“Reviewing Achievement and Value-Added Data”

Learning Goals for Today Understand the Balanced Assessment System Explain the Power of Two (Achievement vs. Progress) Understand Key Value-Added Reports Summarize the Power of Two: Achievement and Progress

Learning Goal #1: Understand the Balanced Assessment System

Balanced Assessment System Achievement OAA/OGT ACT EOCE TerraNova 3rd edition (?) Value-Added (Progress) Teacher-level Building-level District-level Formative Instructional Practices Curriculum Assessment Instruction

Balanced Assessment System

Learning Goal #3: Explain the Power of Two (Achievement vs. Progress)

Stair Step Expectations In a perfect world: Students start at the same place Students progress at the same pace Achievement test scores are enough to show growth Educators have no control over the prior achievement levels of the students who enter their classrooms.

Differentiated Reality In reality: Students start at different places Students progress at different rates Need more than scores on a single test to show a school’s effectiveness At a minimum, we should expect each student to progress one academic year in one year’s time. Students who are academically behind, must grow more than one academic year in one year’s time to close the gap.

Why Value-Added is Necessary We must expect progress for ALL students Jacob Proficiency Standard Value-added provides a picture of student growth regardless of students’ achievement levels. Value-added can help us understand whether high-achieving students are making enough progress to sustain or even improve their achievement levels. Value-added can help us understand whether low-achieving students are making enough progress to close the proficiency gap. In this slide, Student A is currently above the proficiency bar, but is losing ground relative to proficiency. In this slide, Student B is not yet proficient, but is closing the gap on the proficiency bar. Adam Grade

The Power of Two: Achievement and Progress They saw this in the DVD This is the Power of Two, Achievement & Progress information combined

School Performance and Poverty Level This is a scatter plot of poverty (horizontal) with Achievement as measured by the Performance Index (vertical). Each dot represents one school. School performance in terms of achievement continues to be correlated with the level of poverty in the school. This result is consistent with other data we have comparing student background factors and achievement in schools. It is also consistent with most national studies.

School VA gains and Poverty Level This is a scatter plot of poverty (horizontal) with a measure of Growth - the Value-Added Gain Score (vertical). Each dot represents one school. There is no correlation between the two. School performance in terms of effects of schooling is largely independent of the level of poverty in the school. This results has been shown each of the 3 years for which we have value-added data.

The Power of Two http://www.youtube.com/watch?v=mxPgplMujzQ

Learning Goal #4: Understand Key Value-Added Reports

ODE Value-Added Analysis Grade Math Reading Science 4 MRM 5 URM* 6 7 8 * New for Ohio

URM vs. MRM MRM (Mean Gain) URM (Predicted Mean) Tests uniformly administered in consecutive grades (i.e. math/reading in grades 4-8) School effects compared to growth standard URM (Predicted Mean) Prior test data used to produce prediction of how student is likely to score on a particular test given average experience in that school (science in grades 5 & 8) Difference between students’ predictions and actual/observed scores used to produce school effects

Key Reports: School Value-Added (MRM)

Key Reports: School Diagnostic (MRM) 2011

Key Reports: School Value-Added (URM)

Key Reports: School Diagnostic (URM)

Learning Goal #5: Graphing Achievement and Progress

School Value-Added Report

Interpreting High School Value-Added Reports for Algebra I What is the mean predicted score for Algebra I students? What is the mean student score for Algebra I students? What is the school effect associated with the Algebra I program? Did the typical Algebra I student at your school make above, below, or expected gains?

Plotting the Algebra I Results Q1 = 0-20, Q2 = >20-40, Q3 = >40-60, Q4 = >60-80, Q5 = >80-100 (X-Axis is Mean Score Percentile, Y-Axis is School Effective Percentile) Progress Achievement

Plotting the Algebra I Results Q1 = 0-20, Q2 = >20-40, Q3 = >40-60, Q4 = >60-80, Q5 = >80-100 (X-Axis is Mean Score Percentile, Y-Axis is School Effective Percentile)

Plotting All High School Results

Making Sense of Your High School Data Use the ABC High School Focus Worksheet to answer and discuss the six questions in your workbook: Highest levels of progress and achievement? Lowest levels of progress and achievement? High progress and low achievement? High achievement and low progress? Greatest strengths? Most critical challenges?

Create Your Own Matrix

Interpreting Your High School’s Matrix Use your high school’s matrix to answer and discuss the six questions in your workbook: Highest levels of progress and achievement? Lowest levels of progress and achievement? High progress and low achievement? High achievement and low progress? Greatest strengths? Most critical challenges?

Examining Your Math-Related School Diagnostic Reports Is there a pattern across subjects?

ACT Diagnostic Reports Is there a pattern within grade levels?

Learning Goal #6: Identify Your Building Strengths and Challenges

School Strengths Fishbone (Example)

School Challenges Fishbone (Example)

Balanced Assessment System

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