1. Carolyn M. Wood - Assistant State Superintendent Division of Accountability, Assessment, and Data Systems October 31, 2012 1

2. HIGH SCHOOL ASSESSMENTS 2

3.  End-of-course tests in ◦ Algebra/Data Analysis ◦ Biology ◦ English  Tests are aligned with Maryland High School Core Learning Goals, which are a part of the curriculum  Represents a State high school diploma requirement  Students take each test when they take the related course (not determined by grade level) and can be re-tested if needed to earn a passing score 3

4.  Achieve a passing score on all tests  Achieve a minimum COMBINED score allowing for high test scores to compensate for lower scores  Complete a Bridge Plan for Academic Validation for assessments not passed  Receive a waiver for extenuating circumstances  Receive a Special Education Certificate in place of a high school diploma 4

5. SpEd Certificates – 816 Graduates Entering Prior to 2005 – 29 CompletersNon-Completers Passed All – 45,019 Combined Score – 7930 Bridge – 5669 Waiver – 123 Not Met-HSA Only 1 Not Met-Other 2773 Drop-Outs 1821 (2011)* Total Completers – 59,608 Total – 3844 June 2012 62,465 Sept. 2011 60,289 Enrollment Non-Grads without HSA requirement – 1070 Total Diplomas – 58,792 * 2012 data not yet available. 5

6. Total Non-Grads: 3844  Working toward Special Ed Certificates: 1057  Entered prior to 2005 (no HSA requirement): 6  Foreign Exchange Students: 7 6

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10. 201020112012 10

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15.  Elimination of government requirement for 2012  New combined score is 1208 (for 3 HSAs)  Students who took government previously can use their score to help them meet requirements (with a combined score of 1602 for 4 HSAs) 15

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17. Describes the percent of students who meet requirements for a high school diploma and graduate 17

18. -- Percent of “eligible” students who received a Maryland high school diploma during the school --Calculated as #Graduates / #graduates + #dropouts in consecutive years in grades 9-12  Does not follow a Grade 9 COHORT of students; counts all graduates, not just those who graduate in 4 years  Single statewide “standard” for all schools  Only current graduation indicator with trends  2012 Leaver Rate not available until January 2013 due to summer data capture  Is no longer an accountability indicator 18

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20. The number of students who graduate in four years with a regular high school diploma divided by the number of students who form the adjusted cohort for that graduating class. Follows a cohort, or a group of students, who begin as first-time ninth graders in a particular school year. For high schools that start after grade nine, the cohort is calculated based on the earliest high school grade. Requires “lagged” rate (using Class of 2011) 20

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25.  A student who leaves school during high school (grades 9 through 12) for any reason, except death, before graduation or completion of a Maryland approved educational program AND who is not known to enroll in another school or state- approved program during the same school year  A student who leaves school during the summer  A student who leaves evening high school or another alternative program 25

26. Annual Event RateAdjusted Cohort Rate   EVENT is the reporting unit   Does not require an LDS (1 year of data)   Reflects all drop out “events” occurring across grades 9-12 in a given school year   Multiple “events” can be attributed to a single student   A drop out can also count as a graduate   STUDENT is the reporting unit   Requires an LDS (4 years of data)   Reflects cumulative drop outs across a 4 and 5 –year period from a cohort group entering Grade 9 (at the same time)   A student is counted only once (final status is reported) 26

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29. 29 * This data was updated with the information from Summer 2011

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31. Questions and Discussion 31

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33.  All schools should improve the learning of all students.  Schools have different needs and operate in specific contexts - the strategies they adopt for improvement should reflect their needs.  School performance targets should reflect the school’s history of student performance. 33

34.  Schools should be judged by ◦ the progress they make towards improving the learning of all students, in the aggregate and by subgroup. ◦ the extent to which they close subgroup gaps in achievement. 34

35.  Moving to Realistic and Achievable targets through ESEA Flexibility  New Annual Measurable Objectives (AMOs) approved by USDE as part of Maryland’s ESEA Flexibility Request  Uses HSA results and cohort graduation data 35

36.  Three indicators: ◦ Proficiency Progress English and Algebra/Data Analysis Proficiency All Student group and at each subgroup ◦ Participation Rate  All Student group and at each subgroup ◦ Cohort Graduation Rate  All Student group and each subgroup (new in 2012) 36

37.  Establishing AMOs - Calculations ◦ 50% reduction of basic proficiency by 2017 (Subtract the non-proficient number from 100, divide in half, then divide this number by 6) ◦ Target increases in equal increments for the 6 years from 2012 to 2017 ◦ For “all students” group and each subgroup ◦ 2011 assessment results used as the baseline year for setting AMOs ◦ Each school for all and each subgroup has its own unique targets based on its baseline year results 37

38. 2011201220132014201520162017Gain/ Year 0.00%8.33%16.67%25.00%33.33%41.67%50.00%8.33% 10.00%17.50%25.00%32.50%40.00%47.50%55.00%7.50% 20.00%26.67%33.33%40.00%46.67%53.33%60.00%6.67% 30.00%35.83%41.67%47.50%53.33%59.17%65.00%5.83% 40.00%45.00%50.00%55.00%60.00%65.00%70.00%5.00% 50.00%54.17%58.33%62.50%66.67%70.83%75.00%4.17% 60.00%63.33%66.67%70.00%73.33%76.67%80.00%3.33% 70.00%72.50%75.00%77.50%80.00%82.50%85.00%2.50% 80.00%81.67%83.33%85.00%86.67%88.33%90.00%1.67% 90.00%90.83%91.67%92.50%93.33%94.17%95.00%0.83% 95.00%95.42%95.83%96.25%96.67%97.08%97.50%0.42% 38

39. Group EnglishAlgebra/Data Analysis Graduation % Proficient Participation% Proficient Participation All Students Hispanic Amer. Ind. Asian African Amer. Hawaiian White 2 or More FARMs ELL Special Ed. 39

40.  88.2% of schools met the target for “all students”.  There are 3,397 subgroups (cells) in 250 high schools.  91.3% of all subgroups met their target for 2012 – that is 3,102 subgroups that met their target. 40

41. NCLB Student performance measured annually in reading and Mathematics in grades 3-8 and once in High School Schools accountable for attainment of “proficiency” by ALL students and each subgroups 100% Proficiency for ALL students and ALL subgroups by 2014; common yearly targets (AMO) Single indicator of acceptable performance (AYP) for ALL schools ESEA FLEX Student performance measured annually in reading and Mathematics in grades 3-8 and once in High School Schools accountable for achievement, growth and closing achievement gaps for ALL students and subgroups Proficiency targets differentiated by school and by subgroup Multiple indicators of performance including progress, closing gaps, and growth targets 41

42.  “The progress of each school toward meeting their own unique targets provide valuable information over time on the effectiveness of instructional strategies, the inherent needs of the students and the extent to which the school is fulfilling those needs.” 42

43. 43 Questions?