a. effect size can tell a lot! b. future ready core nc accountability conference february 2009
DESCRIPTION
A. Effect Size Can Tell a Lot! B. Future Ready Core NC Accountability Conference February 2009. Mike Gallagher Accountability Services Dept. NCDPI. Purposes – Two Parts. - PowerPoint PPT PresentationTRANSCRIPT
PU
BLI
C S
CH
OO
LS O
F N
OR
TH
CA
RO
LIN
A
STATE BOARD OF EDUCATION DEPARTMENT OF PUBLIC INSTRUCTION
1
A. Effect Size Can Tell a Lot!
B. Future Ready Core
NC Accountability ConferenceFebruary 2009
Mike Gallagher
Accountability Services Dept.
NCDPI
PU
BLI
C S
CH
OO
LS O
F N
OR
TH
CA
RO
LIN
A
STATE BOARD OF EDUCATION DEPARTMENT OF PUBLIC INSTRUCTION
2
Purposes – Two Parts
• Part A. Show how effect size can give important information to compare test results across EOG, EOC and SAT and other tests.
• Part B. Review the background and give sources of information about the Future Ready Core.
PU
BLI
C S
CH
OO
LS O
F N
OR
TH
CA
RO
LIN
A
STATE BOARD OF EDUCATION DEPARTMENT OF PUBLIC INSTRUCTION
3
Part A: Effect Size Lens
• Usefulness: Enables one to compare across tests and test forms.
• Usefulness: Provides solid information about performance.
• Concept: What effect size means.
• Calculation: How to figure it.
PU
BLI
C S
CH
OO
LS O
F N
OR
TH
CA
RO
LIN
A
STATE BOARD OF EDUCATION DEPARTMENT OF PUBLIC INSTRUCTION
4
How does North Carolina improvement on SAT math compare with its improvement on NAEP math?
PU
BLI
C S
CH
OO
LS O
F N
OR
TH
CA
RO
LIN
A
STATE BOARD OF EDUCATION DEPARTMENT OF PUBLIC INSTRUCTION
5
SAT Math Score Trend for N.C.
• Between 1990 and 2008, the Math gap between NC and the Nation narrowed from 31 pts. to 4 pts.
• The annual SAT reports on the DPI Accountability web site have lots more information:
www.ncpublicschools.org/accountability
PU
BLI
C S
CH
OO
LS O
F N
OR
TH
CA
RO
LIN
A
STATE BOARD OF EDUCATION DEPARTMENT OF PUBLIC INSTRUCTION
6
SAT Math Score Trend
501 501 504508
512 514 516 518 518 515
470479 482
486492 496
505 507513 511
440450460470480490500510520530
1990 1992 1994 1996 1998 2000 2002 2004 2006 2008
Mea
n M
ath
SAT
Scor
e
Nation North Carolina
PU
BLI
C S
CH
OO
LS O
F N
OR
TH
CA
RO
LIN
A
STATE BOARD OF EDUCATION DEPARTMENT OF PUBLIC INSTRUCTION
7
NC progress on NAEP mathNAEP results from 1992 to 2005
Compared with the U.S. average and with other states, North Carolina went from back of the pack to ahead of the pack. NC was somewhat sluggish 2003 to 2007.
For the NAEP data in the following slides, go to:
http://nces.ed.gov/nationsreportcard/mathematics/
PU
BLI
C S
CH
OO
LS O
F N
OR
TH
CA
RO
LIN
A
STATE BOARD OF EDUCATION DEPARTMENT OF PUBLIC INSTRUCTION
8
NAEP Grade 4 Math
Trend in Average Scale Score
210
215
220
225
230
235
240
245
250
1990 1995 2000 2005 2010
NC
US
Cut for Basic = 214
Cut for Proficient = 249
PU
BLI
C S
CH
OO
LS O
F N
OR
TH
CA
RO
LIN
A
STATE BOARD OF EDUCATION DEPARTMENT OF PUBLIC INSTRUCTION
9
NAEP Grade 8 MathTrend in Average Scale Score
250
255
260
265
270
275
280
285
290
1990 1992 1996 2000 2003 2005 2007
NC
USCut for Basic = 262
Cut for Proficient = 299
PU
BLI
C S
CH
OO
LS O
F N
OR
TH
CA
RO
LIN
A
STATE BOARD OF EDUCATION DEPARTMENT OF PUBLIC INSTRUCTION
10
Finding the Effect Size aka, “Standardized Difference”
• Effect size compares two groups starting with a scale score.
• For calculation of effect size, the average scale score of each group is needed, as well as the standard deviation (SD) of the scores.
• Find the difference of the averages and divide by the SD.
PU
BLI
C S
CH
OO
LS O
F N
OR
TH
CA
RO
LIN
A
STATE BOARD OF EDUCATION DEPARTMENT OF PUBLIC INSTRUCTION
11
Comparing trends in tests: NAEP and SAT
• SAT math, comparing NC in 1990 and 2008.
…..Eff.Size = (511-470)/100 = 0.41• NAEP Grade 4 math, comparing NC in
1992 and 2007.
…..Eff.Size = (242-213)/30 = 0.97
PU
BLI
C S
CH
OO
LS O
F N
OR
TH
CA
RO
LIN
A
STATE BOARD OF EDUCATION DEPARTMENT OF PUBLIC INSTRUCTION
12
Is that a “Big-un?”
General use Effect Size Indexes
• 0.20 … Small
• 0.50 … Medium
• 0.80 … Large
From A Power Primer, Jacob Cohen, Psychological Bulletin, 1992, Vol 112, No. 1, 155-159.
PU
BLI
C S
CH
OO
LS O
F N
OR
TH
CA
RO
LIN
A
STATE BOARD OF EDUCATION DEPARTMENT OF PUBLIC INSTRUCTION
13
While we’re talking SAT,
SAT puts an “official” question of the day on its web site.
The math questions are great thinking questions and they are mostly within our 8th grade territory. Why not have 8th graders use them as formative assessment for problem solving?
www.collegeboard.com
PU
BLI
C S
CH
OO
LS O
F N
OR
TH
CA
RO
LIN
A
STATE BOARD OF EDUCATION DEPARTMENT OF PUBLIC INSTRUCTION
14
Effect Size and NC Tests
• Effect size can provide a comparison across test editions or subjects.
• See the attached table for some examples.
…. The 3rd Edition Math EOG had much more rigor than the 2nd.
…. Effect size enables continuous comparison.
PU
BLI
C S
CH
OO
LS O
F N
OR
TH
CA
RO
LIN
A
STATE BOARD OF EDUCATION DEPARTMENT OF PUBLIC INSTRUCTION
15
Obtaining Av. Scale Scores
• The “disag” report is on-line.
• Go to the Accountability web page.
www.ncpublicschools.org/accountability
then scroll way down to Data and Reports, chose “State, School System (LEA) and school performance disaggregated data report.”
• Now choose location, test, grade, subj.
PU
BLI
C S
CH
OO
LS O
F N
OR
TH
CA
RO
LIN
A
STATE BOARD OF EDUCATION DEPARTMENT OF PUBLIC INSTRUCTION
16
Green Book
Find out about getting data from the Green Book and its online brother:
• both in its standard form …
• and its interactive, electronic form.
http://www.ncpublicschools.org/accountability/testing/
Scroll down to “State Testing Results”
PU
BLI
C S
CH
OO
LS O
F N
OR
TH
CA
RO
LIN
A
STATE BOARD OF EDUCATION DEPARTMENT OF PUBLIC INSTRUCTION
17
Questions to pose ..
• In your LEA (or school) which grades, courses, SAT results are stronger?
• In your LEA how do schools compare on average EOG, EOC, SAT?
• How does your LEA (school) compare with similar LEAs (schools)?
• What is the effect of what you’ve been trying to improve?
PU
BLI
C S
CH
OO
LS O
F N
OR
TH
CA
RO
LIN
A
STATE BOARD OF EDUCATION DEPARTMENT OF PUBLIC INSTRUCTION
18
Current Research
The Problem With “Proficiency”: Limitations of Statistics and Policy Under No Child Left Behind. By Andrew Dean Ho, Educational Researcher, 2008; 37, 351
• “The limitations [of the Percentage of Proficient Students (PPS) statistic] are unpredictable, dramatic, and difficult to correct.” …. From abstract.
PU
BLI
C S
CH
OO
LS O
F N
OR
TH
CA
RO
LIN
A
STATE BOARD OF EDUCATION DEPARTMENT OF PUBLIC INSTRUCTION
19
Part BFuture Ready Core
PU
BLI
C S
CH
OO
LS O
F N
OR
TH
CA
RO
LIN
A
STATE BOARD OF EDUCATION DEPARTMENT OF PUBLIC INSTRUCTION
20
ACT Study
… found that “whether planning to enter college or workforce training programs after graduation, high school students need to be educated in a comparable level in reading and mathematics.”
Ready for College and Ready for Work: Same or Different? 2006. Available on the web.
PU
BLI
C S
CH
OO
LS O
F N
OR
TH
CA
RO
LIN
A
STATE BOARD OF EDUCATION DEPARTMENT OF PUBLIC INSTRUCTION
21
Future Ready Core - Goals
On September 7, 2006, the NC Board of Ed approved goals: Future Ready Students for the 21st Century.
Note the first goal and the 1st item in that goal.
“Goal: NC public schools will produce globally competitive students.
• Every student excels in rigorous and relevant core curriculum that reflects what students need to know and demonstrate in a global 21st Century environment … ”
PU
BLI
C S
CH
OO
LS O
F N
OR
TH
CA
RO
LIN
A
STATE BOARD OF EDUCATION DEPARTMENT OF PUBLIC INSTRUCTION
22
Future-Ready Core Course of Study
The State Board of Education in June 2007 approved the Future-Ready Core Course of Study with the goal that all students would graduate prepared for post-secondary education and careers.
PU
BLI
C S
CH
OO
LS O
F N
OR
TH
CA
RO
LIN
A
STATE BOARD OF EDUCATION DEPARTMENT OF PUBLIC INSTRUCTION
23
Future Ready Core Timeline
Beginning with the 2009-2010 ninth grade class, all students will be expected to meet the requirements outlined in the Future Ready Core Course of Study.
PU
BLI
C S
CH
OO
LS O
F N
OR
TH
CA
RO
LIN
A
STATE BOARD OF EDUCATION DEPARTMENT OF PUBLIC INSTRUCTION
24
FRC: Primary Differences.
• An additional math course for those students who previously did not pursue the College/University Prep Course of Study.
• An increase from 20 to 21 for the total number of credits required for graduation.
• A recommended 4 elective credits in a concentrated area.
PU
BLI
C S
CH
OO
LS O
F N
OR
TH
CA
RO
LIN
A
STATE BOARD OF EDUCATION DEPARTMENT OF PUBLIC INSTRUCTION
25
FRC: Mathematics
4 Credits(Algebra I, Geometry, Algebra II) OR (Integrated Math I, II, III) 4th Math Course to be aligned with the student’s post high school plans A student, in rare instances, may be able to take an alternative math course sequence as outlined under State Board of Education policy. Please see your school counselor for more details.
PU
BLI
C S
CH
OO
LS O
F N
OR
TH
CA
RO
LIN
A
STATE BOARD OF EDUCATION DEPARTMENT OF PUBLIC INSTRUCTION
26
FRC - Information
• Information resources are linked from:
www.ncpublicschools.org/gradrequirements
click “Resources.”
PU
BLI
C S
CH
OO
LS O
F N
OR
TH
CA
RO
LIN
A
STATE BOARD OF EDUCATION DEPARTMENT OF PUBLIC INSTRUCTION
27
RESOURCES (on dpi web site)
• Course & Credit Requirements Chart
• Course and Credit Requirements Checklists for Parents
• Graduating Future Ready
• Making the Grade – Future Ready Graduates
• Math Sequence
• Questions and Answers
• Student Accountability Standards Brochure