School Value-Added Report: EDISON HIGH

Transcription

1 School Value-Added Report: EDISON HIGH Introduction This document contains your school's value-added information and supplemental achievement data. Value-added estimates are a key component of MPS' school accountability system and one of the measures in the MPS principal evaluation system. Your value-added estimate represents your school's impact on student learning by comparing your students' growth to similar students across MPS. Your value added can be high even if your students are not proficient. We hope that this document helps you make your value-added estimate(s) more meaningful. If you have any questions or suggestions for improving this report, please tequestions@mpls.k12.mn.us.

2 Overall value added The table and graph below shows your value-added estimate for all grades combined. The value-added scale ranges from 0-6, and the average is 3. The colored points on the graph show your value-added estimate for each subject. The color of each point corresponds to where your value added is compared to the average. Each value-added estimate on the graph is surrounded by a confidence interval line of the same color. A confidence interval represents the margin of error around your estimate. The length of this line represents the possible range of your value-added estimate. Your true estimate could fall anywhere on that line, with the colored point being the best estimate. Overall value added by subject Subject Number of students Estimate Confidence interval District average District comparison Math Above Reading Above Overall value added by subject Subject Math Reading Legend Far above Above Comparable Below Far below Value-added estimate

3 How does our overall value added compare to other schools'? The graph below shows how your school's overall value added compares to other schools'. Your site is shown as a colorful shape indicating your site's value-added estimate and inference about growth compared to the average. The vertical dashed line indicates the average value added of 3.0. The horizontal dashed line indicate the average of standardized pre-test scores. This is a way of looking at prior achievement. You can use this graph to determine where your students started out in terms of prior achievement and how much they learned over the year. For example, schools in the bottom right quadrant had students who started the school year with low achievement on average but exhibited high value-added growth thanks to their school. 1 Overall value added compared to other schools' Mean pre-test score (standardized) EDISON HIGH 4.58 EDISON HIGH Math Reading Legend Far above Above Comparable Below Far below Other MPS school Value-added estimate

4 Value added by subject and grade The table and graph below summarize your value-added estimate for each subject and grade level. Value added by subject and grade Subject Grade Number of students Estimate Confidence interval District comparison Math Above Reading Comparable Reading Comparable Math Above Value added by subject and grade Grade Math Reading Legend Far above Above Comparable Below Far below Value-added estimate

5 Grade 9 math How did our grade 9 math students grow academically? The graph below splits your students in half based on where they entered your class. The two halves are classified as your "higher achieving" students and your "lower achieving" students. This allows you to see what kind of growth both of these groups made. In the graph, your students are shown as colorful shapes. The diagonal black line represents the average score. Students above that line grew more than average. Students below the line grew less than average. Overall, 62% of your students grew more than average. The gray dots represent all other students in MPS who are in the same grade and subject as your students. Among your students: 16% were lower-achieving and exhibited 35% were lower-achieving but exhibited 22% were higher-achieving but exhibited 27% were higher-achieving and exhibited. Actual scores compared to scores predicted by pre-test scores only 278 Post-test score Classification Taught by another Pre-test score 875

6 The following table allows you to see for each demographic group the percentage of your grade 9 math students in each of the four growth categories. Demographic Achievement and growth of student groups Female 18% 31% 27% 24% English learner 17% 33% 28% 22% Special education 25% 42% 8% 25% Poverty 14% 39% 25% 22% Mobile 0% 100% 0% 0% Hispanic or Latino 8% 38% 31% 23% Asian or Pacific Islander 29% 14% 57% 0% American Indian 14% 57% 0% 29% African American 18% 41% 21% 21%

7 Value added by strand: Grade 9 math The following table and graph show your grade 9 math value added by strand. The purpose of this information is to provide more nuanced and diagnostic information on your value added estimate. For example, if one strand is lower than the others, then devoting more time to that content could improve students' overall learning and your overall value-added estimate in the coming year. Strand Number of students Value added by strand Estimate Confidence interval District average District comparison Algebra Above Data Analysis and Probability Geometry and Measurement Above Comparable Number and Operation Above Value added by strand Algebra 4.61 Strand Data Analysis and Probability Geometry and Measurement Legend Far above Above Comparable Below Far below Number and Operation Value-added estimate

8 What were the characteristics of our grade 9 math students? The following table summarizes the average pre- and post-test scores of your grade 9 math students. Average test scores Test Subject Average score Spring 2016 Measures of Academic Progress (MAP) Math Spring 2015 Minnesota Comprehensive Assessment (MCA) Math Spring 2015 Minnesota Comprehensive Assessment (MCA) Reading In addition to prior academic achievement (i.e., pre-test scores), the value-added model adjusts for student demographics. The following table shows your students' demographic characteristics. Student characteristics Demographic Percentage Female 58% English learner 23% Special education 16% Poverty 90% Mobile 1% Hispanic or Latino 17% Asian or Pacific Islander 9% American Indian 9% African American 51%

9 Grade 9 reading How did our grade 9 reading students grow academically? The graph below splits your students in half based on where they entered your class. The two halves are classified as your "higher achieving" students and your "lower achieving" students. This allows you to see what kind of growth both of these groups made. In the graph, your students are shown as colorful shapes. The diagonal black line represents the average score. Students above that line grew more than average. Students below the line grew less than average. Overall, 67% of your students grew more than average. The gray dots represent all other students in MPS who are in the same grade and subject as your students. Among your students: 16% were lower-achieving and exhibited 35% were lower-achieving but exhibited 18% were higher-achieving but exhibited 31% were higher-achieving and exhibited. Actual scores compared to scores predicted by pre-test scores only 261 Post-test score Classification Taught by another Pre-test score

10 The following table allows you to see for each demographic group the percentage of your grade 9 reading students in each of the four growth categories. Demographic Achievement and growth of student groups Female 18% 35% 19% 27% English learner 33% 48% 10% 10% Special education 0% 67% 0% 33% Poverty 18% 38% 17% 27% Mobile 0% 50% 0% 50% Hispanic or Latino 17% 22% 22% 39% Asian or Pacific Islander 30% 30% 30% 10% American Indian 0% 71% 0% 29% African American 20% 44% 9% 27%

11 Value added by strand: Grade 9 reading The following table and graph show your grade 9 reading value added by strand. The purpose of this information is to provide more nuanced and diagnostic information on your value added estimate. For example, if one strand is lower than the others, then devoting more time to that content could improve students' overall learning and your overall valueadded estimate in the coming year. Strand Number of students Value added by strand Estimate Confidence interval District average District comparison Informational Text Comparable Literature Comparable Vocabulary Acquisition and Use Comparable Value added by strand Informational Text 3.77 Strand Literature 3.69 Legend Far above Above Comparable Below Far below Vocabulary Acquisition and Use Value-added estimate

12 What were the characteristics of our grade 9 reading students? The following table summarizes the average pre- and post-test scores of your grade 9 reading students. Average test scores Test Subject Average score Spring 2016 Measures of Academic Progress (MAP) Reading Spring 2015 Minnesota Comprehensive Assessment (MCA) Reading Spring 2015 Minnesota Comprehensive Assessment (MCA) Math In addition to prior academic achievement (i.e., pre-test scores), the value-added model adjusts for student demographics. The following table shows your students' demographic characteristics. Student characteristics Demographic Percentage Female 61% English learner 21% Special education 3% Poverty 82% Mobile 2% Hispanic or Latino 18% Asian or Pacific Islander 10% American Indian 7% African American 44%

13 Grade 10 reading How did our grade 10 reading students grow academically? The graph below splits your students in half based on where they entered your class. The two halves are classified as your "higher achieving" students and your "lower achieving" students. This allows you to see what kind of growth both of these groups made. In the graph, your students are shown as colorful shapes. The diagonal black line represents the average score. Students above that line grew more than average. Students below the line grew less than average. Overall, 65% of your students grew more than average. The gray dots represent all other students in MPS who are in the same grade and subject as your students. Among your students: 19% were lower-achieving and exhibited 31% were lower-achieving but exhibited 16% were higher-achieving but exhibited 34% were higher-achieving and exhibited. Actual scores compared to scores predicted by pre-test scores only 1075 Post-test score 1050 Classification Taught by another Pre-test score 261

14 The following table allows you to see for each demographic group the percentage of your grade 10 reading students in each of the four growth categories. Demographic Achievement and growth of student groups Female 20% 27% 15% 39% English learner 50% 30% 10% 10% Special education 0% 100% 0% 0% Poverty 21% 36% 12% 30% Mobile 0% 50% 0% 50% Hispanic or Latino 29% 36% 14% 21% Asian or Pacific Islander 14% 14% 14% 57% American Indian 25% 38% 0% 38% African American 26% 39% 9% 26%

15 Value added by strand: Grade 10 reading The following table and graph show your grade 10 reading value added by strand. The purpose of this information is to provide more nuanced and diagnostic information on your value added estimate. For example, if one strand is lower than the others, then devoting more time to that content could improve students' overall learning and your overall valueadded estimate in the coming year. Value added by strand Strand Number of students Estimate Confidence interval District average District comparison Informational Text Comparable Literature Comparable Value added by strand Strand Informational Text Literature Legend Far above Above Comparable Below Far below Value-added estimate

16 What were the characteristics of our grade 10 reading students? The following table summarizes the average pre- and post-test scores of your grade 10 reading students. Average test scores Test Subject Average score Spring 2016 Minnesota Comprehensive Assessment (MCA) Reading Spring 2015 Measures of Academic Progress (MAP) Reading Spring 2015 Measures of Academic Progress (MAP) Math In addition to prior academic achievement (i.e., pre-test scores), the value-added model adjusts for student demographics. The following table shows your students' demographic characteristics. Student characteristics Demographic Percentage Female 60% English learner 15% Special education 6% Poverty 82% Mobile 3% Hispanic or Latino 21% Asian or Pacific Islander 10% American Indian 12% African American 34%

17 Grade 11 math How did our grade 11 math students grow academically? The graph below splits your students in half based on where they entered your class. The two halves are classified as your "higher achieving" students and your "lower achieving" students. This allows you to see what kind of growth both of these groups made. In the graph, your students are shown as colorful shapes. The diagonal black line represents the average score. Students above that line grew more than average. Students below the line grew less than average. Overall, 89% of your students grew more than average. The gray dots represent all other students in MPS who are in the same grade and subject as your students. Among your students: 9% were lower-achieving and exhibited 42% were lower-achieving but exhibited 2% were higher-achieving but exhibited 48% were higher-achieving and exhibited Actual scores compared to scores predicted by pre-test scores only Post-test score Classification Taught by another Pre-test score 875

18 The following table allows you to see for each demographic group the percentage of your grade 11 math students in each of the four growth categories. Demographic Achievement and growth of student groups Female 16% 42% 3% 39% English learner 18% 82% 0% 0% Special education 25% 25% 0% 50% Poverty 13% 48% 2% 37% Mobile 0% 0% 0% 0% Hispanic or Latino 14% 36% 0% 50% Asian or Pacific Islander 0% 36% 0% 64% American Indian 0% 100% 0% 0% African American 20% 35% 5% 40%

19 Value added by strand: Grade 11 math The following table and graph show your grade 11 math value added by strand. The purpose of this information is to provide more nuanced and diagnostic information on your value added estimate. For example, if one strand is lower than the others, then devoting more time to that content could improve students' overall learning and your overall value-added estimate in the coming year. Strand Number of students Value added by strand Estimate Confidence interval District average District comparison Algebra Above Data Analysis and Probability Geometry and Measurement Above Above Value added by strand Algebra 4.5 Strand Data Analysis and Probability Geometry and Measurement Legend Far above Above Comparable Below Far below Value-added estimate

20 What were the characteristics of our grade 11 math students? The following table summarizes the average pre- and post-test scores of your grade 11 math students. Average test scores Test Subject Average score Spring 2016 Minnesota Comprehensive Assessment (MCA) Math Spring 2013 Minnesota Comprehensive Assessment (MCA) Math Spring 2015 Minnesota Comprehensive Assessment (MCA) Reading In addition to prior academic achievement (i.e., pre-test scores), the value-added model adjusts for student demographics. The following table shows your students' demographic characteristics. Student characteristics Demographic Percentage Female 48% English learner 17% Special education 6% Poverty 71% Mobile 0% Hispanic or Latino 22% Asian or Pacific Islander 17% American Indian 5% African American 31%