1 / 19

Student Outcomes: Cohort Growth

Student Outcomes: Cohort Growth. Student Outcomes: Cohort Growth by Race. White. Black. Hispanic. Achievement Level and Score by Race (Texas). Student Outcomes: Achievement Level (Texas). Student Outcomes: Achievement Level (Massachusetts). Student Outcomes: Achievement Level (California).

oberon
Download Presentation

Student Outcomes: Cohort Growth

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Student Outcomes:Cohort Growth

  2. Student Outcomes:Cohort Growth by Race

  3. White Black Hispanic Achievement Level and Score by Race (Texas)

  4. Student Outcomes: Achievement Level (Texas)

  5. Student Outcomes: Achievement Level (Massachusetts)

  6. Student Outcomes:Achievement Level (California)

  7. Figure 1. USI vs. Non-USI Districts: 1994 Third Grade Cohort Acrobat Document

  8. Figure 2. USI vs. Non-USI Districts: 1995 Third Grade Cohort Acrobat Document

  9. Figure 3. USI vs. Non-USI Districts: 1996 Third Grade Cohort

  10. Comparison of State Assessment and NAEP for Texas (1992-1996)

  11. ALIGNMENT The degree to which expectations and assessments are in agreement and serve in conjunction with one another to guide the system toward students learning what is expected.

  12. SPECIFIC CRITERIA Content Focus A. Categorical Concurrence B. Depth-of-Knowledge Consistency C. Range-of-Knowledge Correspondence D. Structure-of-Knowledge Comparability E. Balance of Representation F. Dispositional Consonance

  13. Four State StudyPercent of Standards with Acceptable AlignmentCategory State D State A State B State C

  14. Four State StudyPercent of Standards with Acceptable AlignmentDepth of Knowledge State A State D State B State C

  15. Four State StudyPercent of Standards with Acceptable AlignmentRange State D State A State B State C

  16. Four State StudyPercent of Standards with Acceptable AlignmentBalance State D State A State B State C

  17. Average 9th Grade Reading and Value-Added Measure of School Performance 9th Grade Reading, 2001 (Model 2)

  18. SUMMARY • Continuous improvement should be judged on: • Change in percent basic and percent proficient • Size of the gap between racial groups • Performance of same group of students over • multiple years • Added value considering a multiple • of factors

More Related