2005 NAEP Results

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2005 NAEP Results
San Diego City Schools

• Mathematics

Board of Education Workshop January 17, 2006
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National Assessment of Educational Progress
(NAEP)

• The Nations Report Card
• Authorized by Congress in 1969
• Operational Oversight by the National Center for
  Education Statistics (NCES)
• Policy Oversight by the National Assessment
  Governing Board (NAGB)
• Survey-based assessment with content aligned
  with frameworks developed by NAGB through a
  national consensus process

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NAEPTrial Urban District Assessment (TUDA)

• TUDA was piloted in 2002 in 6 volunteer
  districts San Diego City Schools participated in
  2003 and 2005
• 10 large, urban districts participated in 2005
• TUDA provides district-level results in Reading
  and Mathematics at Grades 4 and 8

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2002-2005 Trial Urban District Assessment
(TUDA) Participation
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2005 Trial Urban District Assessment (TUDA)
Results

• Nationwide, Large Central City, and Districtwide
  Results
• Only Public School Data Reported in TUDA
• Average scale scores (0 500)
• Four Performance/Achievement Levels
• Below Basic, Basic, Proficient, and Advanced
• Subgroups
• Female, Male, White, Black, Hispanic,
  Asian/Pacific Islander, American Indian/Alaska
  Native, and Eligible/Not Eligible for
  Free/Reduced Price Meals
• As defined by the census with populations of
  250,000 or more.

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NAEP Item Types

• Multiple Choice
• Constructed Response

NAEP Achievement Levels

• Advanced Superior Performance
• Proficient Solid Academic Performance
• Basic Partial Mastery
• Below Basic

See Pages 16 and 20 of NAEP Trial Urban District
Assessment Mathematics 2005 booklet for
additional descriptors.
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2003-2005 Trial Urban District Assessment (TUDA)
Results
Grade 4 Mathematics ResultsStudent Percentages
at each NAEP Achievement Level
San Diego City Schools
34
2003
18
46
2
2005
45
26
25
4
Large Central City
2003
37
43
18
2
2005
32
43
21
3
Nation
2003
24
45
28
4
2005
30
44
21
5
Below Basic
Basic
Advanced
Proficient
As defined by the census with populations of
250,000 or more.
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2005 Trial Urban District Assessment Subgroup
Results
Grade 4 Mathematics Results
Bold items indicate statistically significantly
different scores from 2003 to 2005.
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2003-2005 Trial Urban District Assessment
District Comparisons
Grade 4 Mathematics Results
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2003-2005 Trial Urban District Assessment
District Comparisons
Grade 4 Mathematics
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2003-2005 Trial Urban District Assessment
District Comparisons
Grade 4 Mathematics
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2003-2005 Trial Urban District Assessment (TUDA)
Results
Grade 8 Mathematics ResultsStudent Percentages
at each NAEP Achievement Level
San Diego City Schools
47
2003
16
35
2
2005
39
39
18
4
Large Central City
2003
49
34
14
3
2005
47
34
15
4
Nation
2003
33
39
22
5
2005
23
39
32
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Below Basic
Basic
Advanced
Proficient
As defined by the census with populations of
250,000 or more.
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2005 Trial Urban District Assessment (TUDA)
Subgroup Results
Grade 8 Mathematics Results
Bold items indicate statistically significantly
different scores from 2003 to 2005.
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2003-2005 Trial Urban District Assessment
District Comparisons
Grade 8 Mathematics Results
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2003-2005 Trial Urban District Assessment
District Comparisons
Grade 8 Mathematics
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2003-2005 Trial Urban District Assessment
District Comparisons
Grade 8 Mathematics
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NAEP Cut Scores

• Grade 4
• Basic 214
• Proficient 249
• Advanced 282
• Grade 8
• Basic 262
• Proficient 299
• Advanced 333

Since the SDCS Grade 4 average scale score is
232, our students are, on average, performing in
the mid-Basic range.
Since SDCS Grade 8 average scale score is 270,
our students are, on average, performing in the
mid-Basic range.
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Mathematics
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Actions we take

• What we teach
• How we teach so that students build strong
  mathematical skills, knowledge and understanding.

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What we teach

• Clearly defined by California state standards
• Big ideas/mathematical concepts
• Focus on algebraic thinking
• Balanced mathematical curriculum

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Balanced Mathematics Curriculum

• Computational and procedural fluency
• Conceptual understanding
• Problem-solving
• Mathematical reasoning

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NAEP Item Map- Grade 4

• Advanced-
• Identify an equation to describe a pattern given
  in a table
• Identify a number sentence to match a situation
• Proficient-
• Determine missing numbers in number sentences
• Represent a situation with an algebraic
  expression
• Basic-
• Determine the next number in a given pattern
• Subtract two digit numbers to solve a story
  problem

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NAEP Item Map- Grade 8

• Advanced-
• Determine how many boxes of tile are needed
• Determine the effect of increasing the value of
  one variable
• Proficient-
• Solve a story problem involving percent increase
• Determine the sixth term in a pattern
• Basic-
• Convert a written number to decimal form
• Solve a story problem with multiple operations

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How we teach

• The quality of instruction is the single most
  important component of an effective mathematics
  program.
• California Mathematics Framework
• page 12

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Quality Instruction

• Deep understanding of mathematics and the content
  standards
• Research-based instructional strategies
• Organize instruction around goals
• Use results of assessment to guide instruction

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(No Transcript)
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Knowing Mathematics

• Building skill and proficiency in number and
  operations
• Building algebraic reasoning

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Lens for First Grade Classroom Episode

• Background
• What to watch for
• Students making meaning of numbers
• Students engaged in their own thinking and the
  thinking of others
• Excitement of students learning significant
  mathematics
• High expectations for students

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Knowing Mathematics

• The school cafeteria has 347 ice-cream bars in
  one box and 48 in another box. How many
  ice-cream bars does the cafeteria have in the two
  boxes?

347 48 395
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Knowing Mathematics

• Jeremy had 3.5 pounds of oranges in one bag and
  0.62 pounds of oranges in another bag. How many
  pounds of oranges did Jeremy have?
• Marcys work Angelas work

3.5 .62 .97
3.5 .62 4.12
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Lens for the 6th Grade Classroom Episode

• Background
• What to watch for
• Students making meaning of the base ten system
• Students engaged in their own thinking and the
  thinking of others
• Excitement of students learning significant
  mathematics
• High expectations for students

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Intervention Program

• Foundational Skills
• Routines
• Word Problems
• Games

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Mathematics Games and Activities for Home

• Support students thinking, reasoning and
  mathematical understanding through games that can
  be played at home.
• Help parents build an understanding of the
  mathematics their children are learning.
• Give parents an opportunity to work with children
  in developing mathematical skills and conceptual
  understandings
• Strengthen parent confidence in doing mathematics
  with their children