STAR Test Results

1
STAR Test Results

• Superintendents Report to the Board of Education
• August 19, 2004

2
Key Facts about the 2004 STAR Program

• The Standardized Testing and Reporting (STAR)
  Program was authorized by Senate Bill 376 in 1997.

3
Legal Requirements

• All students in grades 2 through 8 will be tested
  in reading, language, spelling and math.
• All students in grades 9 through 11 will be
  tested in reading, language, math, and science.
• All students in grades 8, 10, and 11 will be
  tested in history-social science.
• All students in grade 5 will be tested in
  science.

4
Spring 2004 4 components of STAR

• CAT/6 Survey
• CAPA
• SABE/2
• California Standards Tests

5

• The STAR program requires that all California
  public school students in grades two through
  eleven take a national norm-referenced
  achievement test in English each spring to
  measure achievement in basic academic knowledge
  and skills.
• This test is the CAT/6 Survey.

6
CAT/6 Survey

• The CAT/6 Survey compares California students to
  other students nationally.

7
Special Students

• Students with significant cognitive disabilities
  take CAPA (about 1.5 of the population in the
  state).
• Spanish-speaking ELL students who have been in
  California public schools less than 12 months
  take the SABE/2 test in reading, and mathematics.

8
A Test for California Schools

• The California Standards Tests (CSTs) were
  developed specifically for California, and are
  aligned with the state-adopted academic standards
  that describe what students should know and be
  able to do in each grade and subject tested.

9
California Standards Tests

• CST are aligned with State Board Adopted
  California Content Standards.
• All CSTs use multiple choice questions.
• Grades 4 and 7 also take a writing test.

10
CSTs

• The CSTs in English-language arts and mathematics
  for grade 2 through 11 became part of the STAR
  Program in 1999.
• CSTs in history-social science and science for
  selected grades were added in 2001.
• Grade 4 and 7 writing began in 2001.

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CSTs

• CAPA was added in 2003.
• Grade 5 science was added in 2004.

12
Grade 8 9 Mathematics

• Algebra is the State Standards-based class for
  Grade 8.
• If a student in grade 8 or 9 is working below
  grade level in math, they take the General
  Mathematics Test, which is based on grade 6 and 7
  standards.

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Mathematics CSTs

• CSTs in math for grades 8 through 11 are tied to
  specific courses
• Algebra I
• Algebra II
• Geometry
• High School Summative Math

This test includes Algebra I, Algebra II, and
Geometry.
14
Science CSTs

• CSTs in science for grades 9 through 11 are tied
  to specific courses
• Earth Science
• Biology
• Chemistry
• Physics

Tests can be taken in any order.
15
CST Scoring

• CSTs compare how well students achieve the
  state-adopted content standards.
• Tests are criterion-referenced.

16
Performance Levels

• Performance Level Setting Panels recommended
  score ranges for each content area, with input
  from regional public hearings.

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5 Levels were Adopted

• Advanced
• Proficient
• Basic
• Below Basic
• Far Below Basic

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What makes test scores change?

• Alignment of Curriculum with the Test
• Effective Teaching Addressing Individual Student
  Learning Needs
• Testing Conditions
• Motivation
• Changing Demographics

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How did we do?

• CAT/6 Tests
• Districts with ELL students usually score lower
  in reading than in math compared to national
  norms. We have 34 ELL students.
• About 38 of our students scored at the 50th
  percentile in reading in 2002-2003 and 2003-2004.
• Grades 2, 3, 7 8 scored higher in 04.
• This test was administered last.

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CAT/6 Math Scores were higher

• Approximately 49 of our students scored at or
  above the 50th percentile.
• This is a small increase from last year
  (approximately 1).
• Math achievement at this level is every
  districts goalabout ½ of all students score
  above and ½ below the national average.
• Scores fluctuate naturally each year.

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National Norm
50th ile
Note that students scores increase in high
school grades.
22
National Norm
23
California Standards Tests (CSTs)

• The overall goal is to move students up to
  Proficient or Advanced.
• Educational Testing Service (ETS) states that a
  5 or more CST change is meaningful in a single
  year.
• Smaller changes may indicate trends.

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CST Elementary English Language Arts
By grade 5, our students performance is very
close to Statewide levels. Grades 2 exceeds
Statewide performance Grades 3 4 are
approaching it.
25
CST Elementary Math
Greater numbers of students are scoring
Proficient and Advanced than Statewide at all
grade levels. BB and FBB are decreasing.
26
Middle Schools
Note Scores increase from Grade 6 to Grade 7 in
ELA and Math. HLPUSD Grade 7 math outperforms
Statewide average scoring Proficient Advanced.
27
Grade 8
Grade 8 Algebra I and History Social Science
scores exceed Statewide averages scoring
Proficient and Advanced.
28
Secondary English
Percents of students scoring Proficient and above
increased in grades 9 10.
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Algebra I Test-Takers Double
30
Algebra I
Grade 8 9 outscore the State in percent scoring
Advanced Proficient)
31
Geometry
55 9th Graders score Proficient or Advanced,
compared to 33 Statewide. Overall HLPUSD is
comparable to the State.
32
Algebra II
34 score Proficient and higher in HLPUSD in
2003-2004, compared to 24 in the State.
33
Earth Science
Note District scores are higher scores in grades
9 10 than last year, and fewer students are
scoring in Below Basic and Far Below Basic.
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The Percent of Students Scoring Far Below Basic
and Below Basic is Decreasing.
35
Biology
The number of students tested more than doubled,
from 925 to 1922. While scores decreased somewhat
when testing additional students, results are
similar to statewide results Fewer scored FBB in
9 11.
36
Chemistry
707 tested in 2003-04732 in 2002-03. Students
scored lower in 03-04. Teacher training is
planned in strategies to address learning styles.
37
Physics
HLPUSD Physics Outscores the State in each grade
and by 13 in students scoring Proficient and
Advanced at End of Course .
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Individual Schools

• Scores vary by school by grade by teacher and by
  test.
• Site level teams will analyze scores.
• Data can be disaggregated down to the individual
  student level through use of student reports and
  IDMS.
• School plans will set the course of action based
  upon the data.
• District support will be provided based upon the
  specific needs of each school site.
• Please refer to your packet for individual school
  results.

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Summary Information

• Increases in CAT/6 ELA scores show an upward
  movement from grades 3 through 11. Math
  achievement is comparatively higher than ELA.
• Based on preliminary estimates, API scores at
  most elementary and middle schools are expected
  to rise due to more students scoring proficient
  and advanced.
• Testing greater numbers of students in high
  school math and science produced proportionately
  more students scoring higher.
• API scores at the high school levels are
  estimated to rise based on increased
  participation in math and science testing.

40
CAPA and SABE/2

• Data on CAPA and SABE/2 will be presented in
  written summary format at a later date. 98
  students participated in CAPA. 110 students took
  SABE.
• Upcoming Events API Release is Scheduled for
  Aug. 31, 2004. Look for a presentation in
  September.

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Next steps

• Continue emphasis on effective first teaching and
  effective use of the Districts instructional
  materials.
• Emphasize ongoing analysis of Interim Test data
  to guide instructional delivery and re-teaching.
• Immediate intervention will take place in areas
  of need based on teacher monitoring of student
  learning.
• Movement of all students out of Far Below Basic
  and Below Basic achievement on California State
  Standards will take place.

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Next steps K-5

• Data shows need for emphasis of training of K-5
  teachers in areas of need
• English-Language Arts Standards Clusters Word
  Analysis and vocabulary development, reading
  comprehension, and written conventions
• Math the effective use of the instructional
  program in number sense, algebra, and functions.

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Next steps Science

• Focus on writing in the science content area and
  continue hands-on inquiry based program.

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Next steps Special Education

• Provide more services in the General Education
  environment to Special Education students in the
  secondary level. Emphasize co-teaching and
  collaboration.
• Intensive reading intervention for Special
  Education students at the elementary level.

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Next steps Secondary

• Training and classroom support in content for new
  secondary science teachers.
• Continue to work with secondary science teachers
  on analyzing achievement data and using Inquiry
  Based Teaching Strategies.
• Continue implementation of new secondary ELA
  materials.
• Training will be delivered in algebra content and
  strategies.

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Next steps English learners

• Effectively implement ELD materials with ongoing
  monitoring of achievement of English Learners
• Offer additional GLAD institutes for training for
  teachers
• Ensure appropriate EL class placement and use of
  the APPEL monitoring tool at the secondary level.

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Next steps

• Specific and direct guidance will be given to
  schools with the greatest need.
• Emphasis will be placed on our commitment to
  equity in access to grade level standards,
  effectively delivering challenging curriculumand
  high achievement for all subgroups.