2015 ETS Proficiency Profile Comparative Data Guide for Unproctored Administrations
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1 2015 ETS Proficiency Profile Comparative Data Guide for Unproctored Administrations The annual Comparative Data Guide (CDG) contains tables of scaled scores and percentiles for institutional means and individual student scores drawn directly from test takers across the nation. The CDG can assist you in interpreting the scores from the ETS Proficiency Profile by helping you determine how your students' skills compare with the skills of students at similar institutions. The report provides descriptive statistics based on the number of students that have completed an unproctored version of the ETS Proficiency Profile between July 1, 2010 and June 30, Information about an institution gathered through ETS Proficiency Profile administrations cannot be released in any form attributable to or identifiable with an individual institution. The anonymity of each institution s performance is maintained by reporting only the aggregate performance of the selected reference group. are descriptions of the various tables provided in this guide: Institutional s Total Score/ Distributions The distributions in these tables present the number of institutions at each mean score level. These tables provide a way to compare the Total Score and means for your institution with those of other participating institutions. These tables show the mean of means (or the average of the mean scores for those institutions/programs selected) as well as the standard deviations of those means. Individual Students Total Score/ Distributions The distributions in these tables may be used to interpret results by determining what percent of those taking the test at the selected institutions attained scores below that of a particular student. Each table shows scaled score intervals for Total Score and s separately. By looking up the Total Score or and reading across the row to the corresponding number in the column headed, the percent of individuals scoring below any interval can be determined. Summary of Proficiency Classifications This table presents the percentage of students classified as Proficient, Marginal, and Not Proficient for each skill dimension and level. This table provides a way to compare the proficiency levels at your institution with the selected test taker population. Descriptions of the competencies and abilities measured at each Proficiency Level can be found at The following considerations should be kept in mind when interpreting comparative data: This data should be considered comparative rather than normative because the institutions included in the data do not represent proportionally the various types of higher education institutions and programs. The data are drawn entirely from institutions that choose to use the ETS Proficiency Profile. Such a self-selected sample may not be representative of all institutions or programs. The number of students tested and sampling procedures vary from one institution to another. Therefore, it is impossible to verify that the students tested at each institution are representative of all the institution s students in that program. Only those institutions testing 30 or more students in a college class were included in the analyses for that college class. with fewer than 30 test takers at that class level are excluded from these calculations. The score distribution used to compute these statistics has been modified, to prevent the statistics from being dominated by a few very large institutions. If an institution contributed more than 900 students to this data set, the score of each of its students has been weighted by the fraction 900/n, where n is the number of students from that institution. For example, if an institution tested 1800 students, the score of each of its students would receive a weight of 900/1800 = 1/2. In computing the statistics, each of its students would count only half as much as a student from an institution that tested 900 or fewer students. Therefore, an institution testing 1800 students would influence the statistics just as much as if it had tested only 900 students. For more information about this report or other ways the ETS Proficiency Profile can help your program, contact an ETS Advisor at highered@ets.org or call The following tables include tests taken as of June 30, Copyright 2015 by Educational Testing Service. All rights reserved. ETS, the ETS logo and LISTENING. LEARNING. LEADING. are registered trademarks of Educational Testing Service (ETS).
2 Sophomore (30-60 semester hours or quarter hours), Associate s Colleges Institution List Data includes students from domestic institutions who tested between July 2010 through June Ashland Community and Technical College, KY Big Sandy Community & Technical College, KY Camden County College, NJ Central Virginia Community College, VA College of Southern Maryland, MD Community College of the Air Force, AL Craven Community College, NC Everest College, AZ Florida State College at Jacksonville, FL John Tyler Community College, VA Laredo Community College, TX Martin Community College, NC New Mexico Junior College, NM Northeastern Oklahoma A&M College, OK Polk State College, FL Rasmussen College, MN Rio Salado College, AZ Seminole State College of Florida, FL Skagit Valley College, WA South University, GA St. Petersburg College, FL State Fair Community College, MO Surry Community College, NC Victoria College, TX West Kentucky Community and Technical College, KY Western Oklahoma State College, OK Western Wyoming Community College, WY Total Number of Total Number of Students 27 7,815 Only those institutions testing 30 or more students in a college class were included in the analyses for that college class. ETS Proficiency Profile 2015 Comparative Data Guide (Unproctored Administrations) Page 2
3 Distribution of Institutional Total Scores Sophomore (30-60 semester hours or quarter hours), Associate s Colleges July 2010 through June Number of Standard Deviation Total Score 470 to to to to to to to to to to to to to to to to to to to to to to to to Total Score 446 to to to to to to to to to to to to to to to to to to to to to to to ETS Proficiency Profile 2015 Comparative Data Guide (Unproctored Administrations) Page 3
4 Distribution of Institutional s Sophomore (30-60 semester hours or quarter hours), Associate s Colleges July 2010 through June Skill Number of Standard Deviation Critical Thinking Reading Writing Mathematics Humanities Social Sciences Natural Sciences Critical Thinking 118 to to to to to to to to to to to to to Reading 118 to to to to to to to to to to to to to ETS Proficiency Profile 2015 Comparative Data Guide (Unproctored Administrations) Page 4
5 Writing 118 to to to to to to to to to to to to to Mathematics 118 to to to to to to to to to to to to to Humanities 118 to to to to to to to to to to to to to Social Sciences 118 to to to to to to to to to to to to to ETS Proficiency Profile 2015 Comparative Data Guide (Unproctored Administrations) Page 5
6 Natural Sciences 118 to to to to to to to to to to to to to ETS Proficiency Profile 2015 Comparative Data Guide (Unproctored Administrations) Page 6
7 Distribution of Individual Students Total Scores Sophomore (30-60 semester hours or quarter hours), Associate s Colleges July 2010 through June Number of Students Standard Deviation 7,448* ile Scaled Score 90 th th th th th 414 Scaled Score 500 > > > > > > > > > > Scaled Score Scaled Score Scaled Score < *The score distribution used to compute these statistics has been modified, to prevent the statistics from being dominated by a few very large institutions. If an institution contributed more than 900 students to this data set, the score of each of its students has been weighted by the fraction 900/n, where n is the number of students from that institution. For example, if an institution tested 1800 students, the score of each of its students would receive a weight of 900/1800 = 1/2. In computing the statistics, each of its students would count only half as much as a student from an institution that tested 900 or fewer students. Therefore, an institution testing 1800 students would influence the statistics just as much as if it had tested only 900 students. ETS Proficiency Profile 2015 Comparative Data Guide (Unproctored Administrations) Page 7
8 Distribution of Individual Students s Sophomore (30-60 semester hours or quarter hours), Associate s Colleges July 2010 through June Number of Students Critical Thinking Reading Writing Mathematics Humanities Social Sciences Natural Sciences 7,448* 7,448* 7,448* 7,448* 7,448* 7,448* 7,448* Score Standard Deviation ile Critical Social Natural Reading Writing Mathematics Humanities Thinking Sciences Sciences 90 th th th th th Skills s: of Students Each Scaled Score Scaled Score Critical Thinking Reading Writing Mathematics 130 >99 98 >99 > >99 97 >99 > >99 96 >99 > > > <1 < ETS Proficiency Profile 2015 Comparative Data Guide (Unproctored Administrations) Page 8
9 Context-Based s: of Students Each Scaled Score Scaled Score Humanities Social Sciences Natural Sciences 130 >99 >99 > >99 > >99 > > < <1 < *The score distribution used to compute these statistics has been modified, to prevent the statistics from being dominated by a few very large institutions. If an institution contributed more than 900 students to this data set, the score of each of its students has been weighted by the fraction 900/n, where n is the number of students from that institution. For example, if an institution tested 1800 students, the score of each of its students would receive a weight of 900/1800 = 1/2. In computing the statistics, each of its students would count only half as much as a student from an institution that tested 900 or fewer students. Therefore, an institution testing 1800 students would influence the statistics just as much as if it had tested only 900 students. ETS Proficiency Profile 2015 Comparative Data Guide (Unproctored Administrations) Page 9
10 Summary of Proficiency Classifications Sophomore (30-60 semester hours or quarter hours), Associate s Colleges July 2010 through June Total Number of Students Weighted Number of Students 7,815 7,448* of Students Classified Skill Dimension and Level Classified as Proficient Classified as Marginal Classified as Non-Proficient Critical Thinking 3% 7% 90% Reading, Level 2 20% 15% 65% Reading, Level 1 43% 20% 36% Writing, Level 3 4% 16% 80% Writing, Level 2 12% 25% 63% Writing, Level 1 41% 30% 29% Mathematics, Level 3 2% 9% 89% Mathematics, Level 2 13% 22% 65% Mathematics, Level 1 33% 24% 42% *The score distribution used to compute these statistics has been modified, to prevent the statistics from being dominated by a few very large institutions. If an institution contributed more than 900 students to this data set, the score of each of its students has been weighted by the fraction 900/n, where n is the number of students from that institution. For example, if an institution tested 1800 students, the score of each of its students would receive a weight of 900/1800 = 1/2. In computing the statistics, each of its students would count only half as much as a student from an institution that tested 900 or fewer students. Therefore, an institution testing 1800 students would influence the statistics just as much as if it had tested only 900 students. ETS Proficiency Profile 2015 Comparative Data Guide (Unproctored Administrations) Page 10
11 Demographic Summary Sophomore (30-60 semester hours or quarter hours), Associate s Colleges July 2010 through June in Demographic Category Age Unweighted Data Weighted Data* Under 20 15% 16% 20 to 29 57% 58% 30 to 39 17% 16% 40 to 49 8% 8% 50 to 59 3% 3% 60 or more <1% <1% Gender Unweighted Data Weighted Data* Male 34% 35% Female 66% 65% Ethnicity Unweighted Data Weighted Data* African American 8% 8% American Indian/Alaskan Native Asian/Asian American/Pacific Is. 2% 2% 2% 2% Black Hispanic 1% 1% Hispanic 12% 13% Latin American 1% 1% White 69% 69% Other 4% 4% Best Language Unweighted Data Weighted Data* English 80% 80% Other Language 13% 13% Both Equal 6% 6% ETS Proficiency Profile 2015 Comparative Data Guide (Unproctored Administrations) Page 11
12 Enrollment Status Unweighted Data Weighted Data* Full Time 77% 77% Part Time 23% 23% Credit Hours Transferred Unweighted Data Weighted Data* Not a Transfer 72% 72% 0-15 Hours Transferred 10% 10% Hours Transferred 8% 8% >30 Hours Transferred 10% 10% Hours Worked for Wages Unweighted Data Weighted Data* None 25% 25% 1-15 Hours 17% 18% Hours 26% 27% >30 Hours 32% 31% Cumulative GPA Unweighted Data Weighted Data* % 37% % 35% % 21% % 6% % 1% Less than 1.00 <1% <1% *The score distribution used to compute these statistics has been modified, to prevent the statistics from being dominated by a few very large institutions. If an institution contributed more than 900 students to this data set, the score of each of its students has been weighted by the fraction 900/n, where n is the number of students from that institution. For example, if an institution tested 1800 students, the score of each of its students would receive a weight of 900/1800 = 1/2. In computing the statistics, each of its students would count only half as much as a student from an institution that tested 900 or fewer students. Therefore, an institution testing 1800 students would influence the statistics just as much as if it had tested only 900 students. ETS Proficiency Profile 2015 Comparative Data Guide (Unproctored Administrations) Page 12
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