Download - MERCED CITY SCHOOL DISTRICT
MERCED CITY SCHOOL DISTRICT
2002 REPORT ON THE
CALIFORNIA STANDARDS TESTS
AND
STANFORD ACHIEVEMENT TEST
“NO WIND CAN DO HIM GOOD WHO STEERS FOR NO PORT”- OLD PROVERB
UNLESS WE HAVE A SENSE OF DIRECTION NO AMOUNTOF EFFORT WILL HELP US REACH OUR DESTINATION
IT IS TESTING AND ASSESSMENT THAT HELPS US KNOW IFWE ARE ON COURSE TOWARD THAT DESTINATION
FOCUS ON STUDENT ACHIEVEMENTON STUDENT ACHIEVEMENT
CALIFORNIA STANDARDS TESTS REQUIRED BY LAW (PSAA OF 1998) SHOW HOW STUDENTS PERFORM ON TESTS THAT MEASURE STATE
STANDARDS EMPHASIS IS ON MASTERY REFLECTS THE SUPERINTENDENT’S PRIORITY WILL ACCOUNT FOR 60% OF NEXT YEAR’S API
STANFORD ACHIEVEMENT TEST REQUIRED BY LAW (PSAA OF 1998) SHOW HOW STUDENTS PERFORM ON A NORM REFERENCED TEST
RELATIVE TO OTHERS IN THE NATION EMPHASIS IS ON COMPARISON DECREASING PRIORITY AT THE DISTRICT AND STATE LEVEL WILL ACCOUNT FOR 40% OF NEXT YEAR’S API WILL BE REPLACED BY THE CAT/6
PERCENT CORRECT SCORES1999 - 2000 – 2001 – 2002
LANGUAGE ARTS MATHGR 1999 2000 2001 2002 1999 2000 2001 20022 46% 50% 52% 53% 47% 53% 63% 65%3 48% 50% 52% 56% 49% 51% 62% 64%4 44% 45% 47% 51% 43% 49% 56% 61%5 45% 47% 47% 55% 37% 41% 49% 50%6 48% 50% 53% 55% 42% 45% 51% 50%7 52% 54% 54% 57% 38% 39% 48% 50%8 54% 56% 55% 55% 62% 57% 59% 56%
Data in the above table are percent correct units. They show the averagepercent of right answers for all students at each grade.
READING STANDARDS TEST
48%
50%
51%
55%
46%
48%
50%
52%
54%
56%
1999 2000 2001 2002
PE
RC
EN
T C
OR
RE
CT
MATH STANDARDS TEST
45%
48%
55%
57%
44%
46%
48%
50%
52%
54%
56%
58%
60%
1999 2000 2001 2002
PE
RC
EN
T C
OR
RE
CT
STUDENTS ARE STEADILY DEMONSTRATINGINCREASED ACCURACY
ON READING STANDARDS TESTS
STUDENTS ARE STEADILY DEMONSTRATINGINCREASED ACCURACY
ON MATH STANDARDS TESTS
AVERAGE NCE SCORES1999 - 2000 – 2001 - 2002
READING MATHEMATICS LANGUAGE SPELLINGGR
99 00 01 02 99 00 01 02 99 00 01 02 99 00 01 022 36 41 42 44 42 49 51 53 37 41 43 45 39 44 44 453 37 39 42 44 44 48 53 57 40 42 45 49 41 43 49 504 38 40 41 43 40 44 47 49 41 43 46 47 39 41 43 475 38 40 40 41 40 45 47 49 40 43 45 45 40 43 44 456 43 43 45 46 48 49 52 52 45 48 50 51 42 45 47 487 41 42 44 46 48 47 48 51 47 47 48 53 44 46 47 508 43 46 45 46 48 51 49 48 46 49 47 49 41 44 43 45
Data in the above table are Normal Curve Equivalent (NCE) units. The NCE is ameasurement unit based on an equal interval scale, a range from 1 to 99, and anational average of 50. NCE differences of 3 or more points may be significant. Adifference of 2 or fewer NCEs may reflect normal mathematical fluctuation.
SAT/9 FOUR YEAR DATA - ALL GRADES COMBINED
45
48
5051
42
4546
48
41
4445
47
39
4243
44
35
40
45
50
55
1999 2000 2001 2002
NC
E
SC
OR
ES MATH
LANG
SPELL
READ
IT MEANS: STUDENT ACHIEVEMENT IN READING,
MATH, LANGUAGE, AND SPELLING ARE SHOWING A CONSISTENT, LONG-TERM, AND SIGNIFICANT UPWARD TREND
COMPARED TO STUDENTS IN THE NATION, MCSD STUDENTS ARE SCORING NEAR THE MEAN, AT THE MEAN, AND IN SOME CASES ABOVE THE MEAN
A VERY HAPPY SUPER!
TO WHAT DOES THE DISTRICT ATTRIBUTE TO WHAT DOES THE DISTRICT ATTRIBUTE THE INCREASES IN STUDENT ACHIEVEMENTTHE INCREASES IN STUDENT ACHIEVEMENT??
SKILLS AND TALENTS ON THE PART OF TEACHERS, ADMINISTRATORS, SUPPORT STAFF, AND CLASSIFIED STAFF
CAREFUL ATTENTION AND FOCUS ON STATE AND LOCAL STANDARDS
IMPROVED ALIGNMENT BETWEEN ASSESSMENT AND CLASSROOM INSTRUCTION
WELL ORGANIZED STAFF DEVELOPMENT PROGRAM
CONTCONT::
CLEAR AND SPECIFIC CURRICULUM PLAN FOR TEACHERS
EFFECTIVE TEXTBOOK ADOPTION PROCESS
MATH MATTERS STRATEGIES
NEW TEACHER ORIENTATION AND MENTORING
HOW DO STUDENTS PERFORM WHO HAVE BEEN INHOW DO STUDENTS PERFORM WHO HAVE BEEN INTHE DISTRICT FOR AN EXTENDED PERIOD OF TIMETHE DISTRICT FOR AN EXTENDED PERIOD OF TIME? ?
WHILE THERE ARE RELIABILITY ISSUES INHERENT IN THESE METHODS, THE CENTRAL FEATURE IS THE IDENTIFICATION AND TRACKING OF A STUDENT GROUP AS IT PROGRESSES THROUGH THE GRADES AND RECEIVES CONTINUOUS MERCED CITY SCHOOLING
TO DETERMINE THIS, WE MUST USE WHAT ISCALLED A “COHORT”, “SAME SUBJECT”,
OR “LONGITUDINAL” DESIGN.
WAIT UNTIL YOU SEE THIS
SAT/9 CONTINUOUS MCSD SCHOOLING1998-2002
39
44 44
47
52
37
40
43
45
51
37
41 41
44
48
35
37
40 40
46
34
36
38
40
42
44
46
48
50
52
54
1998 1999 2000 2001 2002
NC
E S
CO
RE
S
MATH
LANG
SPELL
READ
THIS IS NEWSWORTHY!!
NOTE: A SHIFT OF 3 OR MOREPOINTS IS CONSIDERED SIGNIFICANT
FOR STUDENTS TRACKED FROM SECOND FOR STUDENTS TRACKED FROM SECOND GRADE IN 1998 TO SIXTH GRADE IN 2002:GRADE IN 1998 TO SIXTH GRADE IN 2002:
ACHIEVEMENT GROWTH IN SPELLING WAS 11 POINTS. THIS WAS STATISTICALLY SIGNIFICANT
ACHIEVEMENT GROWTH IN LANGUAGE WAS 14 POINTS. THIS WAS STATISTICALLY SIGNIFICANT
ACHIEVEMENT GROWTH IN READING WAS 11 POINTS. THIS WAS STATISTICALLY SIGNIFICANT
ACHIEVEMENT GROWTH IN MATH WAS 13 POINTS. THIS WAS STATISTICALLY SIGNIFICANT
IMPROVEMENTS IN STUDENT ACHIEVEMENTDO NOT OCCUR WITHOUT THE CONCERTED EFFORT OF
CLASSROOM TEACHERSWITH THE SUPPORT OF CLASSIFIEDEMPLOYEES AND ADMINISTRATION.
AND CONGRATULATIONSTO OUR STUDENTS