Transitioning to New Accountability Systems: Setting the Stage for Closing Achievement Gaps National Conference on Student Assessment June 2016 Eric Zilbert, California Department of Education Terran Brown, ETS Yi Du, ETS 11/9/2018
Presentation Overview Describe current baseline performance on Smarter Balanced assessments in California for Spring 2015 administration for selected subgroups Describe how current subgroup performance for the Smarter Balanced assessments contrast with previous indicators of student performance Discussion on the accountability shift and the impact on closing performance gaps across subgroups
Discrepancies in Scores Among Selected Sub-groups (GAPS) National Conference on Student Assessment June 2016 Eric E. Zilbert Education Research and Evaluation Administrator California Department of Education
ELA Grade 4 - Gender Female Male
Math Grade 8 - Gender Female Male
NSLP Grade 4 ELA No ?? Yes
NSLP Grade 8 Math No ?? Yes
EL Grade 4 ELA No Yes
EL Grade 4 ELA No Yes
EL Grade Math No Yes
Ethnicity
EL Grade 8 Math
NAEP vs. Smarter Balanced 2015 ELA Results for California
NAEP vs. Smarter Balanced 2015 Math Results for California
NAEP vs. CST 2013 ELA and Math Results for California
The GAPS Are: Longstanding Persistent Ongoing Unchanging Immovable Constant Cast in Stone Resolute Ubiquitous Irrefutable Test Independent Damn Frustrating
Current Status of Student Achievement in California
Data Sources and Methods Spring 2015 Smarter Balanced test data in English Language Arts/Literacy (ELA/L) and mathematics Measures Overall Scale Scores for each content area Claim Scale Scores for each content area Comparisons Computed performance differences (as an effect size) for selected subgroups
Subgroups Examined Gender Female vs. Male* Ethnicity Black vs. White* Filipino vs. White* Asian vs. White* Hispanic vs. White* English Language Proficiency Groups Initially Fluent English Proficient (IFEP) vs. English Only (EO)* Reclassified Fluent English Proficient (RFEP) vs. EO* English Learner (EL) vs. EO* Socioeconomic Status Economically Disadvantaged vs. Not Economically Disadvantaged*
Performance Gaps by Gender
ELA/L: Overall
ELA/L: Reading Claim
ELA/L: Writing Claim
ELA/L: Speaking/Listening Claim
ELA/L: Research Claim
Mathematics: Overall
Mathematics: Concepts and Procedures
Mathematics: Problem Solving, Modeling and Data Analysis
Mathematics: Communicating Reasoning
Performance Gaps by Ethnicity
ELA/L: Overall
ELA/L: Reading Claim
ELA/L: Writing Claim
ELA/L: Speaking/Listening Claim
ELA/L: Research Claim
Mathematics: Overall
Mathematics: Concepts and Procedures
Mathematics: Problem Solving, Modeling and Data Analysis
Mathematics: Communicating Reasoning
Performance Gaps by English Language Proficiency Groups
ELA/L: Overall
ELA/L: Reading Claim
ELA/L: Writing Claim
ELA/L: Speaking/Listening Claim
ELA/L: Research Claim
Mathematics: Overall
Mathematics: Concepts and Procedures
Mathematics: Problem Solving, Modeling and Data Analysis
Mathematics: Communicating Reasoning
Performance Gaps by Socioeconomic Status
ELA/L: Overall
ELA/L: Reading Claim
ELA/L: Writing Claim
ELA/L: Speaking/Listening Claim
ELA/L: Research Claim
Mathematics: Overall
Mathematics: Concepts and Procedures
Mathematics: Problem Solving, Modeling and Data Analysis
Mathematics: Communicating Reasoning
Gaps Over Time 2006 - 20013
Gaps Over Time Math CSTs 2006 - 2010
Gaps Over Deciles 2013
Gaps Over Deciles 2013
Local Control Accountability Plan Focusses on economically disadvantaged students, English learners, students with disabilities, foster youth, homeless. Required metrics Smarter Balanced assessments, ELA and math, percent met or above standard and individual student growth (grades 3-8) Results on the Next Generation Science Standards Progress on the English language proficiency assessment Graduation rate (secondary) Measure of student engagement (suspension rate and chronic absenteeism. College and career readiness Healthy kids survey
Local Control Funding Formula (LCFF) Priority Areas Student Achievement: measuring success through test scores, English proficiency, graduation rates and college preparedness Implementation of Common Core state standards: transitioning to the new academic standards Course Access: ensuring all students have access to classes that prepare them for college and career, regardless of what school they attend or where they live Basic Services: guaranteeing well-maintained school facilities and up-to-date materials
Local Control Funding Formula (LCFF) Priority Areas Student Engagement: help kids feel more enthusiastic about learning so they miss fewer days and are more likely to graduate School Climate: promoting a calm, positive and productive school environment Parent Involvement: participating in school district decision-making Other Student Outcomes: physical education, the arts, and other areas of study
Questions?