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D. S. C. S. San Diego City Schools. 2005 NAEP Results. Mathematics. Board of Education Workshop January 17, 2006. National Assessment of Educational Progress (NAEP). The Nation’s Report Card: Authorized by Congress in 1969

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2005 naep results

D

S

C

S

San Diego City Schools

2005 NAEP Results

Mathematics

Board of Education Workshop

January 17, 2006

national assessment of educational progress naep
National Assessment of Educational Progress (NAEP)

The Nation’s Report Card:

  • Authorized by Congress in 1969
  • Operational Oversight by the National Center for Education Statistics (NCES)
  • Policy Oversight by the National Assessment Governing Board (NAGB)
  • “Survey-based” assessment with content aligned with frameworks developed by NAGB through a national consensus process
naep trial urban district assessment tuda
NAEPTrial Urban District Assessment (TUDA)
  • TUDA was piloted in 2002 in 6 volunteer districts; San Diego City Schools participated in 2003 and 2005
  • 10 large, urban districts participated in 2005
  • TUDA provides district-level results in Reading and Mathematics at Grades 4 and 8
slide5

2005 Trial Urban District Assessment (TUDA) Results

  • Nationwide, Large Central City*, and Districtwide Results
  • Only Public School Data Reported in TUDA
  • Average scale scores (0 – 500)
  • Four Performance/Achievement Levels
    • Below Basic, Basic, Proficient, and Advanced
  • Subgroups
    • Female, Male, White, Black, Hispanic, Asian/Pacific Islander, American Indian/Alaska Native, and Eligible/Not Eligible for Free/Reduced Price Meals

*As defined by the census with populations of 250,000 or more.

naep item types
NAEP Item Types
  • Multiple Choice
  • Constructed Response
  • Advanced – Superior Performance
  • Proficient – Solid Academic Performance
  • Basic – Partial Mastery
  • Below Basic

NAEP Achievement Levels

See Pages 16 and 20 of NAEP Trial Urban District Assessment: Mathematics 2005 booklet for additional descriptors.

2003 2005 trial urban district assessment tuda results
2003-2005 Trial Urban District Assessment (TUDA) Results

Grade 4 – Mathematics ResultsStudent Percentages at each NAEP Achievement Level

San Diego City Schools

2003

34

46

18

2

2005

26

45

25

4

Large Central City*

2003

37

43

18

2

2005

32

43

21

3

Nation

2003

24

45

28

4

2005

21

44

30

5

Below Basic

Basic

Advanced

Proficient

*As defined by the census with populations of 250,000 or more.

2005 trial urban district assessment subgroup results
2005 Trial Urban District Assessment Subgroup Results

Grade 4 – Mathematics Results

Bold items indicate statistically significantly different scores from 2003 to 2005.

2003 2005 trial urban district assessment district comparisons
2003-2005 Trial Urban District Assessment District Comparisons

Grade 4 – Mathematics Results

2003 2005 trial urban district assessment district comparisons1
2003-2005 Trial Urban District Assessment District Comparisons

Grade 4 – Mathematics

2003 2005 trial urban district assessment district comparisons2
2003-2005 Trial Urban District Assessment District Comparisons

Grade 4 – Mathematics

2003 2005 trial urban district assessment tuda results1
2003-2005 Trial Urban District Assessment (TUDA) Results

Grade 8 – Mathematics ResultsStudent Percentages at each NAEP Achievement Level

San Diego City Schools

2003

47

35

16

2

2005

39

39

18

4

Large Central City*

2003

49

34

14

3

2005

47

34

15

4

Nation

2003

33

39

22

5

2005

32

39

23

6

Below Basic

Basic

Advanced

Proficient

*As defined by the census with populations of 250,000 or more.

2005 trial urban district assessment tuda subgroup results
2005 Trial Urban District Assessment (TUDA) Subgroup Results

Grade 8 – Mathematics Results

Bold items indicate statistically significantly different scores from 2003 to 2005.

2003 2005 trial urban district assessment district comparisons3
2003-2005 Trial Urban District Assessment District Comparisons

Grade 8 – Mathematics Results

2003 2005 trial urban district assessment district comparisons4
2003-2005 Trial Urban District Assessment District Comparisons

Grade 8 – Mathematics

2003 2005 trial urban district assessment district comparisons5
2003-2005 Trial Urban District Assessment District Comparisons

Grade 8 – Mathematics

naep cut scores
NAEP Cut Scores

Grade 4

  • Basic 214
  • Proficient 249
  • Advanced 282

Grade 8

  • Basic 262
  • Proficient 299
  • Advanced 333

Since the SDCS Grade 4 average scale score is 232, our students are, on average, performing in the mid-Basic range.

Since SDCS Grade 8 average scale score is 270, our students are, on average, performing in the mid-Basic range.

actions we take
Actions we take
  • What we teach
  • How we teach so that students build strong mathematical skills, knowledge and understanding.
what we teach
What we teach
  • Clearly defined by California state standards
  • Big ideas/mathematical concepts
  • Focus on algebraic thinking
  • Balanced mathematical curriculum
balanced mathematics curriculum
Balanced Mathematics Curriculum
  • Computational and procedural fluency
  • Conceptual understanding
  • Problem-solving
  • Mathematical reasoning
naep item map grade 4
NAEP Item Map- Grade 4

Advanced-

  • Identify an equation to describe a pattern given in a table
  • Identify a number sentence to match a situation

Proficient-

  • Determine missing numbers in number sentences
  • Represent a situation with an algebraic expression

Basic-

  • Determine the next number in a given pattern
  • Subtract two digit numbers to solve a story problem
naep item map grade 8
NAEP Item Map- Grade 8

Advanced-

  • Determine how many boxes of tile are needed
  • Determine the effect of increasing the value of one variable

Proficient-

  • Solve a story problem involving percent increase
  • Determine the sixth term in a pattern

Basic-

  • Convert a written number to decimal form
  • Solve a story problem with multiple operations
how we teach
How we teach

“The quality of instruction is the single most important component of an effective mathematics program.”

California Mathematics Framework

page 12

quality instruction
Quality Instruction
  • Deep understanding of mathematics and the content standards
  • Research-based instructional strategies
  • Organize instruction around goals
  • Use results of assessment to guide instruction
knowing mathematics
Knowing Mathematics
  • Building skill and proficiency in number and operations
  • Building algebraic reasoning
lens for first grade classroom episode
Lens for First Grade Classroom Episode
  • Background
  • What to watch for:
    • Students making meaning of numbers
    • Students engaged in their own thinking and the thinking of others
    • Excitement of students learning significant mathematics
    • High expectations for students
knowing mathematics1
Knowing Mathematics

The school cafeteria has 347 ice-cream bars in one box and 48 in another box. How many ice-cream bars does the cafeteria have in the two boxes?

347

+48

395

knowing mathematics2
Knowing Mathematics

Jeremy had 3.5 pounds of oranges in one bag and 0.62 pounds of oranges in another bag. How many pounds of oranges did Jeremy have?

Marcy’s work Angela’s work

3.5+ .62 .97

3.5+ .62 4.12

lens for the 6th grade classroom episode
Lens for the 6th Grade Classroom Episode
  • Background
  • What to watch for:
    • Students making meaning of the base ten system
    • Students engaged in their own thinking and the thinking of others
    • Excitement of students learning significant mathematics
    • High expectations for students
intervention program
Intervention Program
  • Foundational Skills
  • Routines
  • Word Problems
  • Games
mathematics games and activities for home
Mathematics Games and Activities for Home
  • Support students’ thinking, reasoning and mathematical understanding through games that can be played at home.
  • Help parents build an understanding of the mathematics their children are learning.
  • Give parents an opportunity to work with children in developing mathematical skills and conceptual understandings
  • Strengthen parent confidence in doing mathematics with their children