Assuming the district’s student population has similar characteristics (e.g., poverty level, parent education level) at all grade levels, students should perform at equivalent or higher levels on the achievement tests given in different grades. This kind of consistent achievement at different grade levels may be thought of as “value added” achievement. When this does not occur, a more rigorous academic program should be provided at upper grade levels. The most appropriate way to gauge value added achievement in a school district is to follow each group of students as they progress from grade to grade throughout their entire twelve years of schooling. The SchoolMatch team encourages the leadership in the Elmwood Park School District to establish procedures to collect data and monitor progress in this way. In the absence of twelve years’ worth of data on one academic class, the SchoolMatch Audit team considered achievement data at each grade level for one year as a kind of “prism view” of performance across the grade levels in the Elmwood Park School District. The following discussion focuses on an analysis of student performance in the major subject areas of reading (Language Arts) and mathematics. A. Norm-Referenced Tests In 2000-01, students were tested in grades 2, 3, 4, 5, 6, 7, 8, 9 and 10 on the Iowa Test of Basic Skills (ITBS). The following Table 1 and Graph 1 show performance across the grade levels in reading and mathematics compared to the cohort mean and effectiveness level:
Reading: In general, district-wide scores in reading decreased between grades 2 through 5, rose in grade 6 and declined again (with a slight rise between grades 8 and 9) through grade 10. Scores this year were at their highest level in grade 2 and the lowest in grade 10. Scores did not reach the cohort mean or effectiveness levels this year. Overall, as measured by this test, value-added achievement did not occur in reading for the district as a whole. Mathematics: In mathematics, district-wide scores fluctuated, but generally held steady, across the grade levels. Scores in mathematics reached their highest level in grade 3 and their lowest in grade 7. Scores in mathematics achieved the cohort mean (57th percentile) in grade 3, but did not reach the effectiveness level (73rd percentile). B. Standards-Based Tests Illinois Standards Achievement Tests (ISAT) The Illinois Standards Achievement Tests (ISAT) were first administered in Reading, Writing and Mathematics in 1999-2000. Scores from this year are considered the baseline for measuring future progress. Because state-mandated tests vary greatly from state to state, it is not appropriate to compare results on the ISAT to results from other states on their statewide exams. The tables and graphs presented below are to be used for consideration and review of performance within the district only. It may be useful to examine performance among schools and relationships to state passing percentages (% of test-takers that met or exceeded state performance standards) as district leaders move forward to make decisions about resource and staff allocation.
Student performance (as measured by the percent of test-takers who met or exceeded the state standards) in reading decreased between grades 3 and 5, and increased between grades 5 and 8. In mathematics, performance decreased across grades 3, 5 and 8. It should be noted that the patterns of performance on the ISAT across the grade levels in both reading and math are similar to the patterns observed for all ISAT-takers statewide for the 2000-2001 test administration. (See Tables 2 and 3.) Elmwood Park’s overall district scores do, however, meet or exceed state averages in both subjects at all grade levels on the ISAT. Prairie State Achievement Examination Students in grade 11 statewide take the Prairie State Achievement Test (PSAE). This test was first administered in the 2000-2001 school year. Results are reported in terms of the percentage of test-takers performing at each of four performance levels:
The following chart shows the percentage of 11th graders who met or exceeded the standards (levels 3 and 4 combined) in reading and mathematics for the Elmwood Park CUSD #401 and the state of Illinois.
C. Overall Analysis: Norm-Referenced and Standards-Based Test Results In general, both reading and math performance this year fluctuated from year to year, with an overall slight declining pattern across the grade levels. This pattern is primarily apparent on the ITBS, but also occurs on the ISAT. Results on the PSAE and ISAT, although both are standards-based tests, cannot be directly compared since they are not necessarily equivalent measures of performance. However, if the comparison were extended continued across both tests through 11th grade, the declining pattern in both reading and math would continue. It should also be noted that the percentage of students meeting/exceeding standards on the PSAE is below state average performance levels in all subjects.
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