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ERIC ED506153: General Achievement Trends: Kentucky PDF

2009·0.06 MB·English
by  ERIC
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2009 GENERAL ACHIEVEMENT TRENDS — KENTUCKY 1 General Achievement Trends — Kentucky K-12 enrollment — 644,799 The raw data used to develop these state profiles, including data for additional grade levels and years before 2002, can be found on the CEP Web site at www.cep-dc.org. Click on the link on the left for No Child Left Behind. In the Document Library, look for the most recent report on student achievement since 2002. Below the name of the report, click on the link for View State Profiles and Worksheets. Scroll down the page, and click on the Worksheet links for any state. Overall Achievement — Key Findings General results The tables in this profile present state test results in reading and math at three achievement levels (basic, proficient, and advanced) and at one grade each at the elementary, middle, and high school levels. These data are more complete than the percentage of students scoring proficient that is the main indicator used to determine adequate yearly progress under the No Child Left Behind Act. Kentucky began administering new tests in 2007. Because only two years of comparable data (2007 and 2008) are available, it is not possible to identify trends in student achievement. Details on 2007 and 2008 test results appear in the tables and figures below. Data Limitations Years of comparable percentage proficient data 2007 through 2008 Years of data needed to compute effect sizes 2007 through 2008 Disaggregated data for all subgroups and comparison groups Data for Native American subgroup not available 2009 GENERAL ACHIEVEMENT TRENDS — KENTUCKY 2 Test Characteristics The characteristics highlighted below are for the state reading and mathematics tests used for accountability under the No Child Left Behind Act (NCLB). Test(s) used for NCLB accountability Commonwealth Accountability Testing System (CATS); includes Kentucky Core Content Test (KCCT) and Alternate Portfolio Grades tested for NCLB accountability 3-8, 10 (reading)/ 11 (math) State labels for achievement levels KY uses four achievement levels: Novice, Apprentice, Proficient, and Distinguished. For our analyses we treated Apprentice as Basic, Proficient as Proficient, and Distinguished as Advanced. High school NCLB test also used as an exit exam? No First year test used 2007 Time of test administration Spring Major changes in testing system (2002–present) 2007: Changed test vendor and assessment scale 2009 GENERAL ACHIEVEMENT TRENDS — KENTUCKY 3 Overall Achievement — Percentages Proficient Figure KY-1. Percentage of Students Scoring at the Proficient Level and Above in Reading 100% 90% e v 80% o b A 70% r o nt 60% e ci 50% fi o r P 40% e g a 30% t n e c 20% r e P 10% 0% 1999 2000 2001 2002 2003 2004 2005 2006 2007 2008 Reporting Year Grade 4 Grade 8 Grade 10 2009 GENERAL ACHIEVEMENT TRENDS — KENTUCKY 4 Table KY-1. Percentage of Students Scoring at the Proficient Level and Above in Reading Reporting Year Pre-NCLB Post-NCLB Grade Average Yearly Average Yearly Level Percentage Point Gain Percentage Point Gain 1999 2000 2001 2002 2003 2004 2005 2006 2007 2008 1999-20021 2002-20081 Grade 3 76% 75% NA NA Grade 4 72% 71% NA NA Grade 5 71% 71% NA NA Grade 6 69% 69% NA NA Grade 7 66% 65% NA NA Grade 8 65% 67% NA NA Grade 10 60% 60% NA NA Table reads: The percentage of 3rd graders who scored at the proficient level and above on the state reading test decreased from 76% in 2007 to 75% in 2008. Average yearly gains have not been calculated because fewer than three consecutive years of data are available, too short a period to constitute a trend 1Averages are subject to rounding error. 2009 GENERAL ACHIEVEMENT TRENDS — KENTUCKY 5 Figure KY-2. Percentage of Students Scoring at the Proficient Level and Above in Mathematics 100% 90% e v 80% o b A 70% r o nt 60% e ci fi 50% o r P 40% e g a 30% t n e c 20% r e P 10% 0% 1999 2000 2001 2002 2003 2004 2005 2006 2007 2008 Reporting Year Grade 4 Grade 8 Grade 11 2009 GENERAL ACHIEVEMENT TRENDS — KENTUCKY 6 Table KY-2. Percentage of Students Scoring at the Proficient Level and Above in Mathematics Reporting Year Pre-NCLB Post-NCLB Grade Average Yearly Average Yearly Level Percentage Point Gain Percentage Point Gain 1999 2000 2001 2002 2003 2004 2005 2006 2007 2008 1999-20021 2002-20081 Grade 3 66% 74% NA NA Grade 4 60% 71% NA NA Grade 5 59% 64% NA NA Grade 6 55% 63% NA NA Grade 7 51% 57% NA NA Grade 8 49% 51% NA NA Grade 11 39% 39% NA NA Table reads: The percentage of 3rd graders who scored at the proficient level and above on the state math test increased from 60% in 2007 to 71% in 2008. Average yearly gains have not been calculated because fewer than three consecutive years of data are available, too short a period to constitute a trend 1Averages are subject to rounding error. 2009 GENERAL ACHIEVEMENT TRENDS — KENTUCKY 7 Overall Achievement — Percentages Advanced, Proficient, and Basic How to read figures 3 and 4 and tables 3 and 4 The stacked bars in figures 3 and 4 show the percentages of students scoring at the basic, proficient, and advanced levels on the state tests used for NCLB accountability. The following information may be helpful in interpreting the figures:  The percentage proficient and above—the benchmark used to determine adequate yearly progress under NCLB—is the sum of the middle and top segments of the bars (percentage proficient plus percentage advanced).  The percentage basic and above is the sum of all three segments of the bars (percentage basic plus percentage proficient plus percentage advanced).  The sums that result from adding the segments of the bars in these ways correspond with the percentages proficient and above, and basic and above, shown in tables 3 and 4. In a few instances, however, the sums in the figures may differ from those in the tables by a percentage point due to rounding.  The bars do not total 100% because students who score below the basic level are not displayed.  By looking at the percentages in each segment of the bars, one can see how achievement trends at the three levels interact. Ideally, one would want to see increases at all three levels, as more students move from below basic to basic achievement, from basic to proficient, and from proficient to advanced. But other scenarios may also be illuminating. For example, gains may occur in the percentage basic even if the percentage proficient and above has stayed the same, suggesting that progress has been made in moving students from the below basic to the basic level. Or, if the percentage proficient has grown while the percentages basic and advanced have shrunk, this suggests most of the academic attention was focused on moving “bubble kids” from the basic to proficient levels, with little or no attention to the highest- and lowest-performing students.  Some states use different labels for their achievement levels instead of basic, proficient, and advanced. The specific state labels are listed in the Test Characteristics section at the beginning of this profile. 2009 GENERAL ACHIEVEMENT TRENDS — KENTUCKY 8 Figure KY-3. Percentages of Students Scoring at the Advanced, Proficient, and Basic Levels in Reading Grade 4 Grade 8 100 100 90 90 14 14 19 16 s 80 s 80 nt nt de 70 de 70 u u e of St 5600 53 55 e of St 5600 51 53 ag 40 ag 40 ent 30 ent 30 c c er 20 er 20 P P 30 28 10 21 22 10 0 0 2002 2003 2004 2005 2006 2007 2008 2002 2003 2004 2005 2006 2007 2008 School Year School Year Basic Proficient Advanced Basic Proficient Advanced Grade 10 100 90 12 11 s 80 nt e 70 d u St 60 48 49 of 50 e g 40 a nt e 30 c Per 20 35 34 10 0 2002 2003 2004 2005 2006 2007 2008 School Year Basic Proficient Advanced 2009 GENERAL ACHIEVEMENT TRENDS — KENTUCKY 9 Table KY-3. Percentages of Students Scoring at the Advanced, Proficient and Above, and Basic and Above Levels in Reading Reporting Year Average Yearly Achievement Level 2002 2003 2004 2005 2006 2007 2008 Percentage Point Gain1 Grade 4 Advanced 19% 16% NA Proficient and Above 72% 71% NA Basic and Above 93% 93% NA Grade 8 Advanced 14% 14% NA Proficient and Above 65% 67% NA Basic and Above 95% 95% NA Grade 10 Advanced 12% 11% NA Proficient and Above 60% 60% NA Basic and Above 95% 94% NA Table reads: The percentage of 4th graders who scored at the advanced level on their state reading test decreased from 19% in 2007 to 16% in 2008. Average yearly gains have not been calculated because fewer than three consecutive years of data are available, too short a period to constitute a trend 1Averages are subject to rounding error. 2009 GENERAL ACHIEVEMENT TRENDS — KENTUCKY 10 Figure KY-4. Percentages of Students Scoring at the Advanced, Proficient, and Basic Levels in Mathematics Grade 4 Grade 8 100 100 90 90 s 80 s 80 dent 70 26 33 dent 70 16 17 u u St 60 St 60 age of 4500 34 38 age of 4500 33 34 ent 30 ent 30 c c er 20 er 20 P 26 P 31 30 10 20 10 0 0 2002 2003 2004 2005 2006 2007 2008 2002 2003 2004 2005 2006 2007 2008 School Year School Year Basic Proficient Advanced Basic Proficient Advanced Grade 11 100 90 s 80 nt de 70 10 10 u St 60 e of 50 29 28 g 40 a nt e 30 c er 20 P 34 34 10 0 2002 2003 2004 2005 2006 2007 2008 School Year Basic Proficient Advanced

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