Des Moines Public Schools. Report Card For No Child Left Behind Part 1

Transcription

1 11-5 AGENDA Des Moines Public Schools Report Card For No Child Left Behind Part 1 I hereby present part one of my internal Monitoring Report on Student Achievement in accordance with the monitoring schedule set forth in Board Governance Policy 3.4, Section 5. I certify the information in the report to be true. Date: November 15, 11 Contact: Nancy Sebring

2 Table of Contents Introduction... 3 Demographic Trends... 3 Measurement of Student Performance... 4 Annual Measurable Objectives... 5 Reading Achievement... 7 Mathematics Achievement Growth Rate Schools and Districts In Need Of Assistance This report was prepared by Deborah Caldwell, Mike Szymczuk, and John Tompkins, Assessment Department, Des Moines Schools 2

3 Introduction The No Child Left Behind Act (NCLB) of 1 requires each school district to provide an annual report card to inform stakeholders and the public about the progress of students and schools on indicators of student achievement and other information that relates to student success. The Des Moines Report Card for No Child Left Behind provides districtlevel data to serve as a comparison for buildings as they consider and implement improvement efforts to increase the success of all students. The Des Moines report card contains elements of accountability under NCLB as specified in the No Child Left Behind Act 1111(h)(1)(C)(i). These are listed below: The comparison between the percent of students in each group scoring at proficient level on the Iowa Tests of Basic Skills (ITBS) or the Iowa Tests of Educational Development (ITED) with Iowa s annual measurable objectives (AMO) as required in the Adequate Yearly Progress (AYP) formula. The AMO results represent the performance of students that enrolled in Des Moines public schools for a full academic year in grades 3 to 8 and 11. Trends in student achievement for reading and mathematics for all students in grades 4, 8, and 11. Schools that did not make adequate yearly progress for two consecutive years under NCLB, section 1116, are identified as schools in need of assistance. Schools that have met AYP for one year after being identified as a school in need of assistance are considered to be on delay status. Demographic Trends The picture of an average Des Moines student has been changing over the last few years. In the past five years the percent of students eligible for free or reduced price lunch has risen from 48 percent to 66 percent of all students enrolled, grade k-12. The percent of students who are described as belonging to a minority ethnic group has also increased from 37 percent to over 5 percent of all students. The percent of students who are English Language learners (ELL) has increased from 12 to 15 percent of all students. The percent of students receiving special education services has decreased slightly from 18 to 16.5 percent of all students. Figure 1 shows the trend lines of these four groups over the last five years. 3

4 Percent of District Figure 1 Trends in Enrollment of Des Moines School Subgroups From 6-7 to Low SES ELL Minority Sped Measurement of Student Performance The ITBS and ITED measures what students know and can do at their grade level in reading and mathematics. There are three main achievement levels Developing, Competent, and Advanced. For accountability purposes, the Iowa Department of Education uses the national percentile rank scale from the ITBS and ITED. Developing performance is the range 1-, Competent is 41-89, and Advanced is The Iowa Department of Education has combined the Competent and Advanced performance levels to define a single achievement level called Proficient as a student performance indicator. Consequently, the Proficient range is percentile ranks and the percentile ranks 1- are regarded as Less-than-Proficient. The Iowa Alternate Assessment (IAA) measures what students know and can do at their grade level in reading and mathematics as compared to the Iowa s Alternate 4

5 Achievement Standards and is designed for students with the most significant cognitive disabilities. There are three levels of proficiency for the IAA: basic (non-proficient), proficient, and advanced (proficient and advanced are put together to form proficient for AYP). Annual Measurable Objectives The state s Annual Measurable Objectives (AMO) represent a percentage target of students who meet or exceed the proficient level by grade and subject areas (reading and mathematics). Beginning in 1-11 to 13-14, AMO targets increase approximately 6% every year. The AMO by subject area and grade are the same throughout the state for each public school and each student subgroup. Table 1 shows the AMO targets and student performance for 1-11 in reading and mathematics by grade and subgroup for grades 3 to 8 and 11. The data in Table 1 include the ITBS and ITED assessment results for students that were enrolled in Des Moines for a full academic year, as well as the alternate assessment results for students with disabilities. For accountability purposes, a full academic year is designated for each student who was enrolled on the first day of the testing period in the 9-1 school year and enrolled through the academic year to the first day of the testing period for the 1-11 school year. 5

6 Table 1 Reading and Mathematics 1-11 Department of Education Annual Measurable Objectives Targets vs. Des Moines Public Schools Reading and Mathematics Performance By Grade and Subgroup Reading Subgroup Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade 11 AMO Target All Students Low SES Special Ed ELL African American Asian Latino Native American White Multi Racial Mathematics Subgroup Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade 11 AMO Target All Students Low SES Special Ed ELL African American Asian Latino Native American White Multi Racial

7 Percent Proficient Reading Achievement The reading assessment results of all students in Des Moines public schools are presented in this section. Proficiency of 4 th and 8 th grade students, including subgroups of Latino, White, and students eligible for free/ reduced lunch reached the highest levels in the past 1 years. Subgroups of African-American and ELL 4 th grade students also reached the highest level in the past 1 years. Proficiency of 11 th grade students including subgroups of Special Ed, Latino, White and eligible for free/reduced were at the highest levels in 7 years. Figures 2-16 show trends for grades 4, 8 and 11. Figure 2 Reading proficiency of 4th grade Students in DMPS and Iowa From 6-7 to DMPS Iowa Source: The State Report Card for NCLB, years 7 to 11. 7

8 Percent Proficient Percent Proficient Figure 3 Reading proficiency of 8th grade Students in DMPS and Iowa from 6-7 to DMPS Iowa Source: The State Report Card for NCLB, years 7 to 11. Figure 4 Reading proficiency of 11th grade Students in DMPS and Iowa from 6-7 to DMPS Iowa Source: The State Report Card for NCLB, years 7 to 11. 8

9 Percent The race and ethnicity of Iowa students was collected in a new manner beginning in 9-1. Iowa made this change in accordance to federal government requirements. These changes impact the reporting of disaggregation by race/ethnicity. Trend lines could differ between 8-9 and 9-1 when looking at subgroup data because of the different method of collecting race/ethnicity information. Figure 5 Percent of Des Moines Fourth Grade Students Proficient in Reading by Race/Ethnicity 4-5 to African-Am Asian Hispanic White Multi-Racial

10 Percent Percent Figure 6 Percent of Des Moines Eighth Grade Students Proficient in Reading by Race/Ethnicity 4-5 to African-Am Asian Hispanic White Multi-Racial 57 Figure 7 Percent of Des Moines Eleventh Grade Students Proficient in Reading by Race/Ethnicity 4-5 to African-Am Asian Hispanic White Multi-Racial

11 Percent Percent Figure 8 Percent of Des Moines Fourth Grade Students Proficient in Reading by Socioeconomic Status 4-5 to Low SES Not Low SES Figure 9 Percent of Des Moines Eighth Grade Students Proficient in Reading by Socioeconomic Status 4-5 to Low SES Not Low SES 11

12 Percent Percent Figure 1 Percent of Des Moines Eleventh Grade Students Proficient in Reading by Socioeconomic Status 4-5 to Low SES Not Low SES Figure 11 Percent of Des Moines Fourth Grade Students Proficient in Reading by Special Education Service 4-5 to Sp. Ed. Not Sp. Ed. 12

13 Percent Percent Figure 12 Percent of Des Moines Eighth Grade Students Proficient in Reading by Special Education Service 4-5 to Sp. Ed. Not Sp. Ed. Assessment Figure 13 Percent of Des Moines Eleventh Grade Students Proficient in Reading by Special Education Service 4-5 to Sp. Ed. Not Sp. Ed. 13

14 Percent Percent Figure 14 Percent of Des Moines Fourth Grade Students Proficient in Reading by ELL Status 4-5 to ELL Non ELL Figure 15 Percent of Des Moines Eighth Grade Students Proficient in Reading by ELL Status 4-5 to ELL Non ELL 14

15 Percent Figure 16 Percent of Des Moines Eleventh Grade Students Proficient in Reading by ELL Status 4-5 to ELL Non ELL 15

16 Percent Proficient Mathematics Achievement The mathematics assessment results of all students in Des Moines public schools are presented in this section. The 8 th grade proficiency of White students is the highest in 1 years; the Latino proficiency has increased 25 percent from 1-2 to African- American, special Ed and students eligible for free/reduced lunch have also increased over 1 years by 13, 14 and 15 percent respectively. Figures 17 to 31 show the mathematics trends for all students for grades 4, 8, and 11 and by subgroups. Figure 17 Math proficiency of 4th grade Students in DMPS and Iowa from 6-7 to DMPS Iowa Source: The State Report Card for NCLB, years 7 to

17 Percent Proficient Percent Proficient Figure 18 Math proficiency of 8th grade Students in DMPS and Iowa from 6-7 to DMPS Iowa Source: The State Report Card for NCLB, years 7 to 11. Figure 19 Math proficiency of 11th grade Students in DMPS and Iowa from 6-7 to DMPS Iowa Source: The State Report Card for NCLB, years 7 to

18 Percent Percent Figure Percent of Des Moines Fourth Grade Students Proficient in Mathematics by Race/Ethnicity 4-5 to African-Am Asian Hispanic White Multi-Racial s The data include the ITP (Iowa Testing Programs) test results and the results for Iowa s Alternate Figure 21 Percent of Des Moines Eighth Grade Students Proficient in Mathematics by Race/Ethnicity 4-5 to African-Am Asian Hispanic White Multi-Racial

19 Percent Percent Figure 22 Percent of Des Moines Eleventh Grade Students Proficient in Mathematics by Race/Ethnicity 4-5 to African-Am Asian Hispanic White Multi-Racial Figure 23 Percent of Des Moines Fourth Grade Students Proficient in Mathematics by Socioeconomic Status 4-5 to Low SES Not Low SES 19

20 Percent Percent Figure 24 Percent of Des Moines Eighth Grade Students Proficient in Mathematics by Socioeconomic Status 4-5 to Low SES Not Low SES Figure 25 Percent of Des Moines Eleventh Grade Students Proficient in Mathematics by Socioeconomic Status 4-5 to Low SES Not Low SES

21 Percent Percent Figure 26 Percent of Des Moines Fourth Grade Students Proficient in Mathematics by Special Education Service 4-5 to Sp. Ed. Not Sp. Ed. Figure 27 Percent of Des Moines Eighth Grade Students Proficient in Mathematics by Special Education Service 4-5 to Sp. Ed. Not Sp. Ed. 21

22 Percent Percent Figure 28 Percent of Des Moines Eleventh Grade Students Proficient in Mathematics by Special Education Service 4-5 to Sp. Ed. Not Sp. Ed. Figure 29 Percent of Des Moines Fourth Grade Students Proficient in Mathematics by ELL Status 4-5 to ELL Non ELL 22

23 Percent Percent Figure 3 Percent of Des Moines Eighth Grade Students Proficient in Mathematics by ELL Status 4-5 to ELL Non ELL Figure 31 Percent of Des Moines Eleventh Grade Students Proficient in Mathematics by ELL Status 4-5 to ELL Non ELL The data include the ITP (Iowa Testing Programs) test results and the results for Iowa s Alternate 23

24 Growth Rate Comparison of proficiency trends of a specific grade over time is one way to view student achievement. Another view is to show the average growth of students from one grade to the next. Using the national standard score as the measurement scale, a comparison was made of the growth in the average standard score of 3 rd graders in 9-1 and the score of 4 th graders in All schools in Heartland AEA were compared and grouped according to size of the grade level in the district. The average growth was approximately 23 points for schools of all sizes. The growth rate in Des Moines was consistent with other districts. Figures 31 and 32 show the change in growth by school grade level size. Figure 32 Growth in Average National Standard Scores of Mathematics Total between Full Academic Year students in 3rd grade and 4th Grade ITBS Mathematics Total Between 9-1 and 1-11 For Districts within Heartland AEA 11 by District Grade Level Size Category Grade 3 Grade 4 N = 1 to N = 51 to N = 11 to N = 151 to N = 1 to Des Moines

25 Figure 33 Growth in Average National Standard Scores of Reading Comprehension between Full Academic Year students in 3rd grade and 4th Grade ITBS Reading Comprehension Between 9/1 and 1/11 for Districts within Heartland AEA 11 by District Grade level Size Category Average NSS Grade 3 Grade 4 N = 1 to N = 51 to N = 11 to N = 151 to N = 1 to Des Moines

26 Schools and Districts In Need Of Assistance Under the No Child Left Behind Act (NCLB), public school districts and public schools must report the academic progress of all students in grades 3 to 8 and 11. Student academic progress is reported by subgroups and their test participation rates in the subject areas of reading and mathematics. Public elementary and middle school average daily attendance (ADA) rates and public high school graduation rates are the other academic indicators for public school districts. If a school does not meet the annual AYP state participation goals or state AMO in reading or mathematics assessment in either the all students group or any one of the subgroups for two consecutive years, it is designated as a school in need of assistance. If a school does not meet the goals for its other academic indicator (K to 8 average daily attendance rate or high school graduation rate) for two consecutive years, it is also identified as a school in need of assistance. Schools remain identified until they have met AYP for two consecutive years. If a district does not meet the annual Adequate Yearly Progress (AYP) state participation goals or state Annual Measurable Objectives (AMO) in either the all students group or any one of the subgroups within the required grade spans (3 to 5, 6 to 8, and 11) in the same subject area (either reading or mathematics) for two consecutive years, it shall be identified as a district in need of assistance. If a district does not meet the goals for district level K to 8 average daily attendance rate and high school graduation rate for two consecutive years, it also shall be identified as a district in need of assistance. Districts remain identified until they have met AYP for two consecutive years. Table 2 shows the status of the Des Moines schools as SINA, watch, delay status or removed. Watch status refers to the first year a school does not meet AYP goals. Delay status means that a school met AYP, but remains on the list until meeting the goal for two consecutive years. Removed means that the school has met AYP and is no longer on the Watch or SINA list. Based on 1-11 performance, 48 of 58 (82.8 percent) of Des Moines public schools were identified as a school in need of assistance for the school year. While the percent of schools identified in the state has increased by 4.9% from the previous year, Des Moines had only a slight increase of.7% from 82.1 percent. The reason for this is that even though many schools in Des Moines are listed as schools in need of assistance, many are making growth and meeting their AMO goals. Of the schools in need of assistance, 18 of 48 (37.5 percent) met the AMO goal for at least one of the content areas. Table 3 shows all Des Moines schools that met their AMO goals for Nineteen schools listed in bold lettering in are schools that met AYP in 1-11 when they had not met AYP in 9-1. This is evidence of increased achievement, especially since the AMO goals increased by approximately six percent from the 9-1 school year. 26

27 Table AYP Notification of SINA and WATCH status as of July 25, 11 READING MATH Participation AMO Participation AMO Other Indicator East REMOVED SINA-6 REMOVED SINA-6 REMOVED- Hoover Met SINA-5 Met SINA-7 REMOVED- Lincoln Met SINA-6 Met SINA-6 REMOVED- North REMOVED Delay-2 REMOVED SINA-3 REMOVED- Roosevelt Met SINA-5 REMOVED SINA-4 Met Scavo SINA-7 SINA-3 SINA-7 SINA-3 Delay-2 Brody Met SINA-3 Met SINA-3 SINA-1 Callanan Met SINA-5 Met SINA-4 Met Goodrell Met SINA-4 Met SINA-5 Met Harding Met SINA-6 Met SINA-5 MET Hiatt Met SINA-6 Met SINA-6 Watch Hoyt Met SINA-6 Met SINA-2 Met McCombs Met SINA-3 Met SINA-8 Watch Meredith Met SINA-8 Met SINA-8 Met Merrill Met SINA-8 Met SINA-5 Met Weeks Met SINA-3 Met SINA-3 Watch Brubaker Met REMOVED Met Delay-2 Met Capitol View Met SINA-3 Met SINA-3 Watch Carver Met SINA-2 Met SINA-3 Met Cattell Met Delay-2 Met SINA-2 Met Edmunds Met SINA-2 Met SINA-1 Met Findley Met Delay-3 Met SINA-3 Met Garton Met Delay-2 Met Delay-2 Met Greenwood Met SINA-3 Met SINA-1 Met Hillis Met Removed Met SINA-3 Met Howe Met Delay-2 Met SINA-3 Met Hubbell Met Delay-2 Met SINA-1 Met Jackson Met SINA-4 Met Delay-1 Met King Met Delay-1 Met SINA-5 Met Lovejoy Met SINA-3 Met Delay-2 Met Madison Met SINA-3 Met SINA-1 Met McKinley Met SINA-3 Met SINA-3 Met Monroe Met Delay-4 Met SINA-3 Met Morris Met SINA-3 Met SINA-2 Met Moulton Met SINA-4 Met SINA-4 Met Oak Park Met Met Met Delay-2 Met Orchard Place Met SINA-1 Met SINA-1 Met Park Ave. Met REMOVED Met SINA-2 Met Perkins Met SINA-3 Met Watch Met River Woods Met Delay-2 Met Delay-2 Met Samuelson Met SINA-2 Met SINA-2 Met Smouse Met REMOVED Met Delay-2 Met South Union Met SINA-5 Met SINA-4 Met Stowe Met SINA-3 Met SINA-1 Met Studebaker Met SINA-1 Met REMOVED Met Willard Met SINA-3 Met SINA-2 Met Windsor Met REMOVED Met Delay-2 Met Wright Met SINA-3 MET SINA-3 Met 27

28 Table 3 DES MOINES SCHOOLS THAT MET AYP GOALS IN 1-11 Reading North Brubaker Cattell Cowles DSM Charter Downtown Findley Garton Gateway Hanawalt Hillis Howe Hubbell Jefferson King Monroe Oak Park Park Ave Phillips Pleasant Hill River Woods Smouse Walnut Street Windsor Van Meter Math Brubaker Cowles DSM Charter Downtown Garton Gateway Hanawalt Jackson Jefferson Lovejoy Oak Park Phillips Pleasant Hill River Woods Smouse Studebaker Walnut Street Windsor Van Meter Source: IA Department of Education, Final AYP Decision 28

29 Based on 1-11 performance, 3 of 359 (8.4 percent) public school districts were identified as a district in need of assistance for the school year. There were 1,1 Iowa public schools that provided services to students in grades K to 12. A total of 415 public schools (29.6 percent) were identified as a school in need of assistance, up from 24.9 percent of public schools identified as in need of assistance for the 1-11 school year. Table 4 shows a list of all districts in Iowa in need of assistance. Table 4 DISTRICTS IN NEED OF ASSISTANCE FOR SCHOOL YEAR BASED UPON PREVIOUS SCHOOL YEARS PERFORMANCE District Math Proficiency Reading Proficiency Atlantic Delay-1 Bettendorf DINA-1 Burlington DINA-2 DINA-1 Cedar Rapids DINA-5 DINA-6 Clinton Delay-2 DINA-5 Council Bluffs DINA-6 DINA-6 Davenport DINA-6 DINA-7 Denison Delay-2 DINA-3 Des Moines DINA-3 DINA-5 Dubuque DINA-3 DINA-3 Estherville Lincoln Central DINA-1 Fort Dodge DINA-3 DINA-7 Iowa City DINA-6 DINA-6 Keokuk Delay-2 Lewis Central DINA-2 Linn-Mar DINA-1 Marshalltown DINA-6 DINA-3 Mason City DINA-1 DINA-3 Mount Pleasant DINA-2 Muscatine DINA-2 Newton DINA-2 Delay-2 Oskaloosa DINA-1 Ottumwa DINA-3 DINA-5 Perry DINA-2 Sioux City DINA-6 DINA-6 South Tama County DINA-2 Storm Lake DINA-1 Vinton-Shellsburg Delay-1 Waterloo DINA-6 DINA-6 West Des Moines DINA-3 DINA-2 Source: Iowa Department of Education, Division of Learning and Results, Adequate Yearly Progress Report. 29