high school assessments (hsa), graduation, drop-out rates & high school progress

Carolyn M. Wood - Assistant State Superintendent Division of Accountability, Assessment, and Data

SystemsOctober 31, 2012

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HIGH SCHOOL ASSESSMENTSHIGH SCHOOL ASSESSMENTS

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End-of-course tests in◦ Algebra/Data Analysis◦ Biology◦ English

Tests are aligned with Maryland High School Core Learning Goals, which are a part of the curriculum

Represents a State high school diploma requirement

Students take each test when they take the related course (not determined by grade level) and can be re-tested if needed to earn a passing score

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Achieve a passing score on all tests Achieve a minimum COMBINED score

allowing for high test scores to compensate for lower scores

Complete a Bridge Plan for Academic Validation for assessments not passed

Receive a waiver for extenuating circumstances

Receive a Special Education Certificate in place of a high school diploma

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SpEd Certificates – 816

Graduates Entering Prior to

2005 – 29

Completers Non-CompletersPassed All –

45,019Combined Score – 7930

Bridge – 5669

Waiver – 123

Not Met-HSA Only 1

Not Met-Other 2773

Drop-Outs 1821 (2011)*

Total Completers – 59,608

Total – 3844

June 2012 62,465

Sept. 2011 60,289

Enrollment

Non-Grads without HSA

requirement – 1070Total Diplomas –

58,792

* 2012 data not yet * 2012 data not yet available.available.

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Total Non-Grads: 3844 Working toward Special Ed Certificates: 1057 Entered prior to 2005 (no HSA requirement): 6 Foreign Exchange Students: 7

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77

88

99

2010 2011 2012

1010

1111

1212

1313

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Elimination of government requirement for 2012

New combined score is 1208 (for 3 HSAs)

Students who took government previously can use their score to help them meet requirements (with a combined score of 1602 for 4 HSAs)

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Describes the percent of students who meet requirements for a high school

diploma and graduate

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--Percent of “eligible” students who received a Maryland high school diploma during the school

--Calculated as #Graduates / #graduates + #dropouts in consecutive years in grades 9-12

Does not follow a Grade 9 COHORT of students; counts all graduates, not just those who graduate in 4 years

Single statewide “standard” for all schools Only current graduation indicator with trends 2012 Leaver Rate not available until January 2013

due to summer data capture Is no longer an accountability indicator

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The number of students who graduate in four years with a regular high school diploma divided by the number of students who form the adjusted cohort for that graduating class.• Follows a cohort, or a group of students, who begin as

first-time ninth graders in a particular school year.

• For high schools that start after grade nine, the cohort is calculated based on the earliest high school grade.

• Requires “lagged” rate (using Class of 2011)

2020

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A student who leaves school during high school (grades 9 through 12) for any reason, except death, before graduation or completion of a Maryland approved educational program AND who is not known to enroll in another school or state-approved program during the same school year

A student who leaves school during the summer A student who leaves evening high school or

another alternative program

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Annual Event Rate Adjusted Cohort Rate

EVENT is the reporting unit Does not require an LDS (1

year of data) Reflects all drop out

“events” occurring across grades 9-12 in a given school year

Multiple “events” can be attributed to a single student

A drop out can also count as a graduate

STUDENT is the reporting unit

Requires an LDS (4 years of data)

Reflects cumulative drop outs across a 4 and 5 –year period from a cohort group entering Grade 9 (at the same time)

A student is counted only once (final status is reported)

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* This data was updated with the information from Summer 2011

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Questions and Discussion

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All schools should improve the learning of all

students.

Schools have different needs and operate in

specific contexts - the strategies they adopt for

improvement should reflect their needs.

School performance targets should reflect the

school’s history of student performance.

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Schools should be judged by

◦ the progress they make towards improving the learning

of all students, in the aggregate and by subgroup.

◦ the extent to which they close subgroup gaps in

achievement.

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Moving to Realistic and Achievable targets

through ESEA Flexibility

New Annual Measurable Objectives (AMOs)

approved by USDE as part of Maryland’s ESEA

Flexibility Request

Uses HSA results and cohort graduation data

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Three indicators:◦ Proficiency Progress

English and Algebra/Data Analysis ProficiencyAll Student group and at each subgroup

◦ Participation Rate All Student group and at each subgroup

◦ Cohort Graduation Rate All Student group and each subgroup (new in

2012)

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Establishing AMOs - Calculations◦ 50% reduction of basic proficiency by 2017 (Subtract

the non-proficient number from 100, divide in half, then divide this number by 6)

◦ Target increases in equal increments for the 6 years from 2012 to 2017

◦ For “all students” group and each subgroup◦ 2011 assessment results used as the baseline year for

setting AMOs◦ Each school for all and each subgroup has its own

unique targets based on its baseline year results

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2011 2012 2013 2014 2015 2016 2017 Gain/Year

0.00% 8.33% 16.67%

25.00%

33.33%

41.67%

50.00%

8.33%

10.00%

17.50%

25.00%

32.50%

40.00%

47.50%

55.00%

7.50%

20.00%

26.67%

33.33%

40.00%

46.67%

53.33%

60.00%

6.67%

30.00%

35.83%

41.67%

47.50%

53.33%

59.17%

65.00%

5.83%

40.00%

45.00%

50.00%

55.00%

60.00%

65.00%

70.00%

5.00%

50.00%

54.17%

58.33%

62.50%

66.67%

70.83%

75.00%

4.17%

60.00%

63.33%

66.67%

70.00%

73.33%

76.67%

80.00%

3.33%

70.00%

72.50%

75.00%

77.50%

80.00%

82.50%

85.00%

2.50%

80.00%

81.67%

83.33%

85.00%

86.67%

88.33%

90.00%

1.67%

90.00%

90.83%

91.67%

92.50%

93.33%

94.17%

95.00%

0.83%

95.00%

95.42%

95.83%

96.25%

96.67%

97.08%

97.50%

0.42%

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GroupEnglish

Algebra/Data Analysis

Graduation

% Proficient

Participation

% Proficient

Participation

All Students

Hispanic

Amer. Ind.

Asian

African Amer.

Hawaiian

White

2 or More

FARMs

ELL

Special Ed. 3939

88.2% of schools met the target for “all students”. There are 3,397 subgroups (cells) in 250 high

schools. 91.3% of all subgroups met their target for 2012 –

that is 3,102 subgroups that met their target.

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“The progress of each school toward meeting their own unique targets provide valuable information over time on the effectiveness of instructional strategies, the inherent needs of the students and the extent to which the school is fulfilling those needs.”

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Questions?