Update on Student Performance First Analysis of Smarter Balanced - - PowerPoint PPT Presentation

CONNECTICUT STATE DEPARTMENT OF EDUCATION

CONNECTICUT STATE DEPARTMENT OF EDUCATION

State Board of Education Update on Student Performance

First Analysis of Smarter Balanced Results 2014-15

September 2, 2015

CONNECTICUT STATE DEPARTMENT OF EDUCATION

Kudos CSDE Staff for a Successful Implementation!

Academics: Assessment, Curriculum/Instruction Performance: Collections, Analysis, Psychometrics Information Technology Communications

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CONNECTICUT STATE DEPARTMENT OF EDUCATION

Questions

• How did Connecticut students perform on the 2015

Smarter Balanced assessments in English Language Arts (ELA)/Literacy and Mathematics?

• How do results on these assessments compare to those
• n the Nation’s Report Card (NAEP)?
• How did students from historically underperforming

subgroups (i.e., our most vulnerable students) perform

• n the new assessments?
• What can we learn from these first analyses? What

additional analyses are planned?

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CONNECTICUT STATE DEPARTMENT OF EDUCATION

New Standards, New Assessments, New Results

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CONNECTICUT STATE DEPARTMENT OF EDUCATION

Key Shifts in English Language Arts

• 1. Regular practice with complex texts and their

academic language

• 2. Reading, writing, and speaking grounded in

evidence from texts, both literary and informational

• 3. Building knowledge through content-rich

nonfiction

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CONNECTICUT STATE DEPARTMENT OF EDUCATION

Key Shifts in Mathematics

• Greater focus on fewer topics
• Coherence: Linking topics and thinking across

grades

• Rigor: Pursue conceptual understanding,

procedural skills and fluency, and application with equal intensity

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CONNECTICUT STATE DEPARTMENT OF EDUCATION

Standards for Mathematical Practice

• 1. Make sense of problems and persevere in solving

them.

• 2. Reason abstractly and quantitatively.
• 3. Construct viable arguments and critique the

reasoning of others.

• 4. Model with mathematics.
• 5. Use appropriate tools strategically.
• 6. Attend to precision.
• 7. Look for and make use of structure.
• 8. Look for and express regularity in repeated reasoning.

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CONNECTICUT STATE DEPARTMENT OF EDUCATION

Assessment Shifts

• Computer delivered
• Computer adaptive
• Performance task
• High School assessment in Grade 11

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CONNECTICUT STATE DEPARTMENT OF EDUCATION

Caution

• Main result used for first analysis is single

benchmark attainment i.e., percent of students meeting or exceeding achievement level expectations (level 3 or greater).

• In the coming months, index scores calculated

per our approved ESEA Flexibility will provide a more precise measure of student performance.

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CONNECTICUT STATE DEPARTMENT OF EDUCATION

English Language Arts

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

03 04 05 06 07 08 High School

Percent of Students Smarter Balanced 2015 Percent at Levels 3 & 4: NAEP Reading 2013 Percent at or above Proficient

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CONNECTICUT STATE DEPARTMENT OF EDUCATION

ELA/Literacy - Observations

• More than 50 percent of students in every grade meet
• r exceed achievement level expectations
• Overall across grades, 55.4 percent of all students meet
• r exceed achievement level expectations
• The median district is around 63% (i.e., half the

districts have overall rates greater than the median)

• CT student performance on SB exceeds that on NAEP in

grades 4 (CT rank 5) and 8 (CT rank 3)

• CT SB “actual” also exceeds SB consortium “estimates”

based on Field Test in all grades.

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CONNECTICUT STATE DEPARTMENT OF EDUCATION

Mathematics

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

03 04 05 06 07 08 High School

Percent of Students Smarter Balanced 2015 Percent at Level 3 & 4: Meets or Exceeds the Achievement Level NAEP 2013 Percent at or above Proficient

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CONNECTICUT STATE DEPARTMENT OF EDUCATION

Mathematics - Observations

• More than 40 percent of students meet or exceed achievement

level expectations in only two grades (3 and 4); in all other grades, the rate is less than 40 percent.

• Overall across grades, 39.1 percent of students meet or exceed

achievement level expectations.

• The median district is over 44 percent (i.e., half the districts have
• verall rates less than the median)
• There is no district in the state where Mathematics overall

performance exceeds ELA.

• CT student performance on SB is very similar to that on NAEP in

grades 4 (CT rank 20) and 8 (CT rank 21)

• SB “actual” only slightly exceeds SB consortium-wide “estimates”

based on SB-Field Test.

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CONNECTICUT STATE DEPARTMENT OF EDUCATION

Subgroup Achievement

Gaps Persist

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CONNECTICUT STATE DEPARTMENT OF EDUCATION

Smarter Balanced Results for High Needs Subgroup

30.6% 16.4% 74.9% 57.0% 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% English Language Arts Mathematics Percent of Students At Levels 3 and 4 High Needs Non High Needs

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*A high need student is someone who is eligible for free/reduced price meals or is an English learner or is a student with a disability

CONNECTICUT STATE DEPARTMENT OF EDUCATION

Smarter Balanced Results by Race / Ethnicity – English Language Arts

44.4% 75.7% 30.3% 32.8% 67.3% 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

American Indian

• r Alaska Native

Asian Black or African American Hispanic/Latino of any race White

Percent of Students At Levels 3 and 4

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CONNECTICUT STATE DEPARTMENT OF EDUCATION

Smarter Balanced Results by Race / Ethnicity – Mathematics

24.9% 66.0% 13.9% 17.3% 50.3% 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

American Indian

• r Alaska Native

Asian Black or African American Hispanic/Latino

• f any race

White

Percent of Students At Levels 3 and 4

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CONNECTICUT STATE DEPARTMENT OF EDUCATION

ELA Subgroup Achievement - Observations

• Across grades, approximately 1 in 3 high

needs students, black students and Hispanic students meet or exceed achievement level expectations.

• Conversely, 3 out of 4 non high needs students

and Asian students, as well as 2 out of 3 white students meet or exceed achievement level expectations.

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CONNECTICUT STATE DEPARTMENT OF EDUCATION

Mathematics Subgroup Achievement - Observations

• Across all grades, between 1 in 6 and 1 in 7

high needs students, black students, and Hispanic students meet or exceed achievement level expectations.

• Conversely, nearly 3 out of 5 non high needs

students, 1 out of 2 white students and 2 out

• f 3 Asian students meet or exceed

achievement level expectations.

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CONNECTICUT STATE DEPARTMENT OF EDUCATION

Smarter Balanced Participation Rates

96.0% 95.8% 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

English Language Arts Mathematics Participation Rate

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In total, approximately 267,000 students took the Smarter Balanced exams in 2015.

CONNECTICUT STATE DEPARTMENT OF EDUCATION

Smarter Balanced Participation by Grade

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

03 04 05 06 07 08 11

English Language Arts Mathematics

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CONNECTICUT STATE DEPARTMENT OF EDUCATION

ELA Participation by Subgroup

96.2% 96.8% 96.3% 96.6% 95.6% 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

High Needs Asian Black or African American Hispanic/Latino

• f any race

White

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CONNECTICUT STATE DEPARTMENT OF EDUCATION

Mathematics Participation by Subgroup

96.0% 97.0% 96.0% 96.6% 95.4% 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

High Needs Asian Black or African American Hispanic/Latino

• f any race

White

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CONNECTICUT STATE DEPARTMENT OF EDUCATION

Participation Rates

• Participation rates are considered

"preliminary" because they represent participation in the Smarter Balanced assessments only.

• Final participation rates for the state, district,

school, and student subgroups will be released after information from the Connecticut Alternate Assessment (CTAA) has been included and analyzed.

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CONNECTICUT STATE DEPARTMENT OF EDUCATION

Overall Takeaways

• ELA performance better than anticipated.
• Math performance an area of concern.
• Achievement gaps remain.
• Participation strong overall except in grade 11.

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CONNECTICUT STATE DEPARTMENT OF EDUCATION

Additional Analyses

• Promising schools where gaps are smaller but

subgroup performance is higher than in district

• Performance in the middle grades
• Areas of knowledge and skill

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CONNECTICUT STATE DEPARTMENT OF EDUCATION

Science Results

10 20 30 40 50 60 70 80 90 100 Grade 5 Grade 8 Grade 10 Percent At or Above Goal 2013 2014 2015

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CONNECTICUT STATE DEPARTMENT OF EDUCATION

“Much like our annual physical where we track important health indicators, assessments are an important academic checkup. And just as we do not improve our health by practicing our physical exam, the best way to improve our results over this baseline year is not by practicing the Smarter Balanced exam. The only authentic way to improve

• ur performance is to emphasize

quality learning time and to personalize this instruction to address individual student needs.”

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Dianna R. Wentzell Commissioner