Middle School Data Reports
ALGEBRA 1 END-OF-COURSE EXAMS DATA
The graphs below contain information from the 2008-2009 and 2009-2010 school years with regards to the average scale score and percentage of students with an achievement level of proficient or advanced for the Algebra 1 End-of-Course Exam. Achievement Levels for the Algebra 1 End-of-Course Exam are Advanced (225-250), Proficient (200-224), Basic (177-199), and Below Basic (100-176).
• Students take the exam at different times of the year and different years depending on their sequence.
• Students in the Honors Sequence take the Algebra 1 EOC in the spring when they are in 8th grade enrolled in Challenge Algebra.
• Students in the Integrated Sequence take the exam in the spring when they are enrolled in Integrated Math 1.
• Students in the Alternate Sequence take the exam in fall when they are enrolled in Algebra 2.
• Students in the Informal Sequence take the exam in the fall of their junior year.
• Currently we have two years of data for the Honors and Integrated Sequences and one year of data for the Traditional and Informal Sequences.
• All groups of students meet or exceed the Proficient mark of 200 except the 2010 Informal Mathematics Junior Level Course.
• There was a slight decrease in the average scale score at Wydown Middle School, which is also reflected in the Total’s group. However, both groups at Wydown Middle School are in the Advanced Range for the average score.
• The WMS group represents our honors track students on track for ending CHS in AP Calculus
• A total of 229 students took the Alg 1 EOC in 2010. 75 8th graders, 78 Integrated I students, 45 Algebra 2 students, and 29 students in the Informal track. (2 collaborative school students also took the test)
• A total of 148 students took the Alg 1 EOC in 2009. 68 8th graders, 80 Integrated I students
• The information for the Algebra 1 End-of-Course is limited in nature due to its new arrival to the testing matrix and the test is going through changes this year which will make
comparisons for the following years difficult.
The graph above displays the percentage of students scoring proficient or advanced on the Algebra 1 End-of-Course Exam.
• The expectation from the State was that 54.1% of the students score proficient or advanced for the 2008-2009 school year and 63.3% for the 2009-2010 school year. Clayton has met Adequate Yearly Progress for the Algebra 1 End-of-Course Exam for both years.
• The expectation for the 2010-2011 school year is 72.5%. Currently CHS as a total group or the subgroups of Integrated Math 1 and Informal (Jr. level ) Sequence Math Course would not meet expectations, though both the Total and Integrated Math 1 showed an increase of approximately 10% points from the 2008-2009 school year to the 2009-2010 school year.
• A total of 229 students took the Alg 1 EOC in 2010. 75 8th graders, 78 Integrated I students, 45 Algebra 2 students, and 29 students in the Informal track. (2 collaborative school students also took the test)
• A total of 148 students took the Alg 1 EOC in 2009. 68 8th graders, 80 Integrated I students
78
MAP – Mathematics data – quartiles, median, standard deviation
Attached are box and whisker plot graphs for the MAP-Mathematics assessments from 2006 to 2010. A box and whisker plot graph gives a visual display of quartiles for a given set of data, with the shaded rectangles showing the 50% of the population centered around the median. The goal for a given curriculum is to have at least the top three quartiles above the benchmark for the state assessment. This statement is true for the 2009-2010 school year for grades 5, 6, 8 and Algebra 1 End-of-Course exam.
Grade 5 MAP-Scale Scores
• The top possible score on the grade 5 MAP-Mathematics is an 830 and we have students in 2007 and 2010 receiving the total number of points possible.
• Grade 5 students in the top three quartiles have scored above the proficient benchmark (668) for the past three years (2008, 2009 and 2010).
Grade 6 MAP-Scale Scores
• The top possible score on the grade 6 MAP-Mathematics is an 845 and we have students in 2006, 2007 and 2010 receiving the total number of points possible.
• Grade 6 students in the top three quartiles have scored above the proficient benchmark (681) in 2006, 2009 and 2010.
Grade 7 MAP-Scale Scores
• The top possible score on the grade 7 MAP-Mathematics is an 860 and we have students in 2007, 2008 and 2010 receiving the total number of points possible.
• Grade 7 students in the top three quartiles have scored at or above the proficient benchmark (685) in 2008, 2009 and 2010.
Grade 8 MAP-Scale Scores
• The top possible score on the grade 8 MAP-Mathematics is an 885 and have only had students in 2006 able to receive the total number of points possible.
• Grade 8 students in the top three quartiles have scored at the proficient benchmark (710) for Spring 2010.
Algebra 1 End-of-Course Exam
• The top possible score on the Algebra 1 End-of-Course exam is a 250 and we have students both in 2009 and 2010 receiving the total number of points possible. The Algebra 1 End-of-Course exam became active in Spring of 2009.
• Spring 2010 students in the top three quartiles scores at or above the proficient benchmark (200).
GRADE 5 (668) 2010 2009 2008 2007 2006
MAXIMUM 830 813 794 830 803
Q3 726.25 714 718 716 714
MEDIAN 697 695 692 688 691
Q1 675 671 672 661 661
MINIMUM 555 563 500 480 480
MEAN 701 690 692 689 686
STANDARD
DEVIATION 42.48 37.87 41 50 45
N 192 193 175 173 172
2010 2009 2008 2007 2006
80
GRADE 6 (681) 2010 2009 2008 2007 2006
MAXIMUM 845 799 829 845 845
Q3 736 730 732 730 734
MEDIAN 712 708 706 709 706
Q1 683 684 675 676 683
MINIMUM 586 495 495 529 547
MEAN 711 705 704 700 706
STANDARD
DEVIATION 48 40 44 47 44
N 196 182 178 187 186
2010 2009 2008 2007 2006
GRADE 7 (685) 2010 2009 2008 2007 2006
MAXIMUM 860 843 860 860 804
Q3 734 741 734 735 735
MEDIAN 715 714 709 705 706
Q1 685 685 685 673 677
MINIMUM 611 599 510 510 563
MEAN 711 711 706 701 702
STANDARD
DEVIATION 39 42 46 46 45
N 191 183 197 218 174
2010 2009 2008 2007 2006
82
GRADE 8 (710) 2010 2009 2008 2007 2006
MAXIMUM 833 826 833 847 885
Q3 765 751.75 756.75 758 752
MEDIAN 736 726 732 729 728
Q1 710.5 701 706.25 700.75 704.75
MINIMUM 534 525 591 611 627
MEAN 734 722 731 728 729
STANDARD
DEVIATION 40.94 45.74 40.82 40.64 39.29
N 187 194 218 184 196
2010 2009 2008 2007 2006
ALGEBRA 1 (200) 2010 2009
MAXIMUM 250 250
Q3 231 237
MEDIAN 215 216
Q1 200 197
MINIMUM 100 165
MEAN 213.44 216.21
STANDARD
DEVIATION 21.19 23.24
N 229 149
2010 2009
84
Spring 2010
Minimum Q1 Median Q3 Maximum Average Standard Deviation
Number of students
Grade 5 555 675 697 726.25 830 701 42.48 192
Spring 2010
Minimum Q1 Median Q3 Maximum Average Standard Deviation
Number of students
Grade 6 586 683 712 736 845 711 48 196
86
Spring 2010
Minimum Q1 Median Q3 Maximum Average Standard Deviation
Number of students
Grade 7 611 685 715 734 860 711 39 191
Spring 2010
Minimum Q1 Median Q3 Maximum Average Standard Deviation
Number of students
Grade 8 534 710.5 736 765 833 734 40.94 187
88
Spring 2010
Minimum Q1 Median Q3 Maximum Average Standard Deviation
Number of students Algebra
1 EOC
100 200 215 231 250 213.44 21.19 229
EXPLORE to PLAN and PLAN to ACT growth
This set of data look at the amount of growth between the EXPLORE test and the PLAN test and the PLAN test and the ACT test. Adequate growth for the EXPLORE to PLAN is two or more points and for the PLAN to ACT three or more points. ACT data for the Class of 2011 is not complete, students are still opting to retake the ACT test and final numbers will not be in until the summer of 2011.
Findings:
• The greatest percentage of growth for students in the Honors Mathematics Sequence is between the EXPLORE test and the PLAN test. Students growth between the EXPLORE to PLAN ranged from about 84% to 91%.
• Growth between the PLAN and ACT ranged between the mid 70%’s to 80%. One explanation for this decrease in growth is how high the scores were on the PLAN.
Students in the Honors Sequence have shown continued success in other measures of data, such as the AP test scores for both AP Calculus AB and AP Calculus BC.
90
Findings:
• For the Class of 2010 and 2011 the greatest growth occurred between the PLAN test and the ACT test. One explanation for the growth could be the alignment of the curriculum to the test. Since the Integrated Math curriculum is not topic specific like many high school curriculums the test would not show the entirety of its topics until later grades.
Findings:
• There is no consistency in the growth data from one graduating class to another. One explanation for this data is the low number of students taking the Traditional
Mathematics Sequence. The lower the set of the data the less likely one can draw conclusions from the data.
92
EXPLORE, PLAN and ACT Mathematics Performance by Math Sequences This set of data compares mathematics performance for the EXPLORE, PLAN and ACT tests.
The sets of data are average scores on the different tests and the percent of students who met the College Readiness Benchmark in the area of mathematics for a particular test. The data
compared the total population with students in the different math sequences. College Readiness Benchmarks predict success in the college freshman mathematics course – College Algebra.
[EXPLORE Math Benchmark = 17, PLAN Math Benchmark = 19, ACT Math Benchmark = 22].
Findings:
• The average score for the total population of Clayton and students in Challenge Algebra met or exceeded the EXPLORE mathematics benchmark
• The average score for the Algebra 8 was slightly below the EXPLORE mathematics benchmark of 17. It will be important for the Mathematics Committee and Mathematics Department at Wydown Middle School to determine what skills and concepts need reinforcement in order to improve the overall performance of the students in this math sequence.
Findings:
• Over 90% of the students in Challenge Algebra for each graduating class are meeting the EXPLORE mathematics benchmark, with 100% meeting the benchmark for the Class of 2009, 2012 and 2014.
• Less than half of the Algebra 8 students are meeting the EXPLORE mathematics benchmark. The Mathematics Committee and Mathematics Department at Wydown Middle School will need to look at the alignment between the current curriculum and the skills and concepts measured on the EXPLORE test.
94