ERIC ED359602: Student, Teacher and School Performance. Eighth Annual Report Submitted to the Governor and the General Assembly of the State of Tennessee.

40 Pages·0.73 MB·English

by  ERIC

DOCUMENT RESUME
ED 359 602
EA 024 993
TITLE
Student, Teacher and School Performance. Eighth
Annual Report Submitted to the Governor and the
General Assembly of the State of Tennessee.
INSTITUTION
Tennessee State Board of Education, Nashville.
PUB DATE
29 Jan 93
NOTE
48p.
PUB TYPE
Evaluative/Feasibility (142)
Reports
EDRS PRICE
MF01/PCO2 Plus Postage.
DESCRIPTORS
Academic Achievement; *Educational Assessment;
*Educational Objectives; Elementary School Students;
Elementary Secondary Education; *Outcomes of
Education; *Performance; Public Schools; Secondary
School Students; State Action; State Norms; *State
Standards
*Tennessee; *Tennessee Comprehensive Assessment
IDENTIFIERS
Program
ABSTRACT
This report establishes the performance goals for
Tennessee school systems, established in accordance with the
Education Improvement Act (EIA) of 1992, and describes the
initiatives undertaken to assist school systems in achieving the
goals. It also summarizes the results from various measures of
student, teacher, and school performance. Performance goals to be
achieved by the year 2000 include the following areas: academic gain,
promotion, proficiency, graduation, and attendance. In general,
student, teacher, and school performance results for 1991-92 show a
steady improvement over the prior years. Appendices contain
standardized test score data and a list of public school waivers and
permits by area. (LMI)
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Minor changes have been made to improve
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TO THE EDUCATIONAL RESOURCES
OERI pophon or pohCy
INFORMATION CENTER (ERIC)
STUDENT, TEACHER AND SCHOOL PERFORMANCE
1993
Eighth Annual Report
Submitted to the Governor and the
General Assembly
of the
State of Tennessee
State Board of Education
Commissioner of Education
January 29, 1993
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PERFORMANCE
STUDENT, TEACHER AND SCHOOL
TABLE OF CONTENTS
The Purpose
1
Report Highlights
3
School Systems
Performance Goals and Standards for Tennessee
5
Student Performance
(TCAP)
5
Tennessee Comprehensive Assessment Program
5
TCAP Achievement Test
6
Value Added Assessment
7
TCAP Proficiency Test
7
Attendance
8
Promotion
9
Graduation
11
College Entrance Tests: ACT and SAT
13
P-ACT+ and PSAT
13
Academic Assessment and Placement Program
14
Advanced Placement
14
Preparation for College and the Work Place
17
Teacher Performance
17
Teacher Education
17
Teacher Supply and Demand
18
Teacher Licensure: PPST and NTE
18
Professional Development for Teachers
19
Career Ladder
19
Extended Contracts
21
School Performance
21
21st Century School Report Card
21
Professional Development for Administrators
21
Career Ladder
22
Employment Waivers and Permits
23
Elementary Guidance Counselors
APPENDICES
27
2 through Grade 8
Appendix A: TCAP Statewide Summary - Grades
and Grade 10
35
Appendix B: TCAP Median National Percentiles
36
Appendix C: TCAP Research Questions Summary
37
Appendix 13: TCAP Proficiency Test
38
Schools
Appendix E: Waivers and Permits By Area: Public
Members of the State Board of Education:
Minnie Bommer, Robert Byrd, Angie
Nelson Andrews (Chairman), Judy Beasley,
Musette Sprunt Morgan, Richard E.
McIntosh (Student Member), John R. Morgan,
Arliss Roaden (Ex Officio), C. Brent Poulton
Ray, Fielding Rolston, William H. Swain,
(Executive Director)
Commissioner of Education:
Charles E. Smith
3
THE PURPOSE
This report sets forth the performance goals for Tennessee school systems, established in
accordance with the Education Improvement Act (EIA) of 1992, and describes the
initiatives undertaken to assist school systems in achieving the goals. It also summarizes the
results from various measures of student, teacher and school performance.
Prepared annually by the State Board of Education and the Commissioner of Education in
accordance with the Public Education Governance Reform Act of 1984, this report is a
record of the progress made in student, teacher and school performance over the last eight
for the innovations detailed in
years. The accomplishments indicated represent a solid base
the EIA and the Board's Master Plan for Tennessee Schools: Preparing for the 21st
Century. The information in this report provides the basis for annual adjustments in the
Master Plan.
REPORT HIGHLIGHTS
In general, performance results for 1991-92 show steady improvement over
prior years.
STUDENT PERFORMANCE
Performance goals in five areas - academic gain (measured by value added
assessment), promotion, proficiency, graduation, and attendance - have
been established. School systems must achieve these goals, approved by
the Commissioner of Education and the State Board of Education, by the
year 2000.
three years scores on the Tennessee Comprehensive::
For the
last
Assessment Program (TCAP) nationally normed test for students in grades
2-8 and 10 have been above the median national percentiles at every grade
level and in each subject (with the exception of 2 subtests in 1991-92).
Additionally, in 1993 TCAP test results will also be interpreted using value
added assessment. Each year the assessment will measure the progress or
academic growth made in five subject areas by students in grades 3-8.
Mastery of the Tennessee curriculum, as measured by the TCAP criterion
referenced tests in math and language arts, is especially high in the early
grades and has varied somewhat in grades 5 through 8.
On the TCAP Proficiency Test, 86% of all ninth graders satisfied the math
requirement and 82% satisfied the language arts requirement in 1991-92.
With the exclusion of special education students, the pass rates were 90%
and 87% respectively. Results have been similar for the last three years.
Attendance rates have been stable over the last eight years.
In 1991-92
attendance was 94.7% in grades K-6. In grades 7-12 the rate was 92.3%.
Promotion rates in grades K-8 have improved over the last seven years
from 94% to 95.8%. Because retention in grade is correlated with dropping
out of school, promotion rates - especially in grades 1, 7 and 8 - still need to
improve.
Approximately 73% of Tennessee students complete high school either by
graduating from a regular high school program or by completing a GED by
age 19.
The drop out rate declined. A new method for counting and tracking.
students who actually drop out of school estimates that in 1991-92, 20.4%
of 9th graders dropped out of school before the end of their 12th grade
year. That is a decrease from 23.0% the previous year.
In five years the number of students participating in the Advanced
There were 4,227 AP
Placement (AP) program has increased 36%.
candidates in 1987. By 1992 there were 5,751. The percentage of exams
receiving scores between 3 and 5 (the scores most colleges accept for
credit) was 67% - one percentage point above the national average.
The percentage of students receiving an honors diploma has increased
dramatically from 1.4% in 1984-85 to 13.3% in 1991-92.
In 1992, Tennessee's graduating students scored 20.2 on the composite
ACT compared to the national average of 20.6. Since 1985, Tennessee's
graduating students' scores on the American College Test (ACT) have
improved considerably compared to scores nationwide. This is remarkable
because two-thirds of Tennessee's graduating students take the AC-1' while
nationally only one-third of the graduating students take the test.
Average scores for the Scholastic Aptitude Test (SAT) in Tennessee
continue to exceed national averages. In 1991-92, Tennessee's verbal score
was 484, compared to 423 nationally; the average math score was 529
compared to 476 nationally. This year 14% of Tennessee seniors took the
SAT compared to 42% of high school graduates nationally.
Beginning in 1993-94, every sophomore will take one preliminary college
preparation test - either the P-ACT+ or the PSAT - as a part of the state
testing program. Integration of these tests into the regular testing program
is expected to help students make better choices in their high school course
In 1991-92 more than 21,000 Tennessee students took these
selections.
tests by choice.
TEACHER PERFORMANCE
The most comprehensive teacher education reform in decades is being
Rigorous new
implemented in colleges and universities across the state.
In five years the
programs are attracting more and better candidates.
number of teacher education graduates has increased 30%.
The number of teacher education graduates from Tennessee public and
private colleges and universities increased from 2,196 in 1986-87 to 2,473 in
Tennessee hires an average of 3,000 new teachers each year.
1990-91.
Slightly more than half are re-entering teachers with prior teaching
experience. Nearly one-third of are from out-of-state institutions. Teacher
turnover has averaged 7.02%, a rate consistent with national estimates.
SCHOOL PERFORMANCE
As required by the EIA, a detailed annual report was produced for each of
The report included
Tennessee's school systems in October 1992.
performance indicators, fiscal accountability reporting, and audit results.
Among teachers employed in fall 1992, 5,101 had achieved Career Level
III, 2,781 had achieved Career Level II, and 33,373 had achieved Career
This represents 97% of those eligible.
In addition, 2,079
Level
I.
administrators had achieved Career Level I, II, or HI certification.
2
PERFORMANCE GOALS AND STANDARDS
FOR TENNESSEE SCHOOL SYSTEMS
The Education Improvement Act of 1992 (EIA) calls for the Commissioner of Education to
recommend, and for the State Board of Education to approve, performance goals and
standards for school systems and schools regarding the educational progress, as determined
through value added assessment, of students in grades three through eight. It also calls for
school systems and schools to meet performance goals with respect to attendance rates,
dropout rates, and other performance goals. Goals in two additional areas, proficiency and
promotion rates, have been approved by the Board.
Implementation of performance goals to be achieved by the year 2000 will begin in five
academic gain (measured by value added assessment), promotion, proficiency,
areas:
graduation, and attendance. Annual rates of progress in each area will be used to assess the
The performance goals for each school system are:
degree of effectiveness in local schools.
Goal I - Academic Gain
An average gain in reading, language, mathematics, science, and social studies at each grade
in grades 3 through 8 that is equal to or greater than the average national gain measured by
scale scores (plus or minus two standard errors of measurement) on the TCAP norm
referenced tests.
Value added assessment results for school systems will he available April 1,
1993.
Promotion
Goal II
An overall average student promotion rate of at least 97% in grades K-8.
Th .? statewide average promotion rate in 1991-92 was 95.8%.
Goal III - Proficiency
Student mastery of competencies in mathematics and language art: as measured by the
TCAP Proficiency Test. The goal using the current test will be 90% success in language arts
and in mathematics.
In 1991-92 the statewide average pass rate was 90% in mathematics and 87%
Beginning in 1993-94 a new test will assess skills at more
in language arts.
advanced levels.
Goal IV - Graduation
A graduation (school completion) rate of 90%. The rate shall he calculated by
including the following as cornpleters:
a. Individuals who are enrolled in traditional high school programs and who
receive a regular diploma, honors diploma, special education diploma, or a
high school certificate in June or August graduations
b. Individuals 19 years and under who receive a regular diploma by
completing an adult high school program
c. Individuals 19 years and under who receive a GED credential
The statewide average graduation rate in 1991-92 was 72.9%.
Goal V - Attendance
An overall average attendance rate of at least 95% fcr students in grades K-6 and 93% for
students in grades 7-12.
The statewide average attendance rates were 94.7% for grades K-6 and 92.3%
for grades 7-12.
4
STUDENT PERFORMANCE
Tennessee Comprehensive Assessment Program (TCAP)
The annual Tennessee Comprehensive Assessment Program (TCAP) was administered for
the third time in 1992. The program includes three type of tests, each designed to meet a
different need:
A nationally normed test, the CTBS/4 is mandated in grades 2 through 8
and grade 10. It provides a reference point to compare the performance
of Tennessee students to student performance nationwide.
A criterion referenced test measures performance on the state math and
It is administered with the norm referenced
language arts curriculum.
test in grades 2 through 8.
The TCAP Proficiency Test measures the achievement of minimum basic
math and language arts skills by high school students.
This year for the second time, an
optional writing assessment was
administered in grade 11. In addition, 65 systems participated in a spring
pilot test for writing assessment in grades 4 and 8.
TCAP Achievement Test
The TCAP Achievement Test is customized for grades 1 through 8 by combining the norm
Only the norm
referenced and criterion referenced components into a single test.
referenced component is administered to grade 10. The program provides a consistent test
format at each grade level and allows educators to track the progress of individual students
from year to year.
Using norms established in 1989, the norm referenced test, the CTBS/4, includes assessment
of reading, language, math, science, social studies, study and spelling skills. The test traces
the growth of essentially the same group of students from year to year.
Statewide results are reported in two ways median national percentiles and stanines.
The median national percentile is the midpoint in the distribution of percentile ranks for a
particular group; 50% of the scores fall at or above the midpoint and 50% fall at or below.
In Tennessee, the median national percentiles range from 46 (grade 6, science) to 68 (grade
2, total math). The percentile range broadens at the system level. With the exception in
1992 of grade 6 (total reading and science), Tennessee students as a group have scored at or
above the 50th percentile on each norm referenced subtest for the three years the TCAP
Achievement Test has been administered.
Stanine scores for the norm referenced test are based on a scale consisting of nine equal
units ranging from a low of l to a high of 9.
Stanines 1-3 are considered below average,
stanines 4-6 are considered average, and stanines 7-9 are considered above average.
In a
normal distribution, 23% of the students have scores in the below average range, 54% in the
average range, and 23% in the above average range.
5
For the third consecutive year, Tennessee student scores on the norm referenced subtests
above average
are clustered in the fifth stanine. Nationally 23% of the students fall in the
stanines on each subtest. The percent of Tennessee students scoring in above average
stanines is higher than the national average in 85% of the subtests. The bar charts in
Appendix A show the distribution of norm referenced scores at each grade level.
The criterion referenced test, which was developed in Tennessee, measures performance on
the state math and language arts curriculum and indicates the levels of mastery of grade
level objectives in the domains tested. For example, in grade 2 the math domains tested are
numeration, whole number operation, fractions, graphs and tables, measurement, geometry
and problem solving; the language domains are mechanics, sentence and paragraph
structure, spelling and word identification, comprehension and reference skills.
For each domain, scores show non-mastery, partial mastery and mastery of grade level skills.
The bar charts in Appendix A also show the percent of students in each mastery category
for the criterion referenced domains at each grade level. The difficulty level of the state
curriculum objectives varies within domains from grade to grade; therefore, domain
comparisons between grades cannot be made.
Statewide, domain mastery ranges from a high 96% mastery (grade 2, geometry) to a low
9% mastery (grade 6, ratio, proportion, and percent; grade 7, decimals). For the third year
there is an overall greater mastery, with the exception of second grade, of the language arts
domains. Second grade students have the highest percent of mastery in the math domains.
Language arts performance is slightly greater in grades 3 through 5, but there is a more
pronounced mastery difference in grades 6 through 8.
Most special education
The TCAP summary information includes every student tested.
students are included in the testing.
Student performance is greatly affected by the percent of students receiving free and
reduced-price lunch. This data is available by groups of systems with similar economic
The chart in Appendix B shows median national percentiles on the norm
backgrounds.
referenced portion of TCAP for subgroups of school systems based upon county per capita
income and the percentage of students receiving free and reduced - price lunch.
Students tested on the TCAP Achievement Test were asked to respond to a short set of
questions about school. Selected responses were correlated with performance on the total
battery of the norm referenced portion of the test. Key findings are included in Appendix C.
Value Added Assessment
With the 1992 enactment by the Tennessee General Assembly of the 21st Century School
Program, a new concept in measuring student achievement over time, called value added
assessment, will have a major impact on how TCAP's nationally normed achievement test
results are interpreted and used.
Currently, TCAP test results show how well students are achieving at a particular point in
time compared to state averages. The value added assessment will measure the progress or
academic growth made in reading, language arts, mathematics, science, and social studies
By law, the results from the value added assessment
each year by students in grades 3-8.
will he reported as follows:
1993, a measure of annual academic growth or
Beginning April
1,
educational "value added" for each local school system.