15

255

28

20%

9%

4%

60%

7%

89

73

24

239

58

18%

15%

5%

49%

12%

444

100%

424

100%

483

100%

Hispanic

N

%

947

98

23

863

66

47%

5%

1%

43%

3%

1041

68

14

787

34

54%

3%

1%

40%

2%

1015

107

23

599

61

56%

6%

1%

33%

3%

1997

100%

1944

100%

1805

100%

White (Not of Hispanic Origin)

N

%

3

2

0

3

0

38%

25%

0%

38%

0%

9

2

1

5

1

50%

11%

6%

28%

6%

13

2

1

8

2

50%

8%

4%

31%

8%

8

100%

18

100%

26

100%

Unknown / Unspecified

N

%

16

11

1

42

1

23%

15%

1%

59%

1%

18

8

3

51

4

21%

10%

4%

61%

5%

9

1

5

0

39

6

13%

22%

0%

57%

9%

71

100%

84

100%

69

100%

Grade 5

American Indian/Alaskan Native

N

%

94

22

4

196

20

28%

7%

1%

58%

6%

97

24

5

203

16

28%

7%

1%

59%

5%

80

78

5

159

35

22%

22%

1%

45%

10%

336

100%

345

100%

357

100%

Asian / Pacific Islander

N

%

66

82

18

367

19

12%

15%

3%

66%

3%

70

74

19

348

57

12%

13%

3%

61%

10%

41

158

21

245

75

8%

29%

4%

45%

14%

552

100%

568

100%

540

100%

Black (Not of Hispanic Origin)

N

%

43

52

24

271

36

10%

12%

6%

64%

8%

43

69

19

267

45

10%

16%

4%

60%

10%

48

113

21

172

69

11%

27%

5%

41%

16%

426

100%

443

100%

423

100%

Hispanic

N

%

746

101

28

977

34

40%

5%

1%

52%

2%

804

94

24

939

46

42%

5%

1%

49%

2%

755

171

19

858

89

40%

9%

1%

45%

5%

1886

100%

1907

100%

1892

100%

White (Not of Hispanic Origin)

N

%

1

1

0

12

0

7%

7%

0%

86%

0%

5

3

1

5

0

36%

21%

7%

36%

0%

9

1

0

12

1

39%

4%

0%

52%

4%

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

READING

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

Total

Exceeds Meets

Near

2004-05 Benchmark Status

Low Very Low

Meets

Near

Low Very Low

Exceeds Meets

Near

Low Very Low Total

2005-06 Benchmark Status

2006-07 Benchmark Status

DISTRICT REPORT

Grade and Ethnic Group

N

%

20

17

1

29

9

26%

22%

1%

38%

12%

18

11

1

37

4

25%

15%

1%

52%

6%

15

13

2

52

5

17%

15%

2%

60%

6%

76

100%

71

100%

87

100%

Grade 6

American Indian/Alaskan Native

N

%

107

47

5

170

27

30%

13%

1%

48%

8%

107

17

1

170

25

33%

5%

0%

53%

8%

91

35

4

179

20

28%

11%

1%

54%

6%

356

100%

320

100%

329

100%

Asian / Pacific Islander

N

%

73

114

6

257

89

14%

21%

1%

48%

17%

75

74

5

267

79

15%

15%

1%

53%

16%

68

125

21

267

54

13%

23%

4%

50%

10%

539

100%

500

100%

535

100%

Black (Not of Hispanic Origin)

N

%

55

80

12

176

95

13%

19%

3%

42%

23%

61

38

11

205

72

16%

10%

3%

53%

19%

68

96

24

197

55

15%

22%

5%

45%

13%

418

100%

387

100%

440

100%

Hispanic

N

%

923

164

12

792

108

46%

8%

1%

40%

5%

850

79

14

724

100

48%

4%

1%

41%

6%

777

164

15

802

75

42%

9%

1%

44%

4%

1999

100%

1767

100%

1833

100%

White (Not of Hispanic Origin)

N

%

5

1

0

5

1

42%

8%

0%

42%

8%

4

2

0

9

1

25%

13%

0%

56%

6%

9

3

0

6

2

45%

15%

0%

30%

10%

12

100%

16

100%

20

100%

Unknown / Unspecified

N

%

20

12

0

29

6

30%

18%

0%

43%

9%

20

9

0

31

4

31%

14%

0%

48%

6%

9

1

4

1

36

5

14%

22%

2%

55%

8%

67

100%

64

100%

65

100%

Grade 7

American Indian/Alaskan Native

N

%

112

63

3

121

23

35%

20%

1%

38%

7%

140

50

0

139

16

41%

14%

0%

40%

5%

113

38

2

153

12

36%

12%

1%

48%

4%

322

100%

345

100%

318

100%

Asian / Pacific Islander

N

%

95

114

3

235

76

18%

22%

1%

45%

15%

119

118

9

227

53

23%

22%

2%

43%

10%

77

123

11

253

39

15%

24%

2%

50%

8%

523

100%

526

100%

503

100%

Black (Not of Hispanic Origin)

N

%

64

94

7

132

76

17%

25%

2%

35%

20%

74

94

11

148

74

18%

23%

3%

37%

18%

67

94

6

180

47

17%

24%

2%

46%

12%

373

100%

401

100%

394

100%

Hispanic

N

%

1044

229

9

594

119

52%

11%

0%

30%

6%

1158

151

17

536

68

60%

8%

1%

28%

4%

861

141

4

656

58

50%

8%

0%

38%

3%

1995

100%

1930

100%

1720

100%

White (Not of Hispanic Origin)

N

%

2

3

0

5

0

20%

30%

0%

50%

0%

4

2

0

8

1

27%

13%

0%

53%

7%

7

2

0

8

2

37%

11%

0%

42%

11%

10

100%

15

100%

19

100%

Unknown / Unspecified

N

%

16

17

4

22

13

22%

24%

6%

31%

18%

14

16

0

27

8

22%

25%

0%

42%

12%

5

7

1

44

14

7%

10%

1%

62%

20%

72

100%

65

100%

71

100%

Grade 8

American Indian/Alaskan Native

N

%

102

56

3

104

37

34%

19%

1%

34%

12%

114

66

1

129

20

35%

20%

0%

39%

6%

75

37

7

194

28

22%

11%

2%

57%

8%

302

100%

330

100%

341

100%

Asian / Pacific Islander

N

%

69

170

12

191

118

12%

30%

2%

34%

21%

65

151

17

206

86

12%

29%

3%

39%

16%

49

100

26

242

105

9%

19%

5%

46%

20%

560

100%

525

100%

522

100%

Black (Not of Hispanic Origin)

N

%

50

115

8

108

91

13%

31%

2%

29%

24%

47

103

7

132

87

13%

27%

2%

35%

23%

37

78

25

181

86

9%

19%

6%

44%

21%

372

100%

376

100%

407

100%

Hispanic

N

%

953

287

26

693

140

45%

14%

1%

33%

7%

969

228

16

614

119

50%

12%

1%

32%

6%

685

173

20

890

113

36%

9%

1%

47%

6%

2099

100%

1946

100%

1881

100%

White (Not of Hispanic Origin)

N

%

1

1

0

2

2

17%

17%

0%

33%

33%

2

1

0

6

0

22%

11%

0%

67%

0%

2

1

0

10

4

12%

6%

0%

59%

24%

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

READING

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

Total

Exceeds Meets

Near

2004-05 Benchmark Status

Low Very Low

Meets

Near

Low Very Low

Exceeds Meets

Near

Low Very Low Total

2005-06 Benchmark Status

2006-07 Benchmark Status

DISTRICT REPORT

Grade and Ethnic Group

N

%

2

2

3

2

19

11

4%

40%

4%

33%

19%

4

2

2

3

26

20

5%

29%

4%

35%

27%

9

1

5

0

22

19

14%

23%

0%

34%

29%

57

100%

75

100%

65

100%

Grade 10

American Indian/Alaskan Native

N

%

35

99

10

114

79

10%

29%

3%

34%

23%

54

87

9

118

60

16%

27%

3%

36%

18%

46

35

9

131

75

16%

12%

3%

44%

25%

337

100%

328

100%

296

100%

Asian / Pacific Islander

N

%

15

168

28

117

184

3%

33%

5%

23%

36%

23

167

26

103

134

5%

37%

6%

23%

30%

30

80

18

158

199

6%

16%

4%

33%

41%

512

100%

453

100%

485

100%

Black (Not of Hispanic Origin)

N

%

14

90

17

57

100

5%

32%

6%

21%

36%

10

103

9

68

101

3%

35%

3%

23%

35%

20

65

8

119

117

6%

20%

2%

36%

36%

278

100%

291

100%

329

100%

Hispanic

N

%

419

463

26

842

198

22%

24%

1%

43%

10%

517

397

33

792

229

26%

20%

2%

40%

12%

513

203

15

875

206

28%

11%

1%

48%

11%

1948

100%

1968

100%

1812

100%

White (Not of Hispanic Origin)

N

%

0

1

0

5

2

0%

13%

0%

63%

25%

5

2

0

4

1

42%

17%

0%

33%

8%

5

3

0

14

5

19%

11%

0%

52%

19%

8

100%

12

100%

27

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