2005 NAEP Results Mathematics San Diego City Schools Board of Education Workshop January 17, 2006 S D CS

National Assessment of Educational Progress (NAEP) The Nation’s Report Card: Authorized by Congress in 1969 Authorized by Congress in 1969 Operational Oversight by the National Center for Education Statistics (NCES) Operational Oversight by the National Center for Education Statistics (NCES) Policy Oversight by the National Assessment Governing Board (NAGB) Policy Oversight by the National Assessment Governing Board (NAGB) “Survey-based” assessment with content aligned with frameworks developed by NAGB through a national consensus process “Survey-based” assessment with content aligned with frameworks developed by NAGB through a national consensus process

NAEP Trial Urban District Assessment (TUDA) TUDA was piloted in 2002 in 6 volunteer districts; San Diego City Schools participated in 2003 and 2005 TUDA was piloted in 2002 in 6 volunteer districts; San Diego City Schools participated in 2003 and large, urban districts participated in large, urban districts participated in 2005 TUDA provides district-level results in Reading and Mathematics at Grades 4 and 8 TUDA provides district-level results in Reading and Mathematics at Grades 4 and 8

Trial Urban District Assessment (TUDA) Participation District Participation in TUDA AtlantaAtlantaAtlanta ChicagoBostonAustin HoustonCharlotte-MecklenburgBoston Los Angeles ChicagoCharlotte-Mecklenburg New York City ClevelandChicago District of Columbia HoustonCleveland Los Angeles Houston New York City Los Angeles San Diego City Schools New York City District of Columbia San Diego City Schools District of Columbia

2005 Trial Urban District Assessment (TUDA) Results Nationwide, Large Central City *, and Districtwide Results Nationwide, Large Central City *, and Districtwide Results Only Public School Data Reported in TUDA Only Public School Data Reported in TUDA Average scale scores (0 – 500) Average scale scores (0 – 500) Four Performance/Achievement Levels Four Performance/Achievement Levels Below Basic, Basic, Proficient, and Advanced Below Basic, Basic, Proficient, and Advanced Subgroups Subgroups Female, Male, White, Black, Hispanic, Asian/Pacific Islander, American Indian/Alaska Native, and Eligible/Not Eligible for Free/Reduced Price Meals Female, Male, White, Black, Hispanic, Asian/Pacific Islander, American Indian/Alaska Native, and Eligible/Not Eligible for Free/Reduced Price Meals *As defined by the census with populations of 250,000 or more.

NAEP Item Types Advanced – Superior Performance Advanced – Superior Performance Proficient – Solid Academic Performance Proficient – Solid Academic Performance Basic – Partial Mastery Basic – Partial Mastery Below Basic Below Basic See Pages 16 and 20 of NAEP Trial Urban District Assessment: Mathematics 2005 booklet for additional descriptors. Multiple Choice Multiple Choice Constructed Response Constructed Response NAEP Achievement Levels

Trial Urban District Assessment (TUDA) Results Grade 4 – Mathematics Results Student Percentages at each NAEP Achievement Level Large Central City* Nation San Diego City Schools Below BasicBasic Proficient Advanced *As defined by the census with populations of 250,000 or more.

2005 Trial Urban District Assessment Subgroup Results % of Students District and Subgroups % of Students Average Scale Score Below Basic At or above Basic At or above Proficient At or above Advanced San Diego White Black Hispanic Asian/Pacific Islander Amer. Indian/ Alaska Native 1 Eligible for F/R Meals Not Eligible for F/R Meals Grade 4 – Mathematics Results Bold items indicate statistically significantly different scores from 2003 to 2005.

Trial Urban District Assessment District Comparisons Grade 4 – Average Scale Score District Change % EL v. % EL Tested San Diego /30 Atlanta /1 Austin24225/11 Boston /9 Charlotte- Mecklenburg /4 Chicago /12 Cleveland /2 District of Columbia /1 Houston /15 Los Angeles /45 New York /1 Grade 4 – Mathematics Results

Trial Urban District Assessment District Comparisons Percentage of Students Performing At Proficient or Advanced Levels District Change San Diego Atlanta13174 Austin Boston Charlotte- Mecklenburg Chicago10133 Cleveland9123 District of Columbia 792 Houston18268 Los Angeles New York Grade 4 – Mathematics

Trial Urban District Assessment District Comparisons Percentage of Students Performing Below the Basic Level District Change San Diego Atlanta Austin15 Boston Charlotte- Mecklenburg Chicago Cleveland District of Columbia Houston Los Angeles New York Grade 4 – Mathematics

Trial Urban District Assessment (TUDA) Results Grade 8 – Mathematics Results Student Percentages at each NAEP Achievement Level Large Central City* Nation San Diego City Schools Below BasicBasic Proficient Advanced *As defined by the census with populations of 250,000 or more.

2005 Trial Urban District Assessment (TUDA) Subgroup Results % of Students District and Subgroups % of Students Average Scale Score Below Basic At or above Basic At or above Proficient At or above Advanced San Diego White Black Hispanic Asian/Pacific Islander Amer. Indian/ Alaska Native 1 Eligible for F/R Meals Not Eligible for F/R Meals Grade 8 – Mathematics Results Bold items indicate statistically significantly different scores from 2003 to 2005.

Trial Urban District Assessment District Comparisons Grade 8 – Average Scale Score District Change % EL v. % EL Tested San Diego /14 Atlanta /<1 Austin28114/8 Boston /5 Charlotte- Mecklenburg /4 Chicago /2 Cleveland /<1 District of Columbia /1 Houston /10 Los Angeles /28 New York /2 Grade 8 – Mathematics Results

Trial Urban District Assessment District Comparisons Percentage of Students Performing At Proficient or Advanced Levels District Change San Diego Atlanta660 Austin33 Boston18224 Charlotte- Mecklenburg Chicago9112 Cleveland660 District of Columbia 671 Houston13163 Los Angeles 7114 New York Grade 8 – Mathematics

Trial Urban District Assessment District Comparisons Percentage of Students Performing Below the Basic Level District Change San Diego Atlanta7069 Austin32 Boston Charlotte- Mecklenburg Chicago Cleveland62664 District of Columbia Houston Los Angeles New York Grade 8 – Mathematics

NAEP Cut Scores Grade 4  Basic 214  Proficient 249  Advanced 282 Grade 8  Basic 262  Proficient 299  Advanced 333 Since the SDCS Grade 4 average scale score is 232, our students are, on average, performing in the mid-Basic range. Since SDCS Grade 8 average scale score is 270, our students are, on average, performing in the mid- Basic range.

Mathematics

Actions we take  What we teach  How we teach so that students build strong mathematical skills, knowledge and understanding.

What we teach  Clearly defined by California state standards  Big ideas/mathematical concepts  Focus on algebraic thinking  Balanced mathematical curriculum

Balanced Mathematics Curriculum  Computational and procedural fluency  Conceptual understanding  Problem-solving  Mathematical reasoning

NAEP Item Map- Grade 4 Advanced-  Identify an equation to describe a pattern given in a table  Identify a number sentence to match a situation Proficient-  Determine missing numbers in number sentences  Represent a situation with an algebraic expression Basic-  Determine the next number in a given pattern  Subtract two digit numbers to solve a story problem

NAEP Item Map- Grade 8 Advanced-  Determine how many boxes of tile are needed  Determine the effect of increasing the value of one variable Proficient-  Solve a story problem involving percent increase  Determine the sixth term in a pattern Basic-  Convert a written number to decimal form  Solve a story problem with multiple operations

How we teach “The quality of instruction is the single most important component of an effective mathematics program.” California Mathematics Framework page 12

Quality Instruction  Deep understanding of mathematics and the content standards  Research-based instructional strategies  Organize instruction around goals  Use results of assessment to guide instruction

Knowing Mathematics  Building skill and proficiency in number and operations  Building algebraic reasoning

Lens for First Grade Classroom Episode  Background  What to watch for:  Students making meaning of numbers  Students engaged in their own thinking and the thinking of others  Excitement of students learning significant mathematics  High expectations for students

Knowing Mathematics The school cafeteria has 347 ice-cream bars in one box and 48 in another box. How many ice-cream bars does the cafeteria have in the two boxes?

Knowing Mathematics Jeremy had 3.5 pounds of oranges in one bag and 0.62 pounds of oranges in another bag. How many pounds of oranges did Jeremy have? Marcy’s workAngela’s work

Lens for the 6th Grade Classroom Episode  Background  What to watch for:  Students making meaning of the base ten system  Students engaged in their own thinking and the thinking of others  Excitement of students learning significant mathematics  High expectations for students

Intervention Program  Foundational Skills  Routines  Word Problems  Games

Mathematics Games and Activities for Home  Support students’ thinking, reasoning and mathematical understanding through games that can be played at home.  Help parents build an understanding of the mathematics their children are learning.  Give parents an opportunity to work with children in developing mathematical skills and conceptual understandings  Strengthen parent confidence in doing mathematics with their children