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AIG Student Growth:Current Data and Further
QuestionsDPI AIG Team Session
NCAGT 2012
Scott Beaudry, Accountability Services
Sneha Shah-Coltrane, AIG/API/IB
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In order to leave no child behind and prepare all students for the 21st
century, we must focus on AIG learners’ growth.
This is critical for both student and school
success.
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AIG Student Growth: Current State
– Some say AIG learners are “being left behind” in the era of high stakes testing;
– Not published in NC’s ABC Report Card, counted in general population;
– AIG is not part of NCLB, not an AYP sub-group;
– Myths surrounding growth, because lack of information.
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AIG Student Growth: Current Measures
• Student Data
– Current model is a based on residuals
– Scale scores are standardized using the mean and standard deviation from the standard setting year (C-Score)
– Current C-Score is compared to previous C-Scores, the residual is considered growth
• EVAAS
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Calculation of growth score
AC = CSc-scale – (0.92 x ATPAc-scale)
Where
AC = academic change
CS = current score
ATPA = average of two previous assessment scores
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Notes about the data
• 2010-2011 Accountability Year
• Not longitudinal, multiple groups, point in time
• AIG identification in one subject independent of the other subject
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Is there room to grow?
• Across subjects and grades, AIG students exceed 95% in proficiency
• Average scale scores indicate there is still some room to improve performance
• Proficiency and growth are independent measures
– Can be proficient and not make growth
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Basic AIG Data, State-view
• At the state level, AIG results are unsurprising
• When examining the results by grade level and test subject, differences begin to emerge
• Comparing LEAs to the State presents additional information and differences
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• 2005 analysis showed AIG students transition 2.5 times more often than general population to level 4.
• Across all tests, >95% of students identified as AIG in Math are proficient, with 62.9% making growth.
• For AIG in Reading, >95% are proficient, with 62.7% making growth.
Basic AIG Data, State-view
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Are AIG Learners Growing in our NC
Model?MATH AIG
Test%
Proficient%
Made Growth
Math Grade 3 >95% N/A
Math Grade 4 >95% 73.3
Math Grade 5 >95% 68.5
Math Grade 6 >95% 58.7
Math Grade 7 >95% 60.9
Math Grade 8 >95% 73.3
READING AIG
Test%
Proficient%
Made Growth
Reading Grade 3 >95% N/A
Reading Grade 4 >95% 64.4
Reading Grade 5 >95% 55.6
Reading Grade 6 >95% 55.5
Reading Grade 7 >95% 60.6
Reading Grade 8 >95% 60.5
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• Across all tests, >95% of students identified as AIG in Math were proficient, with 62.0% making growth. (NC was 62.9%)
• For AIG in Reading, >95% were proficient, with 62.2% making growth. (NC was 62.7%)
Basic AIG Data: Sample LEA
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Basic AIG Data: Sample LEA
MATH AIG LEA State%
Made Growth
% Made
GrowthDifference
Math Grade 3 N/A N/A
Math Grade 4 75.8 73.3 2.5
Math Grade 5 65.3 68.5 -3.2
Math Grade 6 55.0 58.7 -3.7
Math Grade 7 54.9 60.9 -6
Math Grade 8 67.3 73.3 -6
READ AIG LEA State%
Made Growth
% Made
GrowthDifference
Reading Grade 3 N/A N/A
Reading Grade 4 53.9 64.4 -10.5
Reading Grade 5 48.7 55.6 -6.9
Reading Grade 6 50.0 55.5 -5.5
Reading Grade 7 55.1 60.6 -5.5
Reading Grade 8 52.7 60.5 -7.8
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GOAL: Meaningful and Useable Data
What does that mean to you?
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Future ImplicationsNeeds from YOU!