PARCC Results: Year One Belleville Public schools January 25, 2016

PARCC Results: Year One Belleville Public schools January 25, 2016
Measuring College and Career Readiness

Vision for public education in New Jersey
“New Jersey will educate all students to prepare them to lead productive, fulfilling lives. Through a public education system that is seamlessly aligned from pre-school to college, students will gain the requisite academic knowledge and technical and critical thinking skills for life and work in the 21st century.” In 2008, the New Jersey High School Redesign Steering Committee finalized their report. Their work involved educators and stakeholders from across the state and had focused subcommittees on Special Education, Career and Technical Education, and the Abbott districts. After nearly a year, they formulated the above vision statement to guide what has become nearly a decade’s worth of work to deliver on this vision.

College and Career Ready Standards
Raising standards College and Career Ready Standards “Align New Jersey high school standards and graduation requirements to college and workforce entry requirements.” – NJ High School Redesign Steering Committee (HSRSC ) New Jersey has adopted standards that “are widely recognized as appropriate standards for college and career readiness.” - College and Career Ready Taskforce (CCRT ) 2009: New Jersey adopted higher course taking requirements for all students. 2010: New Jersey adopted the Common Core State Standards in English Language Arts and Mathematics. The High School Redesign Taskforce noted that while New Jersey’s standards were high, that they were not aligned with college entrance requirements. In 2009, the New Jersey State Board of Education adopted new course taking requirements for a regular high school diploma, such as four years of English and three years of Math – including Algebra I, Geometry, and Algebra II content. In 2010, the state board adopted the Common Core State Standards in language arts and math which are widely understood to be higher standards than New Jersey’s prior standards, focused more on the kinds of skills and knowledge that students will need after they leave high school. In 2012, the College and Career Ready Taskforce reviewed the work to-date and confirmed this impression of the standards.

Next steps: Replace HSPA
“Currently the New Jersey High School Proficiency Assessment (HSPA) does not measure college or work readiness…Further, New Jersey colleges and universities do not use scores from the HSPA for admissions or placement, because the test does not reflect postsecondary placement requirements.” (HSRSC ) Next steps: Replace HSPA But also in 2008, the High School Redesign Taskforce courageously stated that New Jersey’s old high school assessment – the High School Proficiency Assessment or HSPA – wasn’t measuring college or career readiness. And that it was all but ignored by colleges.

Improving student Assessment
A System of Aligned Assessments “Replace HSPA with a series of end of course assessments in math… and a proficiency exam in language arts literacy that are aligned with the expectations of higher education and the workplace.” (HSRSC ) Current tests should be “replaced with a system of end-of-course assessments.” (CCRT ) Improving student Assessment 2015: New Jersey adopted the Partnership for Assessment of Readiness for College and Careers (PARCC) assessments in English Language Arts/Literacy and Mathematics. Their recommendation was clear. New Jersey should replace HSPA with a series of end of course assessments in English and math. And those assessments should be aligned with the expectations of college entrance requirements and the workforce. The College and Career Ready Taskforce again confirmed this direction in As a result, New Jersey joined the Partnership for Assessment of Readiness for College and Careers (PARCC) and gave the first PARCC assessments in 2015.

New jersey’s statewide assessment program
In 2015, New Jersey adopted the Partnership for Assessment of Readiness for College and Careers (PARCC) to replace HSPA and previous assessments in the elementary and middle school in language arts and mathematics. Students took PARCC English Language Arts and Literacy Assessments (ELA/L) in grades 3 – 11. Students took PARCC Mathematics Assessments in grades 3 – 8 and End of Course Assessments in Algebra I, Geometry, and Algebra II. The PARCC assessments replaced our old assessments – the NJASK and the HSPA in language arts and math. Students began taking these assessments in third grade, as is required by federal law. As a result of a waiver won by the New Jersey Department of Education, students taking advanced coursework in middle school did not have to take two math tests. Instead, they took the assessment that was most closely aligned with their coursework. For example, a student in 8th grade who was taking Algebra I as a course was permitted to only take the Algebra I test and did not also have to take the 8th grade math test.

PARCC Performance levels
Level 1: Not yet meeting grade-level expectations Level 2: Partially meeting grade-level expectations Level 3: Approaching grade-level expectations Level 4: Meeting grade-level expectations Level 5: Exceeding grade-level expectations In PARCC, student outcomes are divided into five performance levels. Level One describes student work in the assessment that does not yet meeting the grade-level expectations or the course expectations. Level Two describes student work that is partially meeting grade-level expectations. Level Three describes student work that is approaching grade-level expectations. Level Four describes work that meets grade-level expectations. Level Five describes work that exceeds grade-level expectations. It’s important to recognize however that while PARCC is a meaningful assessment of student learning that provides useful information about a student, that New Jersey has been and remains committed to using multiple metrics in assessing student progress and attainment. Decisions about student placement in the next grade level or course have always been made by school districts and should always be fully informed by multiple sources of information, including teacher recommendations and parent input.

New Jersey’s 2015 PARCC Outcomes English language arts/literacy
Not Yet Meeting (Level 1) Partially Meeting (Level 2) Approaching Expectations (Level 3) (Level 4) Exceeding Expectations (Level 5) % >= Level 4 Grade 3 15% 18% 24% 39% 5% 44% Grade 4 8% 27% 12% 51% Grade 5 7% 26% 45% 6% 52% Grade 6 16% 28% 40% 9% 49% Grade 7 11% 23% 34% Grade 8 22% 13% Grade 9 19% 30% 10% Grade 10 25% 20% 37% Grade 11 17% 41% Here are the statewide results of the first year of PARCC assessments in English Language Arts and Literacy. In third grade, 15% did not yet meet expectations, 18% partially met expectations, 24% approached expectations, 39% met the expectations of the grade-level or the course, and 5% exceeded expectations. Approximately 44% either met or exceeded the expectations of third grade language arts. As we begin to unpack this data, we will look closely at the students in the Approaching Expectations category to see what types of changes need to be made to our curriculum and instructional practices. Perhaps these students missed out on an important concept? <please note: some of these numbers have changed since the preliminary release of the PARCC data in October 2015> Note: Numbers may not sum to 100% due to rounding.

New Jersey’s 2015 PARCC Outcomes Mathematics
Not Yet Meeting (Level 1) Partially Meeting (Level 2) Approaching Expectations (Level 3) (Level 4) Exceeding Expectations (Level 5) % >= Level 4 Grade 3 8% 19% 28% 37% 45% Grade 4 7% 22% 30% 36% 4% 41% Grade 5 6% 21% 32% 35% Grade 6 Grade 7 33% Grade 8* 26% 23% 1% 24% Algebra I 14% 25% 3% Geometry 12% 20% Algebra II 2% And here are the statewide results of the first year of the PARCC math outcomes. There are some important things to note. As mentioned above, students took the assessment most closely aligned with their content in middle school. Thus, New Jersey’s eighth grade outcomes are not representative of eighth grade as a whole. Approximately 30,000 middle school students took the Algebra I assessment instead of the grade level assessment. Therefore, eighth grade math outcomes are artificially low as more advanced students were tested in Algebra I. Also important to note is that as a state, we do see stronger performance in our earlier grades. This is a positive outcome as much of math skills and knowledge builds upon the prior years. Thus, it is not surprising to see weaker outcomes in our higher grade levels who have not benefitted from many years of full implementation of our new standards. Also important to keep in mind that we’ve never tested the course content of geometry and Algebra II statewide before. Thus, our math supervisors and educators have not had a tool to judge the alignment of advanced math courses to our standards before. <please note: some of these numbers have changed since the preliminary release of the PARCC data in October 2015> * Note: Approximately 30,000 New Jersey students participated in the PARCC Algebra I assessment while in middle school. Thus, PARCC Math 8 outcomes are not representative of grade 8 performance as a whole. Note: Numbers may not sum to 100% due to rounding.

PARCC Outcomes in context
2015 PARCC ELA/L Grade 4 51% 2013 NAEP Reading Grade 4 42% PARCC Outcomes in context 2015 PARCC Math Grade 4 41% 2013 NAEP Math Grade 4 49% 2015 SAT: 44% met College and Career Ready Benchmark 2015 ACT: 43% met College and Career Ready Benchmark. 2015 PARCC ELA/L Grade 8 52% 2013 NAEP Reading Grade 8 46% 2015 PARCC ELA/L Grade 11 41% 2013 NAEP Reading Grade 12 In the first year of a new assessment, there is always a tendency to want to compare it to the prior assessment. But those comparisons are inappropriate. As mentioned above, our old assessment was not measuring college and career readiness while the PARCC assessments are designed to. Thus, comparing PARCC to HSPA is like comparing apples to oranges. PARCC is a new baseline. It’s a new starting point from which we will measure our growth. However, there are a few third-party, independent assessments that have been validated against college and career readiness that New Jersey students have participated in in the past. The SAT for instance has established a composite score of 1550 as its college readiness benchmark. In 2015, 80% of New Jersey’s seniors took that assessment and 44% met that benchmark. In 2015, 43% of the student who took the ACT met its benchmark. In the red boxes, you’ll see that 41% of New Jersey’s seniors met the National Assessment of Educational Progress (the NAEP assessment) benchmark. And in the blue box, you’ll see the outcome of New Jersey’s old Algebra I test, given as part of the American Diploma Project. In 2011, 35% of New Jersey’s students met the expectation of that assessment, compared with 36% of the students who took the PARCC assessment in 2015. When compared against these external tests, we think that New Jersey’s first year of PARCC results trends appropriately and has resulted in an accurate first year measure of New Jersey’s college and career readiness. We fully expect the percentage of students meeting or exceeding expectations to rise in 2016 as students and educators become more fully informed about the format of the test and as educators align their curriculum and instructional practices more closely with the standards. <in case you’re curious: grade 8 math NAEP outcomes are not presented here because we do not feel that PARCC grade 8 math outcomes are representative of the state and should be compared to the NAEP outcomes. Likewise, grade 12 NAEP math outcomes are not directly comparable to any of the high school end-of-course assessments, such as Algebra I, and are also not presented.> 2015 PARCC Algebra I 36% 2011 ADP Algebra I 35% NAEP: National Assessment of Educational Progress ADP: American Diploma Project

End-of-course Math Outcomes, % Meeting/Exceeding Expectations
ADP Algebra I (2011) PARCC Algebra I (2015) PARCC Geometry (2015) Algebra II (2015) Count % Grade 6 39 79% 66 92% Grade 7 3,001 94% 3,536 93% Grade 8 29,715 70% 27,498 72% 2,973 459 73% Grade 9 61,177 21% 53,656 18% 20,279 47% 4,720 Grade 10 8,969 5% 5,542 4% 41,930 8% 20,710 39% Grade 11 2,182 1,398 5,895 2% 32,092 7% Before turning to our specific district results, I’d like to discuss some important disaggregation of data that the New Jersey Department of Education has done regarding grade-level outcomes for the end-of-course math assessments. The first set of columns presents the outcomes from the 2011 administration of the Algebra I test. The count column contains the number of testers. The percent column contains the percentage of students who met the expectations. In 2011, in grade 8, approximately 30,000 students took the old Algebra I test and 70% of them met expectations. In 2015, in the PARCC assessment, the outcomes are roughly the same – approximately 28,000 students took the PARCC assessment in grade 8 and 72% of them met expectations. In fact, the 2015 PARCC Algebra I outcomes are remarkable in their near consistency to the old Algebra I assessment at each grade level. A key takeaway is that New Jersey seems to be appropriately identifying students who are capable of taking advanced math in middle school. But of particular concern is that only 18% of the nearly 54,000 students who took PARCC Algebra I in ninth grade met expectations. This suggests a need for a more concerted effort to ensure that freshman year math courses are fully aligned with the content of the Algebra I standards. <guiding question for further analysis: what trends do you see in your Algebra I outcomes by grade level? What percent of your grade 8 Algebra I results met/exceeded expectations?>

Algebra I Parcc outcomes and course grades
Percent “C” or higher in Algebra I course AY1415 Count % Meeting or Exceeding Count* % >= C Grade 6 66 92% 62 100% Grade 7 3,536 93% 3,305 94% Grade 8 27,498 72% 24,944 89% Grade 9 53,656 18% 44,923 67% Grade 10 5,542 4% 3,170 48% Grade 11 1,398 623 46% Drilling down a bit further. This chart has linked the PARCC Algebra I outcomes to course grades that districts provide to the Department. The grades of roughly 84% of the students who took the Algebra I assessment in 2015 could be linked to the assessment data. The first columns of this chart are repeated from the previous slide and show that approximately 18% of the students who took Algebra I in freshman year met or exceeded the expectations of the assessment, while approximately 67% of the freshman received a C or better in their Algebra I course. Again, this underscores the need for us to evaluate the content of our Algebra I courses, the expectations that we have for student competency, and the alignment of our instruction and instructional resources. <guiding questions for further analysis: how do your PARCC algebra I outcomes compare with the grades that students received? Are there differences by grade levels? Are there differences by course title in the high school? What are some next steps the district can take to identify students that need extra support to succeed in Algebra I?> Looking for mismatches between outcomes and expectations is an important first step, i.e., roughly 18% of freshman met or exceeded expectations in PARCC Algebra I yet 67% received Cs or better in their course. * Based on an overall 84% match rate at a student-level between NJSMART course roster collection and PARCC Algebra I assessment data.

Count of Valid Test Scores Exceeding Expectation (Level 5)
Belleville’s PARCC GRADE-LEVEL Outcomes English language arts/literacy Count of Valid Test Scores Not Yet Meeting (Level 1) Partially Meeting (Level 2) Approaching Expectations (Level 3) (Level 4) Exceeding Expectation (Level 5) District % >= Level 4 NJ % >= Level 4 Grade 3 304 18% 21% 31% 27% 3% 30% 44% Grade 4 296 9% 13% 34% 38% 6% 51% Grade 5 347 20% 2% 40% 52% Grade 6 302 7% 19% 32% 4% 42% 49% Grade 7 348 10% 22% 25% 33% 43% Grade 8 327 24% 35% 8% Grade 9 278 56% 26% 14% 0% Grade 10 264 58% 17% 12% 37% Grade 11 173 1% 41% <fill in your district’s results. DO NOT INCLUDE RESULTS IF THE NUMBER OF VALID TEST SCORES IS LESS THAN 11> This chart shows the district level outcomes for the first year of the PARCC assessment in each of the grade levels for English Language Arts and Literacy. The first column includes the count of valid test scores in the district. <read grade three outcomes, such as: you’ll note that xx students in grade three received valid test scores, xx% are not yet meeting expectations…. XX% of third graders in this district met or exceeded grade level expectations compared to 44% of the third grade students statewide> <note in discussing this slide where the data may not be representative of the district due to low participation in a particular grade level by comparing the valid test count to an approximate count of students enrolled in the grade level.>

Belleville’s 2015 PARCC GRADE-LEVEL Outcomes mathematics
Count of Valid Test Scores Not Yet Meeting (Level 1) Partially Meeting (Level 2) Approaching Expectations (Level 3) (Level 4) Exceeding Expectation (Level 5) District % >= Level 4 NJ % >= Level 4 Grade 3 308 12% 32% 30% 25% 1% 26% 45% Grade 4 301 7% 29% 36% 27% 28% 41% Grade 5 349 8% 31% 37% 23% 24% Grade 6 313 38% 20% 21% Grade 7 357 10% 0% Grade 8* 330 18% 34% 2% Algebra I 292 39% 47% 13% Geometry 288 54% 14% 22% Algebra II 175 53% 19% 5% <fill in your district’s results. DO NOT INCLUDE RESULTS IF THE NUMBER OF VALID TEST SCORES IS LESS THAN 11> This chart shows the district level outcomes for the first year of the PARCC assessment in each of the grade levels and courses for math. The first column includes the count of valid test scores in the district. <read grade three outcomes, such as: you’ll note that xx students in grade three received valid test scores, xx% are not yet meeting expectations…. XX% of third graders in this district met or exceeded grade level expectations compared to 45% of the third grade students statewide> <also note in discussing this slide where the data may not be representative of the district due to low participation in a particular grade level by comparing the valid test count to an approximate count of students enrolled in the grade level.> <note in discussing this data the extent to which grade level 8 math outcomes may not be representative of the larger grade eight outcomes due to student participation in Algebra I districts. For some districts, these comments may need to extend to grade 7 if students took Algebra I in that grade. For other districts, grade 8 outcomes may in fact represent grade level outcomes because very few students took Algebra I in the middle school. Use the test counts to assist you in drawing inferences about how representative this data is for your district>

Grade 3 ELA Score Averages
STATE DISTRICT SCHOOL 3–733 (45 Total Students) SCHOOL (58 Total Students) SCHOOL (45 Total Students) SCHOOL (47 Total Students) SCHOOL (70 Total Students) SCHOOL (15 Total Students) SCHOOL (24 Total Students)

Grade 3 ELA PARCC Assessment Summary

Grade 3 ELA PARCC Assessment Summary Gen. Ed.

Grade 3 ELA State/District/School Comparison

State/District/School Comparison Grade 3 ELA - Reading (Literary)

State/District/School Comparison Grade 3 ELA - Reading (Information)

State/District/School Comparison Grade 3 ELA - Reading (Vocabulary)

State/District/School Comparison Grade 3 ELA - Writing (Expression)

State/District/School Comparison Grade 3 ELA – Writing (Conventions)

Grade 3 Math Score Averages
STATE – 745 DISTRICT SCHOOL 3 – 731 (46 Total Students) SCHOOL (59 Total Students) SCHOOL (45 Total Students) SCHOOL (48 Total Students) SCHOOL (71 Total Students) SCHOOL (15 Total Students) SCHOOL (24 Total Students)

Grade 3 Math PARCC Assessment Summary

Grade 3 Math State/District/School Comparison

State/District/School Comparison Grade 3 Math – Major Content

State/District/School Comparison Grade 3 Math – Supporting Content

State/District/School Comparison Grade 3 Math – Reasoning

State/District/School Comparison Grade 3 Math – Modeling

STATE DISTRICT SCHOOL 3 – 739 (49 Total Students) SCHOOL (42 Total Students) SCHOOL (51 Total Students) SCHOOL (49 Total Students) SCHOOL (64 Total Students) SCHOOL (19 Total Students) SCHOOL (22 Total Students)

Grade 4 ELA State/District/School Comparison

Grade 5 ela State/District/School Comparison

STATE DISTRICT – 742 (302 Total Students)

STATE DISTRICT- 729 (313 Total Students)

Algebra I Score Averages

Algebra I PARCC Assessment Summary

State/District/School Comparison Algebra I– Major Content

State/District/School Comparison Algebra I– Supporting Content

State/District/School Comparison Algebra I– Reasoning

State/District/School Comparison Algebra I– Modeling

Geometry Score Averages

Geometry PARCC Assessment Summary

State/District/School Comparison Geometry– Major Content

State/District/School Comparison Geometry– Supporting Content

State/District/School Comparison Geometry– Reasoning

State/District/School Comparison Geometry– Modeling

Algebra II Score Averages

Algebra II PARCC Assessment Summary

State/District/School Comparison Algebra II– Major Content

State/District/School Comparison Algebra II– Supporting Content

State/District/School Comparison Algebra II– Reasoning

State/District/School Comparison Algebra II– Modeling

Next Steps to help inform instruction
Purchased enVisionmath 2.0 for grades K-5. Balanced Literacy and DRA2 training for grades K-5. NJ Progress workbooks for ELA for grades K-5 and 6-8. Exit skills have been developed for ELA and Math for grades K-5. Adoption on D.E.A.R. Text Book adoption plan and curriculum review cycle. In the next several months, we as a district will undertake an effort to learn what we can from the first year PARCC results. Of most importance is using this data to inform our understanding of our strengths and gaps in our curriculum and instructional practices. We’ve been working to implement our new standards in earnest for approximately two to three years and this is the first set of assessments that are aligned to those standards. Unlike our prior assessments, PARCC will provide the district with the ability to analyze our students’ outcomes at standards level. Thus, we’ll be able to reflect on our particular strengths and weaknesses. Also new in the PARCC assessment is the release of real test questions with real student work that has been annotated by the scores. Thus, for the first time, we can look at the test questions, review student work together and understand how the student work met or did not meet the expectations. Using these test questions will help our teachers understand the standards for students more fully. For many teachers, seeing how their students are assessed brings great clarity to what the standards actually mean. Finally, a central goal will be to think about the types of supports that our educators need… what types of professional learning opportunities, what types of instructional resources are needed. We believe that doing this work well will likely take us many months as we will engage teachers, supervisors, principals and others.

Year One data analysis Plan: Drilling down
District and School Level Data: Math, ELA, reading and writing, and also by grade levels Disaggregated data, by subgroups Disaggregated data by categories, (i.e., standards sub-claims) Item analysis Student-level analysis As the district unpacks the PARCC data, we’ll undertake several explorations into the data. Obviously the first we’ve begun tonight in talking about our district and school results at grade level in math and language arts. We will also be able to look at our student performance in reading and writing separately for the first time with what are called sub-scale scores. Next, we’ll disaggregate our outcomes by various subgroups to understand the performance of students with different learning needs. We’ll also be able to look at our outcomes in different categories, such as how our students did in analyzing fiction versus non-fiction. Those are called the subclaims in the standards. We look forward to conducting an item analysis as well. An item is a test question. Drilling down and looking at district, school, and even student-level results on individual test questions can help us identify what we’re doing well and where we can grow. Finally, we’ll be able to look at the performance of individual students to note their individual strengths and areas to grow.

Resources for Parents http://understandthescore.org/
Before we conclude, I’d like to mention a set of resources that have been developed for parents to help them understand the new score reports. They can be found at the website listed above.

Video: Understanding the score report
There is a video there that will walk parents thru the report. <if the district has the technical capacity, consider showing the video. It’s approximately 4.5 minutes long>

Score Reports

Individual Student Report: ELA/L
.

Individual Student Report: ELA/L

Individual Student Report: Math

Score Reports .

How to help your child http://understandthescore.org/
Some ideas about next steps parents can take are also provided.

Additional resources for parents
Instructional links for parents As well as helpful tools to use at home.

belleville’s 2015 PARCC School & Grade-Level Outcomes English language arts/literacy
24% 35% 40% N/A School 4 30% 46% 23% School 5 33% 25% 54% School 7 32% 63% 31% School 8 28% 34% School 9 27% 73% School 10 37% 68% 69% BMS 42% 43% BHS 4% 12% 9% District 44% State 51% 49% 52% 39% 36% 41% <This chart can be used to show the percentage of students who are meeting or exceeding expectations in schools across the district, with a comparison to the district wide percentage. DO NOT PRESENT RESULTS FOR SCHOOLS/GRADE LEVELS WITH A VALID TEST COUNT LESS THAN 11> This chart shows the school level outcomes for the first year of the PARCC assessment in each of the grade levels for English Language Arts and Literacy. The last row includes the district totals.

Belleville’s 2015 PARCC School & Grade-Level Outcomes mathematics
Algebra I % >= Level 4 Geometry % >= Level 4 Algebra II % >= Level 4 School 3 26% 24% 21% N/A School 4 17% 31% 6% School 5 27% 37% School 7 29% 47% 18% School 8 25% 20% School 9 32% 44% School 10 42% 55% 36% BMS 23% BHS 1% 5% District 28% State 45% 40% 41% <This chart can be used to show the percentage of students who are meeting or exceeding expectations in schools across the district, with a comparison to the district wide percentage. DO NOT PRESENT RESULTS FOR SCHOOLS/GRADE LEVELS WITH A VALID TEST COUNT LESS THAN 11> This chart shows the school level outcomes for the first year of the PARCC assessment in each of the grade levels and courses for math. The last row includes the districtwide percentages.

Belleville’s PARCC GRADE-LEVEL Outcomes English language arts/literacy Count of Valid Test Scores Not Yet Meeting (Level 1) Partially Meeting (Level 2) Approaching Expectations (Level 3) (Level 4) Exceeding Expectation (Level 5) District % >= Level 4 State % >= Level 4 Grade 3 304 18% 21% 31% 27% 3% 30% 44% Grade 4 296 9% 13% 34% 38% 6% 51% Grade 5 347 20% 2% 40% Grade 6 302 7% 19% 32% 4% 42% 49% Grade 7 348 10% 22% 25% 33% 43% 52% Grade 8 327 24% 35% 8% Grade 9 278 56% 26% 14% 0% 39% Grade 10 264 58% 17% 12% 36% Grade 11 173 1% 41% <use this chart – and duplicate as needed – to show results for one school at a time in each of the five performance levels. Delete the rows for grade levels or tests that do not exist in this school. DO NOT PRESENT RESULTS FOR GRADE LEVELS THAT HAVE LESS THAN 11 VALID TEST SCORES> This chart shows individual school outcomes for the first year of the PARCC assessment in each of the grade levels for English Language Arts and Literacy in this school.

Belleville’s 2015 PARCC GRADE-LEVEL Outcomes mathematics
Count of Valid Test Scores Not Yet Meeting (Level 1) Partially Meeting (Level 2) Approaching Expectations (Level 3) (Level 4) Exceeding Expectation (Level 5) School % >= Level 4 District % >= Level 4 Grade 3 308 12% 32% 30% 25% 1% 26% 45% Grade 4 301 7% 29% 36% 27% 28% 40% Grade 5 349 8% 31% 37% 23% 24% 41% Grade 6 313 38% 20% 21% Grade 7 357 10% 0% Grade 8* 330 18% 34% 2% Algebra I 292 39% 47% 13% Geometry 288 54% 14% Algebra II 175 53% 19% 5% <use this chart – and duplicate as needed – to show results for one school at a time in each of the five performance levels. Delete the rows for grade levels or tests that do not exist in this school. DO NOT PRESENT RESULTS FOR GRADE LEVELS THAT HAVE LESS THAN 11 VALID TEST SCORES> This chart shows individual school outcomes for the first year of the PARCC assessment in each of the grade levels for math. <Remember to pay close attention to the percentage of 8th grade students taking Algebra I in either 7th or 8th grade>

Belleville’s Grade 3 Economically Disadvantaged English language arts/literacy School Count of Valid Test Scores Not Yet Meeting (Level 1) Partially Meeting (Level 2) Approaching Expectations (Level 3) (Level 4) Exceeding Expectation (Level 5) District % >= Level 4 District 186 17% 24% 33% 22% 3% 25% School 3 33 12% 27% 36% 18% 6% School 4 34 35% 29% 21% School 5 23 13% 30% 4% School 7 26 23% School 8 48 0% School 9 11 School 10 9 11% 67% This chart shows subgroup outcomes across the district for the first year of the PARCC assessment for each of the subgroups for English Language Arts and Literacy.

Belleville’s Grade 3 Economically Disadvantaged Mathematics
School Count of Valid Test Scores Not Yet Meeting (Level 1) Partially Meeting (Level 2) Approaching Expectations (Level 3) (Level 4) Exceeding Expectation (Level 5) District % >= Level 4 District 186 12% 34% 30% 23% 0% School 3 33 3% 42% 24% School 4 34 15% 44% 29% School 5 23 13% 17% 35% School 7 27 26% 37% 22% School 8 49 16% 39% 20% School 9 11 9% 45% 36% School 10 9 11% 33% This chart shows subgroup outcomes across the district for the first year of the PARCC assessment for each of the subgroups for English Language Arts and Literacy.

Belleville’s Grade 4 Economically Disadvantaged English language arts/literacy School Count of Valid Test Scores Not Yet Meeting (Level 1) Partially Meeting (Level 2) Approaching Expectations (Level 3) (Level 4) Exceeding Expectation (Level 5) District % >= Level 4 District 189 10% 11% 37% 39% 3% 42% School 3 30 7% 43% 47% 0% School 4 17% 33% 40% School 5 29 21% 14% 41% 24% School 7 28 25% 54% School 8 45 9% 16% 44% 31% School 9 14 36% 57% 64% School 10 13 8% 23% 15% 69% This chart shows subgroup outcomes across the district for the first year of the PARCC assessment for each of the subgroups for English Language Arts and Literacy.

School Count of Valid Test Scores Not Yet Meeting (Level 1) Partially Meeting (Level 2) Approaching Expectations (Level 3) (Level 4) Exceeding Expectation (Level 5) District % >= Level 4 District 193 6% 30% 37% 26% 0% School 3 30 33% School 4 7% 27% 40% School 5 31 13% 35% 48% 3% School 7 28 14% 21% 25% 39% School 8 47 4% 45% 32% 19% School 9 14 71% 29% School 10 13 23% 15% 62% This chart shows subgroup outcomes across the district for the first year of the PARCC assessment for each of the subgroups for English Language Arts and Literacy.

Belleville’s Grade 5 Economically Disadvantaged English language arts/literacy School Count of Valid Test Scores Not Yet Meeting (Level 1) Partially Meeting (Level 2) Approaching Expectations (Level 3) (Level 4) Exceeding Expectation (Level 5) District % >= Level 4 District 208 10% 23% 34% 31% 2% School 3 30 13% 37% 27% 0% School 4 41 32% 24% School 5 27 19% 4% 33% % 11% 44% School 7 28 36% 21% School 8 52 8% 29% School 9 13 15% 54% School 10 17 35% 53% 12% 65% This chart shows subgroup outcomes across the district for the first year of the PARCC assessment for each of the subgroups for English Language Arts and Literacy.

School Count of Valid Test Scores Not Yet Meeting (Level 1) Partially Meeting (Level 2) Approaching Expectations (Level 3) (Level 4) Exceeding Expectation (Level 5) District % >= Level 4 District 209 8% 38% 36% 17% 0.4% 18% School 3 30 10% 47% 33% 0% School 4 41 41% 46% 2% School 5 27 15% 19% 37% 26% 4% 30% School 7 56% School 8 53 40% School 9 13 31% School 10 18 22% 44% This chart shows subgroup outcomes across the district for the first year of the PARCC assessment for each of the subgroups for English Language Arts and Literacy.

Belleville’s Grade 3 Special Education English language arts/literacy
School Count of Valid Test Scores Not Yet Meeting (Level 1) Partially Meeting (Level 2) Approaching Expectations (Level 3) (Level 4) Exceeding Expectation (Level 5) District % >= Level 4 District 42 50% 26% 19% 5% 0% School 3 8 38% 25% School 4 9 33% 56% 11% School 5 13% School 7 6 67% 17% School 8 10 60% 10% 20% School 9 1 100% School 10 This chart shows subgroup outcomes across the district for the first year of the PARCC assessment for each of the subgroups for English Language Arts and Literacy.

Belleville’s Grade 3 Special Education Mathematics
School Count of Valid Test Scores Not Yet Meeting (Level 1) Partially Meeting (Level 2) Approaching Expectations (Level 3) (Level 4) Exceeding Expectation (Level 5) District % >= Level 4 District 41 32% 37% 15% 17% 0% School 3 8 13% 63% 25% School 4 9 22% 33% School 5 50% School 7 6 School 8 44% 11% School 9 1 100% School 10 This chart shows subgroup outcomes across the district for the first year of the PARCC assessment for each of the subgroups for English Language Arts and Literacy.

School Count of Valid Test Scores Not Yet Meeting (Level 1) Partially Meeting (Level 2) Approaching Expectations (Level 3) (Level 4) Exceeding Expectation (Level 5) District % >= Level 4 District 46 37% 20% 35% 9% 0% School 3 8 25% 13% 50% School 4 11 36% 45% School 5 10 70% 10% School 7 4 75% School 8 18% School 9 2 100% School 10 This chart shows subgroup outcomes across the district for the first year of the PARCC assessment for each of the subgroups for English Language Arts and Literacy.

School Count of Valid Test Scores Not Yet Meeting (Level 1) Partially Meeting (Level 2) Approaching Expectations (Level 3) (Level 4) Exceeding Expectation (Level 5) District % >= Level 4 District 47 26% 38% 11% 0% School 3 8 25% 50% 13% School 4 11 18% 27% 45% 9% School 5 10 40% 10% School 7 4 75% School 8 12 8% 42% 33% 17% School 9 2 School 10 This chart shows subgroup outcomes across the district for the first year of the PARCC assessment for each of the subgroups for English Language Arts and Literacy.

School Count of Valid Test Scores Not Yet Meeting (Level 1) Partially Meeting (Level 2) Approaching Expectations (Level 3) (Level 4) Exceeding Expectation (Level 5) District % >= Level 4 District 43 28% 49% 14% 9% 0% School 3 6 17% 83% School 4 14 29% 43% School 5 5 80% 20% School 7 10 30% 50% School 8 7 71% School 9 School 10 1 100% This chart shows subgroup outcomes across the district for the first year of the PARCC assessment for each of the subgroups for English Language Arts and Literacy.

School Count of Valid Test Scores Not Yet Meeting (Level 1) Partially Meeting (Level 2) Approaching Expectations (Level 3) (Level 4) Exceeding Expectation (Level 5) District % >= Level 4 District 43 % 40% 26% 2% 0% School 3 6 33% 50% 17% School 4 14 14% 43% 36% 7% School 5 5 80% 20% School 7 10 60% 30% 10% School 8 7 71% 29% School 9 School 10 1 100% This chart shows subgroup outcomes across the district for the first year of the PARCC assessment for each of the subgroups for English Language Arts and Literacy.

Belleville’s Grade 3 ESL English language arts/literacy
School Count of Valid Test Scores Not Yet Meeting (Level 1) Partially Meeting (Level 2) Approaching Expectations (Level 3) (Level 4) Exceeding Expectation (Level 5) District % >= Level 4 District 20 20% 30% 40% 10% 0% School 3 4 25% 50% School 4 3 33% School 5 2 School 7 1 100% School 8 10 School 9 School 10 This chart shows subgroup outcomes across the district for the first year of the PARCC assessment for each of the subgroups for English Language Arts and Literacy.

Belleville’s Grade 3 ESL Mathematics
School Count of Valid Test Scores Not Yet Meeting (Level 1) Partially Meeting (Level 2) Approaching Expectations (Level 3) (Level 4) Exceeding Expectation (Level 5) District % >= Level 4 District 22 9% 50% 23% 18% 0% School 3 4 25% School 4 School 5 2 School 7 1 100% School 8 11 45% 36% School 9 School 10 This chart shows subgroup outcomes across the district for the first year of the PARCC assessment for each of the subgroups for English Language Arts and Literacy.

School Count of Valid Test Scores Not Yet Meeting (Level 1) Partially Meeting (Level 2) Approaching Expectations (Level 3) (Level 4) Exceeding Expectation (Level 5) District % >= Level 4 District 20 5% 15% 40% 35% School 3 4 0% 25% 50% School 4 3 33% 67% School 5 School 7 7 29% 57% 14% 71% School 8 6 17% School 9 School 10 This chart shows subgroup outcomes across the district for the first year of the PARCC assessment for each of the subgroups for English Language Arts and Literacy.

School Count of Valid Test Scores Not Yet Meeting (Level 1) Partially Meeting (Level 2) Approaching Expectations (Level 3) (Level 4) Exceeding Expectation (Level 5) District % >= Level 4 District 24 % 21% 50% 17% 4% School 3 5 0% 20% 60% School 4 3 33% 67% School 5 2 100% School 7 7 14% 43% 29% School 8 School 9 School 10 This chart shows subgroup outcomes across the district for the first year of the PARCC assessment for each of the subgroups for English Language Arts and Literacy.

School Count of Valid Test Scores Not Yet Meeting (Level 1) Partially Meeting (Level 2) Approaching Expectations (Level 3) (Level 4) Exceeding Expectation (Level 5) District % >= Level 4 District 19 % 21% 32% 16% 0% School 3 2 100% School 4 4 50% 25% School 5 School 7 7 29% 71% School 8 School 9 School 10 This chart shows subgroup outcomes across the district for the first year of the PARCC assessment for each of the subgroups for English Language Arts and Literacy.

School Count of Valid Test Scores Not Yet Meeting (Level 1) Partially Meeting (Level 2) Approaching Expectations (Level 3) (Level 4) Exceeding Expectation (Level 5) District % >= Level 4 District 22 14% 50% 23% 0% School 3 2 School 4 5 20% 40% School 5 4 25% School 7 7 57% 29% School 8 3 67% 33% School 9 School 10 1 100% This chart shows subgroup outcomes across the district for the first year of the PARCC assessment for each of the subgroups for English Language Arts and Literacy.

Belleville’s Grade 3 HIspanic English language arts/literacy
School Count of Valid Test Scores Not Yet Meeting (Level 1) Partially Meeting (Level 2) Approaching Expectations (Level 3) (Level 4) Exceeding Expectation (Level 5) District % >= Level 4 District 196 18% 21% 32% 29% 0.5% 30% School 3 29 17% 41% 0% School 4 40 13% 35% 33% 3% School 5 34 26% School 7 20 15% 20% School 8 57 23% School 9 6 School 10 10 10% 70% This chart shows subgroup outcomes across the district for the first year of the PARCC assessment for each of the subgroups for English Language Arts and Literacy.

Belleville’s Grade 3 HIspanic Mathematics
School Count of Valid Test Scores Not Yet Meeting (Level 1) Partially Meeting (Level 2) Approaching Expectations (Level 3) (Level 4) Exceeding Expectation (Level 5) District % >= Level 4 District 199 12% 35% 30% 24% 0% School 3 30 7% 50% 27% 17% School 4 41 10% 41% 37% School 5 34 26% 32% 29% School 7 20 20% 25% School 8 58 14% 31% 28% School 9 6 33% School 10 10 This chart shows subgroup outcomes across the district for the first year of the PARCC assessment for each of the subgroups for English Language Arts and Literacy.

School Count of Valid Test Scores Not Yet Meeting (Level 1) Partially Meeting (Level 2) Approaching Expectations (Level 3) (Level 4) Exceeding Expectation (Level 5) District % >= Level 4 District 194 8% 12% 38% 37% 4% 41% School 3 29 3% 7% 62% 28% 0% School 4 27 11% 30% 48% 52% School 5 21% School 7 26 31% 15% 54% School 8 52 10% 19% 40% School 9 15 27% 67% 73% School 10 16 6% 25% 56% 13% 69% This chart shows subgroup outcomes across the district for the first year of the PARCC assessment for each of the subgroups for English Language Arts and Literacy.

School Count of Valid Test Scores Not Yet Meeting (Level 1) Partially Meeting (Level 2) Approaching Expectations (Level 3) (Level 4) Exceeding Expectation (Level 5) District % >= Level 4 District 196 6% 32% 37% 26% 0.5% School 3 30 3% 43% 33% 20% 0% School 4 27 7% 19% 44% 30% School 5 29 10% 45% 38% School 7 26 15% 23% 42% 4% 46% School 8 53 2% 34% School 9 15 67% School 10 16 31% 50% This chart shows subgroup outcomes across the district for the first year of the PARCC assessment for each of the subgroups for English Language Arts and Literacy.

School Count of Valid Test Scores Not Yet Meeting (Level 1) Partially Meeting (Level 2) Approaching Expectations (Level 3) (Level 4) Exceeding Expectation (Level 5) District % >= Level 4 District 232 9% 21% 33% 35% 1% 37% School 3 38 11% 24% 26% 3% 29% School 4 43 28% 0% School 5 35 14% 34% 43% 6% 49% School 7 30 10% 27% 30% School 8 59 8% 22% 41% School 9 10 20% 70% School 10 17 71% This chart shows subgroup outcomes across the district for the first year of the PARCC assessment for each of the subgroups for English Language Arts and Literacy.

School Count of Valid Test Scores Not Yet Meeting (Level 1) Partially Meeting (Level 2) Approaching Expectations (Level 3) (Level 4) Exceeding Expectation (Level 5) District % >= Level 4 District 232 6% 35% 42% 17% 0.4% School 3 38 5% 39% 13% 0% School 4 42 7% 48% 40% School 5 35 11% 23% 37% 26% 3% 29% School 7 30 30% School 8 59 2% 34% 46% 19% School 9 10 20% 50% School 10 18 61% 22% This chart shows subgroup outcomes across the district for the first year of the PARCC assessment for each of the subgroups for English Language Arts and Literacy.

Belleville’s Grade 3 Asian English language arts/literacy
School Count of Valid Test Scores Not Yet Meeting (Level 1) Partially Meeting (Level 2) Approaching Expectations (Level 3) (Level 4) Exceeding Expectation (Level 5) District % >= Level 4 District 24 4% 8% 38% 29% 21% 50% School 3 5 0% 40% 20% 60% School 4 4 School 5 2 School 7 School 8 School 9 1 100% School 10 This chart shows subgroup outcomes across the district for the first year of the PARCC assessment for each of the subgroups for English Language Arts and Literacy.

Belleville’s Grade 3 Asian Mathematics
School Count of Valid Test Scores Not Yet Meeting (Level 1) Partially Meeting (Level 2) Approaching Expectations (Level 3) (Level 4) Exceeding Expectation (Level 5) District % >= Level 4 District 24 0% 4% 29% 58% 8% 67% School 3 5 100% School 4 4 25% 50% 75% School 5 2 School 7 60% 40% School 8 School 9 1 School 10 20% 80% This chart shows subgroup outcomes across the district for the first year of the PARCC assessment for each of the subgroups for English Language Arts and Literacy.

School Count of Valid Test Scores Not Yet Meeting (Level 1) Partially Meeting (Level 2) Approaching Expectations (Level 3) (Level 4) Exceeding Expectation (Level 5) District % >= Level 4 District 25 8% 16% 56% 12% 68% School 3 8 0% 13% 75% School 4 3 33% School 5 6 17% 50% School 7 100% School 8 School 9 1 School 10 4 This chart shows subgroup outcomes across the district for the first year of the PARCC assessment for each of the subgroups for English Language Arts and Literacy.

School Count of Valid Test Scores Not Yet Meeting (Level 1) Partially Meeting (Level 2) Approaching Expectations (Level 3) (Level 4) Exceeding Expectation (Level 5) District % >= Level 4 District 25 4% 12% 32% 52% 0% School 3 8 38% 63% School 4 3 33% School 5 6 17% School 7 67% School 8 School 9 1 100% School 10 4 This chart shows subgroup outcomes across the district for the first year of the PARCC assessment for each of the subgroups for English Language Arts and Literacy.

School Count of Valid Test Scores Not Yet Meeting (Level 1) Partially Meeting (Level 2) Approaching Expectations (Level 3) (Level 4) Exceeding Expectation (Level 5) District % >= Level 4 District 26 4% 8% 19% 62% 69% School 3 7 0% 14% 29% 57% School 4 2 50% School 5 6 17% 67% 83% School 7 100% School 8 3 School 9 1 School 10 5 40% 20% 60% This chart shows subgroup outcomes across the district for the first year of the PARCC assessment for each of the subgroups for English Language Arts and Literacy.

School Count of Valid Test Scores Not Yet Meeting (Level 1) Partially Meeting (Level 2) Approaching Expectations (Level 3) (Level 4) Exceeding Expectation (Level 5) District % >= Level 4 District 26 8% 4% 27% 62% 0% School 3 7 14% 29% 43% School 4 2 50% School 5 6 17% 83% School 7 School 8 3 33% 67% School 9 1 100% School 10 5 20% 80% This chart shows subgroup outcomes across the district for the first year of the PARCC assessment for each of the subgroups for English Language Arts and Literacy.

Belleville’s Grade 3 African American English language arts/literacy
School Count of Valid Test Scores Not Yet Meeting (Level 1) Partially Meeting (Level 2) Approaching Expectations (Level 3) (Level 4) Exceeding Expectation (Level 5) District % >= Level 4 District 34 21% 29% 32% 15% 3% 18% School 3 6 17% 33% 0% School 4 4 50% School 5 1 100% School 7 10 20% 30% 10% School 8 School 9 25% School 10 3 67% This chart shows subgroup outcomes across the district for the first year of the PARCC assessment for each of the subgroups for English Language Arts and Literacy.

Belleville’s Grade 3 African American Mathematics
School Count of Valid Test Scores Not Yet Meeting (Level 1) Partially Meeting (Level 2) Approaching Expectations (Level 3) (Level 4) Exceeding Expectation (Level 5) District % >= Level 4 District 35 23% 31% 29% 17% 0% School 3 6 33% School 4 4 50% School 5 1 100% School 7 11 9% 27% 36% School 8 School 9 25% School 10 3 This chart shows subgroup outcomes across the district for the first year of the PARCC assessment for each of the subgroups for English Language Arts and Literacy.

School Count of Valid Test Scores Not Yet Meeting (Level 1) Partially Meeting (Level 2) Approaching Expectations (Level 3) (Level 4) Exceeding Expectation (Level 5) District % >= Level 4 District 27 11% 15% 41% 30% 4% 33% School 3 1 0% 100% School 4 4 50% 25% School 5 75% School 7 School 8 9 22% School 9 3 67% School 10 2 This chart shows subgroup outcomes across the district for the first year of the PARCC assessment for each of the subgroups for English Language Arts and Literacy.

School Count of Valid Test Scores Not Yet Meeting (Level 1) Partially Meeting (Level 2) Approaching Expectations (Level 3) (Level 4) Exceeding Expectation (Level 5) District % >= Level 4 District 27 11% 37% 33% 19% 0% School 3 1 100% School 4 4 50% School 5 75% 25% School 7 School 8 9 22% School 9 3 67% School 10 2 This chart shows subgroup outcomes across the district for the first year of the PARCC assessment for each of the subgroups for English Language Arts and Literacy.

School Count of Valid Test Scores Not Yet Meeting (Level 1) Partially Meeting (Level 2) Approaching Expectations (Level 3) (Level 4) Exceeding Expectation (Level 5) District % >= Level 4 District 40 13% 33% 25% 30% 0% School 3 3 67% School 4 2 50% School 5 5 20% 40% School 7 7 14% 43% School 8 16 6% 44% 19% 31% School 9 School 10 60% This chart shows subgroup outcomes across the district for the first year of the PARCC assessment for each of the subgroups for English Language Arts and Literacy.

School Count of Valid Test Scores Not Yet Meeting (Level 1) Partially Meeting (Level 2) Approaching Expectations (Level 3) (Level 4) Exceeding Expectation (Level 5) District % >= Level 4 District 42 19% 45% 26% 10% 0% School 3 3 67% 33% School 4 School 5 5 20% 40% School 7 7 29% 57% 14% School 8 17 12% 59% 18% School 9 2 50% School 10 60% This chart shows subgroup outcomes across the district for the first year of the PARCC assessment for each of the subgroups for English Language Arts and Literacy.

Belleville’s Grade 3 Pacific Islander English language arts/literacy
School Count of Valid Test Scores Not Yet Meeting (Level 1) Partially Meeting (Level 2) Approaching Expectations (Level 3) (Level 4) Exceeding Expectation (Level 5) District % >= Level 4 District 4 25% 0% School 3 School 4 2 50% School 5 School 7 1 100% School 8 School 9 School 10 This chart shows subgroup outcomes across the district for the first year of the PARCC assessment for each of the subgroups for English Language Arts and Literacy.

Belleville’s Grade 3 Pacific Islander Mathematics
School Count of Valid Test Scores Not Yet Meeting (Level 1) Partially Meeting (Level 2) Approaching Expectations (Level 3) (Level 4) Exceeding Expectation (Level 5) District % >= Level 4 District 4 25% 0% 50% School 3 School 4 2 School 5 School 7 1 100% School 8 School 9 School 10 This chart shows subgroup outcomes across the district for the first year of the PARCC assessment for each of the subgroups for English Language Arts and Literacy.

School Count of Valid Test Scores Not Yet Meeting (Level 1) Partially Meeting (Level 2) Approaching Expectations (Level 3) (Level 4) Exceeding Expectation (Level 5) District % >= Level 4 District 2 0% 50% 100% School 3 School 4 School 5 1 School 7 School 8 School 9 School 10 This chart shows subgroup outcomes across the district for the first year of the PARCC assessment for each of the subgroups for English Language Arts and Literacy.

School Count of Valid Test Scores Not Yet Meeting (Level 1) Partially Meeting (Level 2) Approaching Expectations (Level 3) (Level 4) Exceeding Expectation (Level 5) District % >= Level 4 District 2 0% 100% School 3 School 4 School 5 1 School 7 School 8 School 9 School 10 This chart shows subgroup outcomes across the district for the first year of the PARCC assessment for each of the subgroups for English Language Arts and Literacy.

School Count of Valid Test Scores Not Yet Meeting (Level 1) Partially Meeting (Level 2) Approaching Expectations (Level 3) (Level 4) Exceeding Expectation (Level 5) District % >= Level 4 District 1 0% 100% School 3 School 4 School 5 School 7 School 8 School 9 School 10 This chart shows subgroup outcomes across the district for the first year of the PARCC assessment for each of the subgroups for English Language Arts and Literacy.

Belleville’s Grade 3 White English language arts/literacy
School Count of Valid Test Scores Not Yet Meeting (Level 1) Partially Meeting (Level 2) Approaching Expectations (Level 3) (Level 4) Exceeding Expectation (Level 5) District % >= Level 4 District 51 16% 24% 25% 33% 2% 35% School 3 5 40% 0% 20% School 4 9 11% 56% 22% School 5 44% School 7 14 21% 7% 14% 50% 57% School 8 60% School 9 4 School 10 This chart shows subgroup outcomes across the district for the first year of the PARCC assessment for each of the subgroups for English Language Arts and Literacy.

Belleville’s Grade 3 White Mathematics
School Count of Valid Test Scores Not Yet Meeting (Level 1) Partially Meeting (Level 2) Approaching Expectations (Level 3) (Level 4) Exceeding Expectation (Level 5) District % >= Level 4 District 51 8% 33% 37% 18% 4% 22% School 3 5 0% 60% 20% School 4 9 11% 56% School 5 44% School 7 14 36% 14% 29% School 8 40% School 9 4 25% 75% School 10 This chart shows subgroup outcomes across the district for the first year of the PARCC assessment for each of the subgroups for English Language Arts and Literacy.

School Count of Valid Test Scores Not Yet Meeting (Level 1) Partially Meeting (Level 2) Approaching Expectations (Level 3) (Level 4) Exceeding Expectation (Level 5) District % >= Level 4 District 57 12% 14% 32% 35% 7% 42% School 3 12 17% 25% 0% School 4 8 13% 38% School 5 14 43% 29% School 7 15 47% 20% 67% School 8 7 57% School 9 1 100% School 10 This chart shows subgroup outcomes across the district for the first year of the PARCC assessment for each of the subgroups for English Language Arts and Literacy.

School Count of Valid Test Scores Not Yet Meeting (Level 1) Partially Meeting (Level 2) Approaching Expectations (Level 3) (Level 4) Exceeding Expectation (Level 5) District % >= Level 4 District 60 12% 28% 38% 20% 2% 22% School 3 12 17% 42% 33% 8% 0% School 4 8 25% 50% School 5 16 6% 31% 63% School 7 15 7% 27% 40% 47% School 8 13% School 9 1 100% School 10 This chart shows subgroup outcomes across the district for the first year of the PARCC assessment for each of the subgroups for English Language Arts and Literacy.

School Count of Valid Test Scores Not Yet Meeting (Level 1) Partially Meeting (Level 2) Approaching Expectations (Level 3) (Level 4) Exceeding Expectation (Level 5) District % >= Level 4 District 60 7% 18% 27% 45% 3% 48% School 3 10 0% 30% 70% School 4 6 17% 67% School 5 9 11% 56% School 7 14 14% 29% 21% 36% School 8 11 School 9 3 33% School 10 7 57% 71% This chart shows subgroup outcomes across the district for the first year of the PARCC assessment for each of the subgroups for English Language Arts and Literacy.

School Count of Valid Test Scores Not Yet Meeting (Level 1) Partially Meeting (Level 2) Approaching Expectations (Level 3) (Level 4) Exceeding Expectation (Level 5) District % >= Level 4 District 59 10% 24% 29% 36% 2% 37% School 3 10 40% 0% School 4 6 50% 33% 17% School 5 9 11% 44% 56% School 7 13 31% 23% School 8 11 18% 55% 27% School 9 3 67% School 10 7 14% 57% This chart shows subgroup outcomes across the district for the first year of the PARCC assessment for each of the subgroups for English Language Arts and Literacy.

Belleville’s Grade 6 Subgroup Outcomes English language arts/literacy
Count of Valid Test Scores Not Yet Meeting (Level 1) Partially Meeting (Level 2) Approaching Expectations (Level 3) (Level 4) Exceeding Expectation (Level 5) District % >= Level 4 Economically Disadvantaged 180 8% 17% 39% 34% 2% 36% Special Ed. 41 32% 20% 15% 0% ESL 17 6% 24% 41% 29% Hispanic 187 21% 35% 38% Asian 27 4% 44% 11% 56% African American 36 25% 28% 33% Pacific Islander 2 50% White 56 14% 43% 46% This chart shows subgroup outcomes across the district for the first year of the PARCC assessment for each of the subgroups for English Language Arts and Literacy.

Belleville’s Grade 6 Subgroup Outcomes Mathematics
School Count of Valid Test Scores Not Yet Meeting (Level 1) Partially Meeting (Level 2) Approaching Expectations (Level 3) (Level 4) Exceeding Expectation (Level 5) District % >= Level 4 Economically Disadvantaged 185 12% 28% 41% 18% 1% 19% Special Ed. 47 45% 36% 17% 2% 0% ESL 19 5% 37% 21% Hispanic 194 11% 32% 38% Asian 28 4% 14% 43% 39% African American 38 24% 29% 16% Pacific Islander 2 50% White 56 48% This chart shows subgroup outcomes across the district for the first year of the PARCC assessment for each of the subgroups for English Language Arts and Literacy.

School Count of Valid Test Scores Not Yet Meeting (Level 1) Partially Meeting (Level 2) Approaching Expectations (Level 3) (Level 4) Exceeding Expectation (Level 5) District % >= Level 4 Economically Disadvantaged 182 13% 24% 25% 31% 8% 38% Special Ed. 47 43% 40% 9% 0% ESL 16 19% 6% Hispanic 221 11% 27% 10% 37% Asian 41 7% 34% 15% 49% African American 30 23% 33% 3% Pacific Islander 2 100% White 45 16% 51% 58% This chart shows subgroup outcomes across the district for the first year of the PARCC assessment for each of the subgroups for English Language Arts and Literacy.

School Count of Valid Test Scores Not Yet Meeting (Level 1) Partially Meeting (Level 2) Approaching Expectations (Level 3) (Level 4) Exceeding Expectation (Level 5) District % >= Level 4 Economically Disadvantaged 182 11% 34% 38% 17% 0% Special Ed. 54 44% 43% 9% 4% ESL 18 22% 33% 28% Hispanic 228 35% 20% Asian 41 5% 37% 2% 39% African American 31 19% 29% 16% Pacific Islander 2 50% White 46 26% This chart shows subgroup outcomes across the district for the first year of the PARCC assessment for each of the subgroups for English Language Arts and Literacy.

School Count of Valid Test Scores Not Yet Meeting (Level 1) Partially Meeting (Level 2) Approaching Expectations (Level 3) (Level 4) Exceeding Expectation (Level 5) District % >= Level 4 Economically Disadvantaged 165 19% 18% 23% 34% 5% 39% Special Ed. 44 43% 11% 7% 0% ESL 20 20% 35% 30% 15% Hispanic 204 28% 4% Asian 34 3% 6% 41% 32% 74% African American 30 17% 27% 33% 40% Pacific Islander 4 25% 50% White 54 13% 48% 56% This chart shows subgroup outcomes across the district for the first year of the PARCC assessment for each of the subgroups for English Language Arts and Literacy.

School Count of Valid Test Scores Not Yet Meeting (Level 1) Partially Meeting (Level 2) Approaching Expectations (Level 3) (Level 4) Exceeding Expectation (Level 5) District % >= Level 4 Economically Disadvantaged 167 22% 27% 24% 26% 1% Special Ed. 44 57% 25% 16% 2% 0% ESL 23 9% 35% Hispanic 204 21% 0.4% 28% Asian 37 8% 78% 5% 84% African American 30 23% 20% 33% Pacific Islander 4 White 55 11% 31% 4% 38% This chart shows subgroup outcomes across the district for the first year of the PARCC assessment for each of the subgroups for English Language Arts and Literacy.

School Count of Valid Test Scores Not Yet Meeting (Level 1) Partially Meeting (Level 2) Approaching Expectations (Level 3) (Level 4) Exceeding Expectation (Level 5) District % >= Level 4 Economically Disadvantaged 138 56% 27% 13% 4% 0% Special Ed. 34 82% 15% 3% ESL 18 89% 11% Hispanic 166 60% 25% Asian 28 43% 29% 18% African American 30 53% 7% Pacific Islander White 46 37% 20% This chart shows subgroup outcomes across the district for the first year of the PARCC assessment for each of the subgroups for English Language Arts and Literacy.

School Count of Valid Test Scores Not Yet Meeting (Level 1) Partially Meeting (Level 2) Approaching Expectations (Level 3) (Level 4) Exceeding Expectation (Level 5) District % >= Level 4 Economically Disadvantaged 139 63% 17% 12% 7% 1% 8% Special Ed. 38 87% 3% 0% ESL 19 16% 5% Hispanic 153 58% 21% 2% 9% Asian 34 44% 32% 6% 38% African American 23 61% 13% Pacific Islander 2 50% White 43 65% This chart shows subgroup outcomes across the district for the first year of the PARCC assessment for each of the subgroups for English Language Arts and Literacy.

School Count of Valid Test Scores Not Yet Meeting (Level 1) Partially Meeting (Level 2) Approaching Expectations (Level 3) (Level 4) Exceeding Expectation (Level 5) District % >= Level 4 Economically Disadvantaged 75 59% 23% 9% 0% Special Ed. 28 82% 11% 4% ESL 18 78% Hispanic 99 62% 19% 10% 8% 1% Asian 20 55% 25% African American 17 24% 12% 6% Pacific Islander 3 33% 67% White 34 50% 21% 18% 3% This chart shows subgroup outcomes across the district for the first year of the PARCC assessment for each of the subgroups for English Language Arts and Literacy.

Belleville’s Subgroup Outcomes Algebra I
School Count of Valid Test Scores Not Yet Meeting (Level 1) Partially Meeting (Level 2) Approaching Expectations (Level 3) (Level 4) Exceeding Expectation (Level 5) District % >= Level 4 Economically Disadvantaged 161 42% 46% 10% 2% 0% Special Ed. 45 60% 33% 4% ESL 24 29% 63% 8% Hispanic 186 40% 47% 12% Asian 23 26% 48% 22% African American 40 53% 5% 3% Pacific Islander 1 100% White 46 35% 17% This chart shows subgroup outcomes across the district for the first year of the PARCC assessment for each of the subgroups for English Language Arts and Literacy.

Belleville’s Subgroup Outcomes Geometry
School Count of Valid Test Scores Not Yet Meeting (Level 1) Partially Meeting (Level 2) Approaching Expectations (Level 3) (Level 4) Exceeding Expectation (Level 5) District % >= Level 4 Economically Disadvantaged 149 36% 51% 12% 1% 0% Special Ed. 44 52% 43% 5% ESL 20 25% 65% 10% Hispanic 177 32% 55% 2% Asian 28 57% 18% African American 31 42% 16% Pacific Islander 3 33% 67% White 45 24% 58% This chart shows subgroup outcomes across the district for the first year of the PARCC assessment for each of the subgroups for English Language Arts and Literacy.

Belleville’s Subgroup Outcomes Algebra II
School Count of Valid Test Scores Not Yet Meeting (Level 1) Partially Meeting (Level 2) Approaching Expectations (Level 3) (Level 4) Exceeding Expectation (Level 5) District % >= Level 4 Economically Disadvantaged 70 61% 20% 16% 3% 0% Special Ed. 21 86% 14% ESL 11 45% 36% 18% Hispanic 99 57% 24% Asian 29 31% 10% 41% 17% African American 9 89% 11% Pacific Islander 2 100% White 38 53% 32% 13% This chart shows subgroup outcomes across the district for the first year of the PARCC assessment for each of the subgroups for English Language Arts and Literacy.

PARCC Results: Year One Belleville Public schools January 25, 2016

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PARCC Results: Year One Belleville Public schools January 25, 2016

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Presentation on theme: "PARCC Results: Year One Belleville Public schools January 25, 2016"— Presentation transcript:

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