Media Briefing School Progress 2012 Results Mary L. Gable- Assistant State Superintendent Division of Academic Policy July 10, 2012 Meeting the requirements.

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Presentation transcript:

Media Briefing School Progress 2012 Results Mary L. Gable- Assistant State Superintendent Division of Academic Policy July 10, 2012 Meeting the requirements of NCLB is our floor, not our ceiling. Proficient is not enough for the majority of our students, they are capable of much more. To meet the challenges of globalization and emphasize growing our own talent we must raise the expectations we have for many of our students. Strategic plan contains goals for AP, PSAT and SAT participation and performance to raise standards for student achievement While our students perform well in comparison to other states, we need improvement to make our goals, and cannot be discouraged by lower scores as we increase participation This report will highlight some important conclusions we have made from our data, and how we might use them to better boost the performance of our students.

ESEA FLEXIBILITY All schools should improve the learning of all students. Schools have different needs and operate in specific contexts - the strategies they adopt for improvement should reflect their needs. School performance targets should reflect the school’s history of student performance.

Schools should be judged by ESEA FLEXIBILITY Schools should be judged by the progress they make towards improving the learning of all students, in the aggregate and by subgroup. the extent to which they close subgroup gaps in achievement.

School Progress Moving to Realistic and Achievable targets through ESEA Flexibility New Annual Measurable Objectives (AMOs) approved by USDE as part of Maryland’s ESEA Flexibility Request Uses MSA results and attendance data

Elementary and Middle School Components Three indicators: Proficiency Progress Reading and Mathematics Proficiency All Student group and at each subgroup Participation Rate Attendance Rate All Student group only

Establishing AMOs - Calculations Proficiency Progress Establishing AMOs - Calculations 50% reduction of basic proficiency by 2017 (Subtract the non-proficient number from 100, divide in half, then divide this number by 6) Target increases in equal increments for the 6 years from 2012 to 2017 For “all students” group and each subgroup 2011 assessment results used as the baseline year for setting AMOs Each school for all and each subgroup has its own unique targets based on its baseline year results

Examples of Achievement Targets 2011 2012 2013 2014 2015 2016 2017 Gain/ Year 0.00% 8.33% 16.67% 25.00% 33.33% 41.67% 50.00% 10.00% 17.50% 32.50% 40.00% 47.50% 55.00% 7.50% 20.00% 26.67% 46.67% 53.33% 60.00% 6.67% 30.00% 35.83% 59.17% 65.00% 5.83% 45.00% 70.00% 5.00% 54.17% 58.33% 62.50% 66.67% 70.83% 75.00% 4.17% 63.33% 73.33% 76.67% 80.00% 3.33% 72.50% 77.50% 82.50% 85.00% 2.50% 81.67% 83.33% 86.67% 88.33% 90.00% 1.67% 90.83% 91.67% 92.50% 93.33% 94.17% 95.00% 0.83% 95.42% 95.83% 96.25% 96.67% 97.08% 97.50% 0.42%

School Progress “Cells” Chart Group Reading Mathematics Attendance % Proficient Participation All Students Hispanic Amer. Ind. Asian African Amer. Hawaiian White 2 or More FARMs ELL Special Ed.

2012 School Progress Results 84.8% of schools met the target for “all students”. There are 16,962 subgroups (cells) in 1,127 elementary and middle schools. 95.2% of all subgroups met their target for 2012 – that is 16,141 subgroups that met their target.

Accountability: Changing the Model NCLB Student performance measured annually in reading and Mathematics in grades 3-8 Schools accountable for attainment of “proficiency” by ALL students and each subgroups 100% Proficiency for ALL students and ALL subgroups by 2014; common yearly targets (AMO) Single indicator of acceptable performance (AYP) for ALL schools ESEA FLEX Schools accountable for achievement, growth and closing achievement gaps for ALL students and subgroups Proficiency targets differentiated by school and by subgroup Multiple indicators of performance including progress, closing gaps, and growth targets

Summary “The progress of each school toward meeting their own unique targets provide valuable information over time on the effectiveness of instructional strategies, the inherent needs of the students and the extent to which the school is fulfilling those needs.”

Questions and Discussion Media Briefing Questions and Discussion Meeting the requirements of NCLB is our floor, not our ceiling. Proficient is not enough for the majority of our students, they are capable of much more. To meet the challenges of globalization and emphasize growing our own talent we must raise the expectations we have for many of our students. Strategic plan contains goals for AP, PSAT and SAT participation and performance to raise standards for student achievement While our students perform well in comparison to other states, we need improvement to make our goals, and cannot be discouraged by lower scores as we increase participation This report will highlight some important conclusions we have made from our data, and how we might use them to better boost the performance of our students.