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2007. Grade 3-8 English Test Results. Raising Achievement. Over past several years, Board of Regents has voted measures to raise standards and require students get extra help. When first 4 th grade test was given in 1999, only 48% of students achieved the standards. This year, 68% did.

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slide1

2007

Grade 3-8 English Test Results

raising achievement
Raising Achievement
  • Over past several years, Board of Regents has voted measures to raise standards and require students get extra help.
  • When first 4th grade test was given in 1999, only 48% of students achieved the standards. This year, 68% did.
  • In 1999, only 48% achieved standards in 8th grade. This year 57% did.
raising achievement1
Raising Achievement
  • The rise in middle school performance this year is a good sign, but we still need to do better.
  • The grade 3-8 tests, introduced last year, will help schools and parents understand even better how their children are performing from year to year.
raising achievement2
Raising Achievement
  • Essential that schools use new funding wisely.
  • Contract for Excellence
  • School Assistance Teams
  • Distinguished Educators
  • All will help.
the bottom line scores are up especially in middle school
The Bottom Line: Scores are Up, Especially in Middle School
  • Achievement in grades 3-8 is up overall.
  • Scores increased most in middle school – grades 6-8. Important because middle school performance has lagged for years.
  • And fewer students are showing serious academic problems.
the bottom line ell students did better than predicted
The Bottom Line: ELL Students Did Better Than Predicted
  • Because of new federal NCLB rules, more than twice as many English Language Learners took the grade 3-8 tests.
  • But their performance dipped only modestly in each grade.
  • However, this change in rules affected the overall performance of Hispanic and Asian-American students.
the bottom line students with disabilities improved
The Bottom Line: Students with Disabilities Improved
  • Especially important – fewer students with disabilities showed serious academic problems.
slide8
Achievement is up statewide, especially in the middle grades.Important because middle school performance has lagged.

Number Tested 2006 2007

Grade 3 = 185,603 198,457

Grade 4 = 190,951 197,499

Grade 5 = 201,262 202,133

Grade 6 = 204,249 204,463

Grade 7 = 210,735 211,839

Grade 8 = 212,320 213,971

Grades 3-8= 1,205,120 1,228,362

Percentage of Students Scoring at Levels 3 and 4

slide9

English Language Learners did better than predicted, despite the tremendous increase in the numbers who took the test. More than 3/4 of ELL students are in New York City.

Number of ELL Students Tested

Percentage of ELL Students Scoring at Levels 3 and 4

2006 2007

Grade 3 3,684 17,093

Grade 4 4,379 14,200

Grade 5 6,686 11,480

Grade 6 5,585 9,934

Grade 7 6,234 9,299

Grade 8 5,852 10,076

Grades 3-8 32,420 72,082

a smaller percentage of ell students showed serious academic problems in 2007 than in 2006
A smaller percentage of ELL students showed serious academic problems in 2007 than in 2006.

Percentage of ELL Students Scoring at Level 1

slide11

Performance differences among racial/ethnic groups were substantial across grades 3-8. The Hispanic group includes the largest percentage of ELL students (22%); the Asian group the second largest percentage (11%).

Percentage of Students Scoring at Levels 3 and 4

in every grade fewer students with disabilities showed serious academic problems
In every grade, fewer students with disabilities showed serious academic problems.

Percentage of Students Scoring at Levels 1

achievement is up statewide especially in the middle grades
Achievement is up statewide, especially in the middle grades.

Number Tested 2006 2007

Grade 3 = 185,603 198,457

Grade 4 = 190,951 197,499

Grade 5 = 201,262 202,133

Grade 6 = 204,249 204,463

Grade 7 = 210,735 211,839

Grade 8 = 212,320 213,971

Grades 3-8= 1,205,120 1,228,362

Percentage of Students Scoring at Levels 3 and 4

fewer students showed serious academic problems in every grade except grade 3
Fewer students showed serious academic problems in every grade except grade 3.

Percentage of Students Scoring at Levels 1

slide16

Elementary English: Key Fact Behind the Increase in Grade 8Average scores moved over the dividing line between Levels 2 and 3 this year. At each grade level, a score of 650 signifies meeting the standards. At all grade levels, the average student met the standards. In grades 6-8, the mean scale score increased by 3-5 points in 2007.

650

slide18

English Language Learners did better than predicted, despite the tremendous increase in the numbers who took the test. More than 3/4 of ELL students are in New York City.

Number of ELL Students Tested

Percentage of ELL Students Scoring at Levels 3 and 4

2006 2007

Grade 3 3,684 17,093

Grade 4 4,379 14,200

Grade 5 6,686 11,480

Grade 6 5,585 9,934

Grade 7 6,234 9,299

Grade 8 5,852 10,076

Grades 3-8 32,420 72,082

a smaller percentage of ell students showed serious academic problems in 2007 than in 20061
A smaller percentage of ELL students showed serious academic problems in 2007 than in 2006.

Percentage of ELL Students Scoring at Level 1

slide20

A higher percentage of English Language Learners in New York City achieved the learning standards in 2007 than in 2006. More than 3/4 of ELL students are in New York City.

Percentage of ELL Students Scoring at Levels 3 and 4

slide21
In New York City, fewer English Language Learners showed serious academic problems in 2007 than in 2006.

Percentage of ELL Students Scoring at Level 1

slide23
Statewide, in each grade, more students who were not English Language Learners met the standards in 2007 than in 2006.

Number of not ELL Students Tested

2006 2007

Grade 3 = 182,469 181,364

Grade 4 = 187,223 183,299

Grade 5 = 195,162 190,653

Grade 6 = 199,697 194,529

Grade 7 = 205,019 202,540

Grade 8 = 207,177 203,895

Grades 3-8 = 1,176,747 1,156,280

Percentage of Not ELL Students Scoring at Levels 3 and 4

slide24
Statewide, in every grade, fewer students who were not English Language Learners showed serious academic problems in 2007 than in 2006.

Percentage of Not ELL Students Scoring at Level 1

slide25

Students Who Were Not English Language Learners:In New York City, the percentage of students meeting the standards increased in 2007. Performance in the middle grades especially increased.

Number of Not ELL Students Tested

2006 2007

Grade 3 = 59,629 58,413

Grade 4 = 62,205 59,060

Grade 5 = 64,804 62,650

Grade 6 = 65,754 62,016

Grade 7 = 66,021 65,354

Grade 8 = 66,769 65,315

Grades 3-8= 385,182 372,808

Percentage of Not ELL Students Scoring at Levels 3 and 4

slide26
In New York City, a smaller percentage of students who were not ELL showed serious academic problems in 2007.

Percentage of Not ELL Students Scoring at Level 1

slide28

Performance differences among racial/ethnic groups were substantial across grades 3-8. The Hispanic group includes the largest percentage of ELL students (22%); the Asian group the second largest percentage (11%).

Percentage of Students Scoring at Levels 3 and 4

slide29
The percentage of students with serious academic problems decreased for all racial/ethnic groups except Asian-Americans.

Percentage of Students Scoring at Level 1

slide31
The percentage of students with disabilities meeting the standards increased in 2007, although results remained low.

Percentage of Students Scoring at Levels 3 and 4

Number Tested 2006 2007

Grade 3 = 23,811 26,692

Grade 4 = 26,474 28,281

Grade 5 = 28,987 29,985

Grade 6 = 28,883 29,055

Grade 7 = 29,237 29,842

Grade 8 = 29,119 29,514

Grades 3-8= 166,511 173,369

in every grade fewer students with disabilities showed serious academic problems1
In every grade, fewer students with disabilities showed serious academic problems.

Percentage of Students Scoring at Levels 1

slide33

Results varied widely among need/resource categories. Students with disabilities in Low Need Districts were much more likely to meet the standards. In most categories, more students with disabilities met the standards.

Percentage of Students Scoring at Level 3 and 4

slide34

The percentage of students with disabilities showing serious academic problems decreased in every need/resource category.

Percentage of Students Scoring at Level 1

slide35

Among the Big 5 Cities, New York City had the largest percentage of students with disabilities meeting the standards. A larger percentage of students met the Standards in 2007 than in 2006.

Percentage of Students Scoring at Levels 3 and 4

*Rochester to provide corrected data for 2007

fewer students showed serious academic problems in 2007 than in 2006
Fewer students showed serious academic problems in 2007 than in 2006.

Percentage of Students Scoring at Level 1

*Rochester to provide corrected data for 2007

slide38

The disparity in graduation rate is foreshadowed by the larger percentage of females than males who meet the standards at every grade level.

Percentage of Students Scoring at Levels 3 and 4

slide40

For all students, gains varied across grades 3-8 among the need/resource categories. The smallest overall increase was in New York City, where more than 3/4 of ELL students were enrolled.

Percentage of All Students Scoring at Level 3 and 4

slide41

For all students, the percentage of students with serious academic problems decreased in all need/resource categories.

Percentage of All Students Scoring at Level 1

the big 5 showed substantial differences in meeting the standards in grades 3 8
The Big 5 showed substantial differences in meeting the standards in grades 3-8.

Percentage of Students Scoring at Levels 3 and 4

in each big 5 district fewer students showed serious problems in 2007 than in 2006
In each Big 5 district, fewer students showed serious problems in 2007 than in 2006.

Percentage of Students Scoring at Level 1

the bottom line scores are up especially in middle school1
The Bottom Line: Scores are Up, Especially in Middle School
  • Achievement in grades 3-8 is up overall.
  • Scores increased most in middle school – grades 6-8. Important because middle school performance has lagged for years.
  • And fewer students are showing serious academic problems.
the bottom line ell students did better than predicted1
The Bottom Line: ELL Students Did Better Than Predicted
  • Because of new federal NCLB rules, more than twice as many English Language Learners took the grade 3-8 tests.
  • But their performance dipped only modestly in each grade.
  • However, this change in rules affected the overall performance of Hispanic and Asian-American students.
the bottom line students with disabilities improved1
The Bottom Line: Students with Disabilities Improved
  • Especially important – fewer students with disabilities showed serious academic problems.
slide48

What Successful Schools Did To Improve Student Performance

  • Every classroom teacher is seen as a teacher of reading, with support from all school faculty and staff.
  • Administration and faculty share high expectations for student success.
  • Instruction is based on regular local assessments and analysis of data.
  • Before- and after-school instruction is aligned with regular instructional program.
  • Technology enhances instruction.
slide49

What Successful Schools Did To Improve Student Performance

  • Extra help programs focus on literacy.
  • Saturday morning Pre-K program sponsored by community partners.
  • Peer coaching for teachers, sometimes across schools, as well as formal and informal daily teacher observations by instructional leaders.
  • Weekly professional development focused on English, with sharing of best practices.
slide50

What Do Other Experts Say?

  • Use strategic leadership to build a school climate that improves achievement.
  • Align local curriculum and instruction with State standards.
  • Use national, state and local data to inform instruction.
  • Faculty work together on curriculum and instructional issues across subject areas.
  • Professional development must be practical and respond to what the data show.
regents actions to support literacy
Regents Actions to Support Literacy
  • Implement a comprehensive literacy strategy:
    • Renew State learning standards, emphasizing literacy across all subjects.
    • Revise teacher preparation requirements affecting literacy.
    • Provide professional development to support instruction.
regents actions to support literacy1
Regents Actions to Support Literacy
  • Bring the Contract for Excellence to life.
  • Create school assistance teams and Distinguished Educators to help schools that need help.
  • Support regional literacy conferences.
slide53

Additional USNY Assets to Help Schools

  • Professional development through the BOCES
  • Higher education institutions in partnership with school/districts
  • Public broadcasting – literacy programs
  • NYS Library and statewide library systems
  • Teacher Centers
  • Statewide professional associations
  • NYS cultural institutions
  • Literacy Zones – eight under way, a dozen more planned over next three years
slide54

2007

Grade 3-8 English Test Results