Multnomah County Student Achievement 2000-2008

1. Multnomah County Student Achievement2000-2008 Presented to the Leaders Roundtable November 25, 2008 Source: Oregon Department of Education, Dr. Patrick Burk

10. The National Assessment of Educational Progress (NAEP) • The National Assessment of Educational Progress (NAEP) is the only nationally representative and continuing assessment of what America's students know and can do in various subject areas. • Assessments are conducted periodically in mathematics, reading, science, writing, the arts, civics, economics, geography, and U.S. history. Assessments in world history and in foreign language are anticipated in 2012. • NAEP assessments are administered uniformly using the same sets of test booklets across the nation. • NAEP results serve as a common metric for all states and selected urban districts. The assessment stays essentially the same from year to year, with only carefully documented changes. This permits NAEP to provide a clear picture of student academic progress over time. • In 2007 Oregon assessed 3500 students in 140 schools for NAEP.

11. National Assessment of Educational Progress—Oregon: 2007 READING GRADE 8 National Average 261 266 Oregon Average

12. National Assessment of Educational Progress—Oregon: 2007 Grade 4 Mathematics National Average 239 236 Oregon Average

13. National Assessment of Educational Progress—Oregon: 2007 Grade 8 Mathematics National Average 280 284 Oregon Average

14. National Assessment of Educational Progress—Oregon: 2007 WHAT’S NEXT? NAEP will be administered in High Schools between January 26 and March 6, 2009 to a sample of twelfth-grade students. Students will be assessed in either mathematics, reading, or science. In a small number of schools, NAEP will conduct field tests in civics, geography, and U.S. history to prepare for future assessments, and special studies of hands-on science tasks and interactive computer tasks in science.

17. US Census

19. Multnomah County SAT and AP2008 • Average SAT Scores in Multnomah County • 2147 Students took the SAT Reasoning Test • 435.77 Reading; 440.35 Math; 417.88 Writing • Range in Multnomah County • Reading: 380-581; Math:395-580; Writing: 366-561 • State Average • 518 Reading; 525 Math; 497 Writing • National Average • 497 Reading; 510 Math; 488 Writing • Participation in Advanced Placement in Multnomah County • 1499 Students took at least 1 AP Exam • 2637 AP exams were taken • 1310 exams scored 3 or better

26. Part I: Academic Achievement Part II Part III

27. Part I: Academic Achievement Part II Part III • ACT Recommended Coursework • ACT Minimum Core • English: 4 years Social Studies: At least 3 years • Mathematics: At least 3 years Natural Sciences: At least 3 years • ACT research suggests that students today do not have a reasonable chance of becoming ready for college unless they take additional higher-level courses beyond the minimum core, and even then they are not always likely to be ready for college. This finding is in part a reflection on the quality and intensity—the rigor—of the high school curriculum. • Without improving the quality and content of the core, it appears that most students need to take additional higher-level courses to learn what they should have learned from a rigorous core curriculum, with no guarantee even then that they will be prepared for college-level work.

28. Part I: Academic Achievement Part II Part III

29. Part II: Measuring College Readiness Part I Part III • ACT College Readiness Benchmark Scores Through collaborative research with postsecondary institutions nationwide, ACT has established the following College Readiness Benchmark Scores: • A benchmark score is the minimum score needed on an ACT subject area test to indicate a 50% chance of obtaining a B or higher or about a 75% chance of obtaining a C or higher in the corresponding credit-bearing college courses. College Readiness Benchmark Score English English Composition 18 Math Algebra 22 Reading Social Sciences 21 Science Biology 24 ACT Subject Area Test College Course(s)

30. ENGLISH: Readiness for College English Composition Part II: Measuring College Readiness Part I Part III

31. MATHEMATICS: Readiness for College Algebra Part II: Measuring College Readiness Part I Part III

32. READING: Readiness for College Social Sciences Part II: Measuring College Readiness Part I Part III

33. SCIENCE: Readiness for College Biology Part II: Measuring College Readiness Part I Part III

34. Conclusions • Achievement Gap persists in Multnomah County, but improvement in grades 3 and 5. • Oregon performance on national assessments is at or above national averages, but is flat overall. • Participation and performance in Advanced Placement Exams continues to be a bright spot. • Clear evidence that participation in a rigorous core set of classes has a positive impact on performance and college readiness. Supports the Oregon Diploma. • Significant differences by ethnicity in participation in a rigorous core curriculum.

35. WHAT IS THE BEST RESPONSE OF THE LEADERS ROUNDTABLE? • Consider the implication of a “Rigor Gap.” To what degree is access predicted by race? • Select a limited number of clear indicators and mobilize community response. • Pre-school and Full Day Kindergarten • 3rd grade benchmarks for all students • Rigorous and challenging class assignments • 8th grade transition benchmarks • Rigorous core curriculum in every high school for every student based on proficiency and including student support • Intervention plans at each grade level • Invest in teacher quality; university partnerships • Support PK-12 alignment to the new diploma requirements as target objectives