CMAS PARCC Score Release 2015 Board Presentation

7/24/2019 CMAS PARCC Score Release 2015 Board Presentation

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Joyce Zurkowski, Executive Director of Assessment

Alyssa Pearson, Interim Associate Commissioner

Colorado Measures of

Academic Success:PARCC English Language Arts and Math

2015 State-level Results

Nov. 12, 2015


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Agenda

2

Background

Performance Levels

Participation and Achievement Results

Accountability

Release Schedule

Sample Score Reports

Resources


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Why do we have new tests and

what makes them different?

Background


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Track record:

34% of graduates from the class of 2013 who went to public

colleges in Colorado needed remediation in at least one class

Colorado is only producing 22 college graduates to every 100students who enter a Colorado high school

Why did we transition

to new tests?

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Colorado Academic Standards were fully implemented

in 2013-14.

These new and more challenging standards will better prepare our

students for college and career. CMAS tests in science, social studies, English language arts and

math are aligned to the standards.

Science and social studies developed in Colorado

English language arts and math developed in collaboration with aconsortium of states known as PARCC, or the Partnership for

Assessment of Readiness for College and Career.

Why did we transition

to new tests?

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CMAS tests, including PARCC, are aligned to the Colorado

Academic Standards

Designed to be administered online

Feature more interactive, engaging questions

Assess concepts and real world skills included in the standards

What makes these tests

different?

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TCAP vs. CMAS

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Middle School CMAS: You

have read a passage from The

Count of Monte Cristoand a

scene from Blessings. Think

about the similarities and

differences in how the two

authors develop the themes in

each text. Write an essay in

which you identify a theme

from each text and analyzehow each theme is developed.

Be sure to include specific

details from both selections.

Middle School TCAP

I am most proud of the fact

that this school year, I________________.


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What are the purposes of state

assessments?

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Serve as one indicator of student mastery of the grade-

level standards by the end of the year

Provide information on how students are performing

compared to their school, district and state peers. For

ELA and math, they will also provide information on how

they compare to students in other states

Track yearly student growth

Allow teachers to see how their students are performing

against the standard and identify areas they may need to

adjust in their practice in the future

Provide school and district comparisons and

accountability information for parents, students and the

community


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English language arts administered in grades 3

through 11

Math administered in grades 3 through thecompletion of Algebra II or Integrated Math III

2015 Administration

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Accessibility

Accommodations

2015 Administration

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These are new tests. Teachers and students need time to get

used to them.

Initially, scores may be lower, but we expect scores to rise over

time. Scores from these tests cannot be compared to Colorados

previous test scores.

These tests are aligned to the Colorado Academic Standards and

are testing different things than past tests.

This years scores will serve as a baseline to measure future

student growth.

New Test, New Baseline

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Performance Levels


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For purposes of PARCC reporting, performance level cut scores

were set this past summer/early fall.

Approximately 200 educators from across the consortium

participated in developing recommendations

The PARCC governing board adopted cut scores for purposes of

PARCC reports

Note: Each state will make its own accountability decisions.

Performance Level Setting

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Set by teachers, higher education professionals and content

experts

What are the

performance levels?

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Performance Level Crosswalk

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English Language Arts and Math Science and Social Studies

Exceeded Expectations* Distinguished Command*

Met Expectations* Strong Command*

Approached Expectations Moderate Command

Partially Met ExpectationsLimited Command

Did not yet meet expectations

*On track for next grade level or college and career ready in content area


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Participation and

Achievement Results


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Participation by Grade Level

Grade English Language Arts Math3 95.0% 95.2%

4 94.8% 94.8%

5 94.6% 94.6%

6 92.4% 92.3%

7 88.7% 88.5%

8 85.0% 84.9%

9 70.5% 69.8%10 61.7% 60.3%

11 50.4% *

*Not all 11thgraders were required to take a math exam.


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Who Participated?

Grades 3-5 ELA

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Expected Actual

Female 48.9 48.8Male 51.1 51.2

Asian 3.1 3.2

Black 4.6 4.6

Hispanic 33.1 33.8

White 54.3 53.6Two or more races 3.8 3.7

Free/Reduced Lunch Eligible 43.6 44.2

Not Eligible 56.4 55.8

Individualized Education Plan (IEP) 10.6 10.3

Not on IEP 89.4 89.7

Native English Speakers 79.9 79.3

Not English Proficient 1.8 1.8

Limited English Proficient 12.5 12.9

Fluent English Proficient 5.3 5.5

Former English Learner 0.4 0.4

Primary Home Language Other than English 0.1 0.1


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Who Participated?

Grades 6-8 ELA

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Expected Actual

Female 49 48.7Male 51 51.3

Asian 3.2 3.4

Black 4.6 4.8

Hispanic 32.9 34.4


Free/Reduced Lunch Eligible 41.7 43

Not Eligible 58.3 57





Limited English Proficient 9.2 10





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Who Participated?

High School ELA

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Expected Actual

Female 49 47.8Male 51 52.2

Asian 3.2 3.3

Black 5 5.4

Hispanic 31.3 36.5

White 55.5 50Two or more races 3.2 3




Not on IEP 8.8 9.1




Fluent English Proficient 9.6 12




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Who Participated?

Grades 3-5 Math

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Expected Actual

Female 48.9 48.8Male 51.1 51.2

Asian 3.1 3.2

Black 4.5 4.6

Hispanic 33.5 34.2

White 54 53.2Two or more races 3.7 3.7




Not on IEP 10.6 10.4Native English Speakers 79.5 78.8






?


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Who Participated?

Grades 6-8 Math

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Expected Actual

Female 49.0 48.7Male 51.0 51.3

Asian 3.2 3.4

Black 4.6 4.8

Hispanic 32.9 34.5








Limited English Proficient 9.2 10




Wh P i i d?


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Who Participated?

High School Math

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Expected Actual

Female 48.7 47.6Male 51.3 52.4

Asian 3.0 3.2

Black 5.2 5.6

Hispanic 33 37.9





Not on IEP 9.4 9.6Native English Speakers 81.7 77.4







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PARCC Results Overall - ELA

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2011 11 12 15 15 16

2317

19

19 20 19

19 19 2118

19

2328 28 30 25 25

25 21 24

3534

37 3329 34

30 27 29

4 8 3 6 12 7 7 10 11

0

1020

30

40

50

60

70

80

90

100

3 4 5 6 7 8 9 10 11

Level 5

Level 4

Level 3

Level 2

Level 1

PARCC Results Overall By Test


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PARCC Results Overall By Test -

Math

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14 13 14 13 10

26

15 10

27 23

19

3622 27 27 26 29

30

29 34

24 27 36

232730 30 29 34

25

26

32 21 2425 19

3128 26 28 25

1829

22 26 24 17 21

6 2 4 4 2 1 2 2 2 2 3 1

0

10

20

30

40

50

60

70

80

90

100

Level 5

Level 4

Level 3

Level 2

Level 1

Percent Met or Exceeded


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Expectations by Gender - ELA

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0

10

20

30

40

50

60

70

3 4 5 6 7 8 9 10 11

Female

Male

P t M t E d d


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Expectations by Gender - Math

0

10

20

30

40

50

60

70

Female

Male



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Expectations by Race - ELA

0

10

20

30

40

50

60

70

3 4 5 6 7 8 9 10 11

Asian

Black

Hispanic

White

Two or More

P t M t E d d


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Expectations by Race - Math

0

10

20

30

40

50

60

70

Asian

Black

Hispanic

White

Two or More

P t M t E d d E t ti b


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Percent Met or Exceeded Expectations by

Economic Disadvantaged Status - ELA

0

10

20

30

40

50

60

70

3 4 5 6 7 8 9 10 11

Free/Reduced LunchEligible

Not Eligible


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Economic Disadvantaged Status - Math

0

10

20

30

40

50

60

70

Free/Reduced Lunch

Eligible

Not Eligible



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Expectations by IEP Status - ELA

0

10

20

30

40

50

60

70

3 4 5 6 7 8 9 10 11

IEP

Not IEP



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Expectations by IEP Status - Math

0

10

20

30

40

50

60

70

IEP

Not IEP

P M E d d E i b


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Language Proficiency- ELA

0

10

20

30

40

50

60

70

3 4 5 6 7 8 9 10 11

Not English ProficientLimited English Proficient

Fluent English Proficent

FELL/PHLOTE/NA

*

* Data suppressed to protect

student privacy



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Language Proficiency- Math

0

10

20

30

40

50

60

70

Not English

Proficient

Limited EnglishProficient

Fluent English

Proficent

FELL/PHLOTE/NA

** *

* Data suppressed to

protect student privacy


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Accountability


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H.B. 15-1323 created a one-year pause in accountability

No 2015 school or district performance frameworks

Accountability set to resume in 2016, but CDE is required to present

to the Joint Education Committees about whether or not the

assessment results are ready to be used

Impact of participation/parent refusals

Districts cannot be held liable for parent refusals, per State Board

of Education motion from February 2015

Federal requirement of 95 percent participation remains

Accountability Implications

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Participation Rates and Parent


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Refusals English Language Arts

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Test Grade

Total

Records

Participation

Rate

Number ofParent

Refusals

Rate ofParent

Refusals

English

Language

Arts

3 65,951 95.0% 1,617 2.5%

4 65,718 94.8% 1,992 3.0%5 65,476 94.6% 2,146 3.3%

6 65,821 92.4% 2,996 4.6%

7 64,631 88.7% 4,846 7.5%

8 64,146 85.0% 6,452 10.1%

9 65,116 70.5% 12,077 18.5%

10 62,190 61.7% 15,286 24.6%

11 58,991 50.4% 18,446 31.3%



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Refusals - Math

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Test Grade

Total

Records

Participation

Rate

Number ofParent

Refusals

Rate ofParent

Refusals

Math 3 66,974 95.2% 1,648 2.5%

4 65,763 94.8% 1,979 3.0%

5 65,457 94.6% 2,169 3.3%

6 65,829 92.3% 3,031 4.6%

7 64,625 88.5% 4,887 7.6%

8 64,109 84.9% 6,393 10.0%

9 65,122 69.8% 12,195 18.7%

10 62,183 60.3% 15,550 25.0%


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SBE sets state level performance expectations for the

frameworks

Achievement expectations on CMAS assessments

Anticipating conversations in February

Accountability Next Steps

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Release dates for state-level and subsequent school-

and district level results

Release Schedule


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Achievement by performance level for each test

Overall

By subgroup

Gender

Race/ethnicity

Economic status (free and reduced lunch)

English Learner status

IEP (disability) status

Participation information

Number of participants

Number of non-participants; including parent refusals (in data file)

Overall and by subgroups

Released

State Data

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School- and District-level results

Nov. 30: Districts receive their embargoed district and school results

Dec. 4:

Districts receive access to all embargoed files

Media receive access to all embargoed files

Dec. 11: Embargo lifts

Release Schedule (expected)

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Sample score reports available to help educators and parents

know what to expect

Algebra II

http://www.cde.state.co.us/communications/parcc-

mockscorecardmath

English language arts, grade 6

http://www.cde.state.co.us/communications/parcc-

mockscorecardenglish
http://www.cde.state.co.us/communications/parcc-mockscorecardmathhttp://www.cde.state.co.us/communications/parcc-mockscorecardmathhttp://www.cde.state.co.us/communications/parcc-mockscorecardenglishhttp://www.cde.state.co.us/communications/parcc-mockscorecardenglishhttp://www.cde.state.co.us/communications/parcc-mockscorecardenglishhttp://www.cde.state.co.us/communications/parcc-mockscorecardenglishhttp://www.cde.state.co.us/communications/parcc-mockscorecardmathhttp://www.cde.state.co.us/communications/parcc-mockscorecardmath


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Draft Student Performance Report


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PARCC Math

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Sub Claim Performance -PARCC Math

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Draft Student Performance Report Subscale


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Draft Student Performance Report Subscale

and Subclaim Performance PARCC ELA

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Parent Resources and Tools for Districts

Resources


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Resources to help parents understand their students scores:

http://www.cde.state.co.us/communications/resourcesforparents

Parents Guide to Understanding the new Score Reports

English and Spanish

How to Use the Test Results to Support your Student

English and Spanish

Parent Resources

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http://www.cde.state.co.us/communications/resourcesforparentshttp://www.cde.state.co.us/communications/resourcesforparents


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Additional Resources to help districts communicate with

parents:http://www.cde.state.co.us/communications/tools

Understanding the New Score Reports (Prezi)

Key Messages

Drop-in articles

Communications Tools
http://www.cde.state.co.us/communications/toolshttp://www.cde.state.co.us/communications/tools

CMAS PARCC Score Release 2015 Board Presentation

Documents

Transcript of CMAS PARCC Score Release 2015 Board Presentation