algebra accountability and acceleration students and schools middle schools

AlgebraAccountability and Acceleration

Students and SchoolsMiddle Schools

May 2012

Guiding Question 1:

Which students are most successful on the Algebra 1 EOC test?

Context• Not all eighth graders were placed into

Algebra 1• Other factors were used to place students– Multiple measures used in making scheduling

decisions• Student Characteristics • Testing history• Prior academic performance• Teacher observations

3

FY11 EOC Passing Rates by Grade 7 Algebra Course and Prior FCAT 2.0 Math Level

Algebra CoursePrior

Level 1Prior

Level 2Prior

Level 3Prior

Level 4Prior

Level 5TotalReg & Honors

NA(N=0)

40%(N=7)

46%(N=96)

85%(N=318)

98%(N=679)

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FY11 EOC Passing Rates by Grade 8 Algebra Course and Prior FCAT 2.0 Math Level

Algebra CoursePrior

Level 1Prior

Level 2Prior

Level 3Prior

Level 4Prior

Level 5Algebra 1 Regular

3%(N=33)

40%(N=136)

72%(N=1120)

92%(N=1098)

97%(N=294)

Algebra 1 Honors

22%(N=49)

66%(N=268)

94%(N=747)

99%(N=696)

TotalReg & Honors

5%(N=38)

36%(N=185)

71%(N=1388)

93%(N=1845)

98%(N=990)

(Empty cells indicate less than 30 students)5

Let’s Investigate Level 3 Students in Mathematics

FCAT 2.0 MathematicsMiddle School Developmental Scale

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Grade Level 1 Level 2 Level 3 Level 4 Level 56 170-212 213-236 227-239 240-252 253-2847 179-219 220-233 234-247 248-260 261-2928 187-228 229-240 241-255 256-267 268-298

Subdivide Level 3

Level 1

Level 2

Level 3

Level 4

Level 5

Level 3

Level 1

Level 2

Level 4

Level 5

Level 3

8

247

234

Grade 7DSS

Grade 7 DSS 234 247

EOC Success Rates by Grade 8 Algebra Course and Previous FCAT 2.0 Math Level

Algebra Course

Prior Level

1

Prior Level

2

Prior Level

3

Prior Level

3

Prior Level

4

Prior Level

5Algebra 1 Regular 3% 40% 63%

(N=330)76%(N=790)

92%(N=1098)

97%(N=294)

Algebra 1 Honors

22%(N=49)

45%(N=104)

79%(N=164)

94%(N=747)

99%(N=696)

Both Regular & Honors

5%(N=38)

36%(N=185)

59%(N=434)

77%(N=954)

93%(N=1845)

98%(N=990)

(Empty cells indicate less than 30 students)9

Guiding Question 2:

How does enrollment in a High School Algebra Course in

Middle School impact Middle School Acceleration Points?

Accountability and AccelerationMiddle Schools

• FY12- Participation only helps

• FY13- Participation counts

Acceleration Component for Middle School Grades

Formula for participation

(EOC test takers*)___________________________________

(EOC test takers* + grade 8 others**)

* at all grades and levels ** grade 8 students who were Level 3+ in grade 7, and not

currently in Algebra, and who did not pass the EOC in grade 6 or 7

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% of Gr. 8 L3 Students

Taking EOC

EOC test takers

% Participating

EOC test takers

Grade 8 others

0% 200 57%200 150

10% 215 61%215 135

25% 238 68%238 112

50% 275 79%275 75

75% 313 89%313 38

+

Acceleration Component for Middle School Grades

Formula for performance

(EOC test passers*)________________________(EOC test takers*)

* at all grades and levels 14

Acceleration Component for Middle School Grades

Final Formula for Acceleration

Total Points = Participation + Performance 50 pts 50 pts

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Two Simulations Using FY12 rules and FY11 Results

1. Prior FCAT 2.0 Math Levels 1-5

2. Prior FCAT 2.0 Math Levels 4 & 5

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Impact of Proposed Rules on Middle School Grades Using FY2011 EOC Data

MethodUsing FY12 rules and FY11 Results

District Participation

Points

District Performance

Points

District Total Part & Perf Points

1) Prior FCAT 2.0 Math Levels 1-5 30 45 752) Prior FCAT 2.0 Math Levels 4 & 5 21 48 69

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Next Steps• Review Algebra 1 Scheduling Practices• EDW report:

•Algebra 1 EOC - New Levels 4 Ways –This report lists the percent of students

in levels 1 - 5 for the FY2011 Algebra 1 EOC and FY2012 Fall and Winter Diagnostic Algebra 1 EOC.

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FY2008-FY2012 Algebra 1 EnrollmentGrade 8

FY2008 FY2009 FY2010 FY2011 FY20120

1000

2000

3000

4000

5000

6000

7000

19

Algebra 1 EOC - New Levels 4 Ways

20

Algebra 1 EOC - New Levels 4 Ways

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Lvl 1 Lvl 2 Lvl 3 Lvl 4 Lvl 5 Lvl 3+

Considerations for FY13• Continue to use multiple measures

when making scheduling decisions• Student Characteristics • Testing history– EDW Reports» FCAT FY11 Results SSS-NGSSS Scores - RTSFA0525 » Potential Algebra 1 Students – RISYM0540

• Prior academic performance• Teacher observations

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