Transcript 2007 NJ Statewide Assessment Results: Highlights and Trends

2007 New Jersey Statewide
Assessment Results: Highlights
and Trends
State Board of Education, February 6, 2008
Jay Doolan, Ed.D., Assistant Commissioner, Division
of Educational Standards and Programs
Timothy Peters, Ph.D., Director, Office of State
Assessments
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2007 Assessment Results:
Highlights
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NJ children continued their strong performance
in meeting state standards, particularly in grades
3-5;
Continued progress with achievement gaps and
in Abbott districts;
Comparisons of 2006 to 2007 show modest
gains in some areas, flat elsewhere;
Improvements by Special Education (SE) and
Limited English Proficient (LEP) students;
Evidence of a troubling LAL gender gap.
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Reminders 
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2006-2007 was second year in which NJ met full
NCLB mandates for testing in grades 3-8 and
high school, with science in three grade levels;
2006-2007 represented second and final year of
interim grade 5-7 program;
2007 saw awarding of new contract for
redesigned assessments in grades 3-8, starting
with grades 5-8 in 2007-2008;
Scoring scale: 100 – 300; 200= proficient; 250 =
advanced proficient.
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Elementary Grades 3-5
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Scores for total population show modest
improvements or remain level; however;
Continued improvement by SE students in grade
4 math;
Notable improvement in grade 4 math for
Hispanic and African-American students –
steady rise in performance from 1999-2007.
 Approximately
three-fourths of Hispanic students and
over two-thirds of Black students are now proficient or
advanced proficient in grade 4 math.
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New Jersey Assessment of Fourth Grade Students
Mathematics Percent Proficient and Above by Ethnicity (1999-2007)1,2
100
Percent Proficient and Above
90
80
70
60
50
40
30
20
10
0
1999
2000
2001
2002
White
2003
Black
2004
Asian
2005
2006
2007
Hispanic
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Elementary School Proficiency Assessment (ESPA), 1999-2002; New Jersey Assessment of Skills and Knowledge (NJ ASK4), 2003-2007. For Mathematics,
1999 was the standard setting year for the ESPA and NJ ASK4.
2
In 2005, 2006, and 2007, ethnic groups do not include students who identified themselves as multiple ethnicities.
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New Jersey Assessment of Fourth Grade Students
Mathematics Percent Proficient and Above by Subgroups (1999-2007) 1,2
100
Percent Proficient and Above
90
80
70
60
50
40
30
20
10
0
1999
2000
Total
2001
2002
General Education
2003
2004
Special Education
2005
2006
2007
Limited English Proficient
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Elementary School Proficiency Assessment (ESPA), 1999-2002; New Jersey Assessment of Skills and Knowledge (NJ ASK4), 2003-2007. For
Mathematics, 1999 was the standard setting year for the ESPA and NJ ASK4.
2
For 2006 and 2007, LEP is reported in three categories: LEP (current + former), LEP current and LEP former.
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Elementary Grades 3-5, cont.
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Longer term trend for grade 4 math total
population shows notable progress:
 Mean
scale score increase from 217.3 in 1999 to
234.1 in 2007;
 Increase in advanced proficiency from 25.2 in 1999 to
41.0 in 2007;

Grade 4 science mean score increases from
224.2 in 2005 to 231.3 in 2007.
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Elementary Grades 3-5, cont.
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Improvements among total population at grade 5
LAL and math; also –
Improvements among SE and LEP students:
 Grade
5 SE students: 5.7 point increase in LAL from
2006 to 2007;
 Grade 5 SE math: increase of 5.8 points over 2006;
 Grade 5 LEP LAL: 7.7 points increase over 2006;
 Grade 5 LEP math: 7.5 point increase over 2006.
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LAL Grade 5
100
90
Percent Proficient and Above
80
70
60
2006
2007
50
40
30
20
10
0
Total
GE
SE
CLEP
Female
Male
W
B
A
P
H
I
ED
NED
Reporting Group
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Middle Grades 6-8
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Grade 6 students improved notably in math from 70.8%
proficient or above to 79.0%;
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Improvements among grade 6 SE and LEP populations:
 Grade 6 SE math: increase of 13.4 points over 2006;
 Grade 6 LEP math: 17.3 point increase over 2006;
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Grade 6 LAL and grade 7 math and LAL largely
unchanged.
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Middle Grades 6-8, cont.
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Grade 8 total student population: 73.6%
proficient or above in LAL; 68.4% proficient or
above in mathematics;
Grade 8 LAL performance remains flat, both
from 2006 to 2007 and from 1999 to 2007;
Continued improvement in math and science by
SE students;
But Grade 8 Math shows increase of almost 12
points from 2003 to 2007, and total mean scale
score increased from 209.2 to 215.5 points.
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New Jersey Grade Eight Proficiency Assessment
Mathematics Percent Proficient and Above by Ethnicity (1999-2007) 1
100.0
Percent Proficient and Above
90.0
80.0
70.0
60.0
50.0
40.0
30.0
20.0
10.0
0.0
1999
2000
2001
2002
White
2003
Black
2004
Asian
2005
2006
2007
Hispanic
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New Jersey Grade Eight Proficiency Assessment
Mathematics Percent Proficient and Above by Subgroups (1999-2007)
1
100.0
Percent Proficient and Above
90.0
80.0
70.0
60.0
50.0
40.0
30.0
20.0
10.0
0.0
1999
2000
Total
2001
2002
General Education
2003
2004
Special Education
2005
2006
2007
Limited English Proficient
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High School (Grade 11)
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Modest improvement in HSPA LAL: 85.3%
proficient or above in 2007, up from 83.5% in
2006
Slight downturn in HSPA math, from 75.9% in
2006 to 73.4% proficient or above in 2007 – this
may increase student participation in SRA in
2008
Overall trend since 2002 has been a steady rise
in both content areas, from 81.1% proficient or
above in LAL in 2002 to 85.3% in 2007; in math,
from 68.6% in 2002 to 73.4% in 2007.
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HSPA 2007 LAL Performance
100
93.7
90
92.3
91.7
85.3
80
72.1
70
Percent Proficient or Above
69.0
68.4
60
50
40
27.3
30
24.9
20
10
0
Total
Gen. Ed.
SE-Exempt
SENonExempt
LEP
White
Black
Asian
Hispanic
Subgroups
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HSPA 2007 Math Performance
100
90.2
90
83.8
82.4
80
73.4
Percent Proficient or Above
70
60
55.6
47.2
50
43.0
40
29.1
30
20
12.6
10
0
Total
Gen. Ed.
SE-Exempt
SENonExempt
LEP
White
Black
Asian
Hispanic
Subgroups
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High School (Grade 11), cont.
Achievement gaps greatest in mathematics:
 Gap in math between African-American and
white students narrowed by 2.9 points from 2002
to 2007, from 43.7 to 40.8;
 Gap in math between Hispanic and white
students narrowed by 6.4 points from 2002 to
2007, from 34.6 point gap to 28.2.
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New Jersey High School Proficiency Assessment
Language Arts Literacy Percent Proficient and Above by Instructional Group
(2002 - 2007)
100
Percent Proficient and Above
90
80
70
60
50
40
30
20
10
0
2002
2003
Total
SE - Not Exempt From Passing
2004
General Education
LEP - Current
2005
2006
2007
SE - IEP Exempt From Passing
LEP - Former
The General Education category was not reported in 2006.
In 2002, Special Education could not be disaggregated into the categories of SE Not Exempt From Passing and SE IEP Exempt From Passing and thus those
categories are not plotted on this graph.
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New Jersey High School Proficiency Assessment
Mathematics Proficient and Above by Instructional Group (2002 - 2007)
100
Percent Proficient and Above
90
80
70
60
50
40
30
20
10
0
2002
2003
Total
SE - Not Exempt From Passing
2004
General Education
LEP - Current
2005
2006
2007
SE - IEP Exempt From Passing
LEP - Former
The General Education category was not reported in 2006.
In 2002, Special Education could not be disaggregated into the categories of SE Not Exempt From Passing and SE IEP Exempt From Passing and thus those
categories are not plotted on this graph.
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New Jersey High School Proficiency Assessment
Language Arts Literacy Proficient and Above by Ethnicity (2002 - 2007)
100
Percent Proficient and Above
90
80
70
60
50
40
30
20
10
0
2002
2003
2004
White
2005
Black
Asian
2006
2007
Hispanic
Ethnic codes Pacific Islander, American Indian/Alaskan Native and Other are not shown due to the small number of students in these categories. In 2004 only, students with
multiple ethnicities are counted in all ethnic categories that apply, but are excluded completely in all other years.
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New Jersey High School Proficiency Assessment
Mathematics Proficient and Above by Ethnicity (2002 - 2007)
100
Percent Proficient and Above
90
80
70
60
50
40
30
20
10
0
2002
2003
2004
White
2005
Black
Asian
2006
2007
Hispanic
Ethnic codes Pacific Islander, American Indian/Alaskan Native and Other are not shown due to the small number of students in these categories. In 2004 only, students with
multiple ethnicities are counted in all ethnic categories that apply, but are excluded completely in all other years.
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GENDER GAPS
Female students have closed or almost
closed gap math gender gap; but
 Troubling LAL gap affecting males:
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and middle school grades –
females exceed male student achievement in
grades 3-8;
 HSPA – female LAL performance 8.6
percentage points higher than males.
 Elementary
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New Jersey Grade Eight Proficiency Assessment
Mathematics Percent Proficient and Above by Gender (1999-2007)
100.0
Percent Proficient and Above
90.0
80.0
70.0
60.0
50.0
40.0
30.0
20.0
10.0
0.0
1999
2000
2001
2002
2003
Female
2004
2005
2006
2007
Male
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New Jersey Assessment of Fourth Grade Students
1
Language Arts Literacy Percent Proficient and Above by Gender (2001-2007)
100
Percent Proficient and Above
90
80
70
60
50
40
30
20
10
0
2001
2002
2003
2004
Female
2005
2006
2007
Male
1
Elementary School Proficiency Assessment (ESPA), 2001-2002; New Jersey Assessment of Skills and Knowledge (NJ ASK4), 2003-2007. For Language Arts
Literacy, 2001 was the standard setting year for the ESPA and NJ ASK4.
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New Jersey Assessment of Skills and Knowledge
Grade 6 Language Arts Literacy Proficient and Above by Gender (2006 - 2007)
100
90
Percent Proficient and Above
80
70
60
50
40
30
20
10
0
2006
2007
Female
Male
25
New Jersey Grade Eight Proficiency Assessment
Language Arts Literacy Percent Proficient and Above by Gender (1999-2007)
Percent Proficient and Above
90.0
80.0
70.0
60.0
50.0
40.0
30.0
20.0
10.0
0.0
1999
2000
2001
2002
2003
Female
2004
2005
2006
2007
Male
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Progress Among Abbott Districts
Grade 4 math: 69.3% proficient or
advanced in 2007, up from 45.0%
proficient or advanced in 2003;
 Grade 4 LAL: 62.2% proficient or
advanced in 2007, up from 55.6% in 2003;
 Grade 8 math: 39.7% proficient or
advanced, up from 29.2% in 2003.
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Next Steps for 2008
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Implement redesigned statewide assessment system for
Grades 3-8 initiated by Assessment Advisory
Committee;
Encourage and expand district use of formative
assessment resources provided by DOE;
Provide additional professional development in
assessment literacy;
Encourage and expand district use of NJ SMART data
warehouse to analyze student achievement;
Complete high school redesign policy work to implement
curriculum and assessment goals for New Jersey;
Continue to implement NJQSAC to assure that
mandates and practices are in place to improve the
quality of learning in New Jersey for all students.
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New Jersey 2007 Statewide
Assessment Results: Highlights
and Trends
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QUESTIONS?
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