Academic Growth in Math High Poverty Students – WASL and MAP Feng-Yi Hung, Ph.D Director of Assessment and Program Evaluation Clover Park School District

Clover Park School District Concentrated poverty, family instability, homeless situations, and military deployment are but a few hardships typical of growing up in Clover Park School District – Lakewood, WA. 40% - Military Families 50% - Minority Students 60% - Free/Reduced Lunch

Measures of Academic Progress (MAP) Computerized adaptive tests by Northwest Evaluation Association (NWEA) Educators use the growth and achievement data from MAP tests to develop targeted instructional strategies. Growth - Additional Aspect of the Achievement Gap the first year to implement MAP assessments (grades 6-8)

Data Analysis Three Criteria for this year’s 8 th graders – –Eligible for Free and Reduced Price Lunch –Participated in 2006 WASL (6 th grade) and 2007 WASL (7 th grade) –Participated in MAP Fall and Spring assessments in the school year N = 210

WASL - Met Standard WASL - Not Met Standard Number of Students 71 (34%)139 (66%) RIT Range 38 ( )72 ( ) RIT Mean National Norm Grade 10Grades th -Grade WASL and MAP The NWEA 2005 Norms Study includes results from more than 2.3 million students in 794 school districts, representing 32 states. Descriptive Statistics

Mean Scale Score N Asian/Pacific Islander38926 Black36050 Hispanic36342 White38784 Total th -Grade WASL Math Design: Ethnicity + Gender + Ethnicity*Gender Results: Significant Effect on Ethnicity, F=5.1, p <.05 Post Hoc Tests - Tukey HSD: Asian vs. Black; White vs. Black; White vs. Hispanic Univariate Analysis of Variance (ANOVA)

Mean RIT ScoreN Asian/Pacific Islander22526 Black21650 Hispanic21742 White22684 Total th - Grade MAP Math Design: Ethnicity + Gender + Ethnicity*Gender Results: Significant Effect on Ethnicity, F=4.1, p <.05 Post Hoc Tests - Tukey HSD: White vs. Black & White vs. Hispanic Univariate Analysis of Variance (ANOVA)

Gains: RIT Score N Asian/Pacific Islander2.726 Black4.650 Hispanic5.542 White6.484 Total th - Grade MAP Math Gains Fall to Spring Design: Ethnicity + Gender + Ethnicity*Gender Results: No Significant Effect Univariate Analysis of Variance (ANOVA)

Discussion Math Growth of High Poverty Students Improving student learning in math is a highly complex challenge, especially for students in poverty Schools and gender are not significant factors in impacting FRL student performance and growth over time. White and Hispanic FRL students made more gains in math than their peers

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