Multnomah County Student Achievement Presented to the Leaders Roundtable November 25, 2008 Source: Oregon Department of Education, Dr. Patrick Burk

The National Assessment of Educational Progress (NAEP) The National Assessment of Educational Progress (NAEP) is the only nationally representative and continuing assessment of what America's students know and can do in various subject areas. Assessments are conducted periodically in mathematics, reading, science, writing, the arts, civics, economics, geography, and U.S. history. Assessments in world history and in foreign language are anticipated in NAEP assessments are administered uniformly using the same sets of test booklets across the nation. NAEP results serve as a common metric for all states and selected urban districts. The assessment stays essentially the same from year to year, with only carefully documented changes. This permits NAEP to provide a clear picture of student academic progress over time. In 2007 Oregon assessed 3500 students in 140 schools for NAEP.

National Assessment of Educational Progress—Oregon: 2007 READING GRADE 4 National Average220 Oregon Average 215

National Assessment of Educational Progress—Oregon: 2007 READING GRADE 8 National Average261 Oregon Average 266

National Assessment of Educational Progress—Oregon: 2007 Grade 4 Mathematics National Average239 Oregon Average 236

National Assessment of Educational Progress—Oregon: 2007 Grade 8 Mathematics National Average280 Oregon Average 284

National Assessment of Educational Progress—Oregon: 2007 WHAT’S NEXT? NAEP will be administered in High Schools between January 26 and March 6, 2009 to a sample of twelfth-grade students. Students will be assessed in either mathematics, reading, or science. In a small number of schools, NAEP will conduct field tests in civics, geography, and U.S. history to prepare for future assessments, and special studies of hands-on science tasks and interactive computer tasks in science.

US Census

Multnomah County SAT and AP 2008 Average SAT Scores in Multnomah County –2147 Students took the SAT Reasoning Test – Reading; Math; Writing Range in Multnomah County –Reading: ; Math: ; Writing: State Average –518 Reading; 525 Math; 497 Writing National Average –497 Reading; 510 Math; 488 Writing Participation in Advanced Placement in Multnomah County –1499 Students took at least 1 AP Exam –2637 AP exams were taken –1310 exams scored 3 or better

Part I: Academic Achievement Part IIIPart II

Part III Part I: Academic Achievement Part II

Part III ACT Recommended Coursework ACT research suggests that students today do not have a reasonable chance of becoming ready for college unless they take additional higher-level courses beyond the minimum core, and even then they are not always likely to be ready for college. This finding is in part a reflection on the quality and intensity—the rigor—of the high school curriculum. Without improving the quality and content of the core, it appears that most students need to take additional higher-level courses to learn what they should have learned from a rigorous core curriculum, with no guarantee even then that they will be prepared for college-level work. ACT Minimum Core English: 4 years Social Studies: At least 3 years Mathematics: At least 3 yearsNatural Sciences: At least 3 years Part I: Academic Achievement Part II

Part I: Academic Achievement Part IIIPart II

ACT College Readiness Benchmark Scores Through collaborative research with postsecondary institutions nationwide, ACT has established the following College Readiness Benchmark Scores: A benchmark score is the minimum score needed on an ACT subject area test to indicate a 50% chance of obtaining a B or higher or about a 75% chance of obtaining a C or higher in the corresponding credit-bearing college courses. Part II: Measuring College Readiness College Readiness Benchmark Score EnglishEnglish Composition18 Math Algebra 22 ReadingSocial Sciences21 ScienceBiology24 ACT Subject Area Test College Course(s) Part IIIPart I

Part II: Measuring College Readiness Part IIIPart I

ENGLISH: Readiness for College English Composition Part II: Measuring College Readiness Part IIIPart I

MATHEMATICS: Readiness for College Algebra Part II: Measuring College Readiness Part IIIPart I

MATHEMATICS: Readiness for College Algebra Part II: Measuring College Readiness Part IIIPart I

READING: Readiness for College Social Sciences Part II: Measuring College Readiness Part IIIPart I

SCIENCE: Readiness for College Biology Part II: Measuring College Readiness Part IIIPart I

SCIENCE: Readiness for College Biology Part II: Measuring College Readiness Part IIIPart I

Achievement Gap persists in Multnomah County, but improvement in grades 3 and 5. Oregon performance on national assessments is at or above national averages, but is flat overall. Participation and performance in Advanced Placement Exams continues to be a bright spot. Clear evidence that participation in a rigorous core set of classes has a positive impact on performance and college readiness. Supports the Oregon Diploma. Significant differences by ethnicity in participation in a rigorous core curriculum. Conclusions

WHAT IS THE BEST RESPONSE OF THE LEADERS ROUNDTABLE? Consider the implication of a “Rigor Gap.” To what degree is access predicted by race? Select a limited number of clear indicators and mobilize community response. –Pre-school and Full Day Kindergarten –3 rd grade benchmarks for all students –Rigorous and challenging class assignments –8 th grade transition benchmarks –Rigorous core curriculum in every high school for every student based on proficiency and including student support Intervention plans at each grade level Invest in teacher quality; university partnerships Support PK-12 alignment to the new diploma requirements as target objectives