State Assessment Results from 2007/2008 School Year
by Tom Mulligan
September 17, 2008
FY2008 State Test Overview
The state test scores have been received by each school district around the state of Illinois. For the 2007/2008 school year, students in grades 3-8 were tested in reading and math using the Illinois Standardized Achievement Test (ISAT). Students in grades 4 and 7 were tested in science as well on the ISAT. All students in grade 11 were tested in reading, math and science using the Prairie State Achievement Exam (PSAE). The following is a summary of the district test scores.
District Summary
The district saw an increase in the percentage of student who met and/or exceeded on the state assessments from the 2006/2007 school year. Since the 2001/2002 school year (when the ISAT and PSAE were first given), the percentage of students who met and/or exceeded on the state assessments have gone up from 60.13% to 75.14%. That is tremendous incremental growth across the district!!!!! The following is a comparison between the results from the 2006/2007 school year and the 2007/2008 school year
Comparison #1
Percentage of district students meeting and/or exceeding on the ISAT and PSAE
The district saw an increase in the number of students who met and/or exceeded in reading and math. The decline was in science. It is very important to keep in mind that only three grade levels of students are assessed in science each year (Grades 4-7) and are more susceptible to significant changes because of the fewer number of students tested.
- Reading 73.11% = 3.97% Increase
- Math 80.42% = 0.84% Increase
- Science 67.59% = 6.31% Decrease
Comparison #2
The following shows that the district saw an increase in performance for students in reading and math for the following three groups of students: students receiving special education services, students who are not receiving special education services, and students who are considered in poverty based on the free and reduced lunch account. Those same three groups of students saw a decline in science.
Non Special Education Students’ Scores
- Reading 77.61% to 81.12% = 3.51% Increase
- Math 84.64% to 86.72% = 2.08% Increase
- Science 77.26% to 74.06% = 3.20% Decrease
Special Education Students’ Scores
- Reading 27.48% to 44.79% = 17.31% Increase
- Math 54.96% to 58.23% = 3.27% Increase
- Science 54.55% to 52.70% = 1.85% Decrease
Free and Reduced Students’ Scores
- Reading 57.89% to 68.00% = 10.11% Increase
- Math 71.66% to 75.79% = 4.13% Increase
- Science 66.33% to 64.42% = 1.91% Decrease
Summary of Results
Reading
- ES – slight increase in overall reading scores
- MS – substantial increase in reading scores (almost 8%)
- HS – slight decline in overall reading scores (2%) – remember this is one grade level of students so it is harder to compare year to year (11th grade)
Math
- ES – 1.5% decline in performance because of a lower scores from new 3rd grade class
- MS – increase in performance (over 2%)
- HS – increase in performance (up 4%)
Overall Observations about Achievement
- Performance gap still exists between free and reduced students and non-free and reduced lunch students in the area of reading and math, which is consistent with research
- IEP students scored higher in subject areas where they are mainstreamed in more regular classes instead of pull-out direct instruction (science and math)
- IEP students’ scores saw a the biggest increase in reading
- IEP students’ scores in reading were consistently the lowest of all groups of students and that gap still remains substantial
Trends in Demographics
- Steady increase in attendance rates across the district
- Increase in each of the last four years in enrollment figures (this year largest in ten years)
- The largest classes are still in the high school. This could create a funding concern in 3-5 years.
- Free and reduced numbers continue to grow slowly
- Continual increase in special education numbers (higher than county and state averages)
- Mobility is higher than state and county averages
Analysis of Achievement Data - Reading
Elementary School Reading
• Consistent Performance – implemented new reading series last year. We expect to see gains this year because of more consistency in implementing new reading series. The district also plan to do an internal and external audit on literacy in the building
Middle School Reading
• Substantial growth at each grade level. Highest level is 86.46% of students meeting and/or exceeding at 6th grade
High School Reading
• Slight drop from previous year after seeing great growth the year prior. Second year of using Gretchen Courtney Reading Strategies, the new required Freshman Reading Course, and the addition of a Literacy Coach at that level should see real growth in the next couple of years
Analysis of Achievement Data - Math
3-6 Math – Still seeing success from work on Every Day Math Program Improvements, especially for Non-IEP students (around 92% of Non-IEP students meeting standards)
Middle School Math
• Growth in both 7th and 8th Grade
High School Math
• Still too early to tell impact from Junior Seminar and New Course Requirements related to rigor
• Saw 4% increase but could be attributed to different class of students
A total breakdown of test scores will be reported in this year’s school report card!!!!
