english language arts and mathematics assessment results 2021
TRANSCRIPT
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English Language Arts and Mathematics Assessment
Results 20211
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Table of Contents• Overview Slides
• Key Takeaways
• RICAS Summary
• RICAS English Language Arts
• RICAS Mathematics
• SAT Participation
• SAT Performance
• Dynamic Learning Maps
• Taking Action
• District and School Profiles
• Appendices
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LEAP Task Force Priorities
1. Energize our school communities— students and educators— by launching a back-to-school campaign and
statewide toolkit, with attention to students who are chronically absent and opportunity youth.
2. Ensure all students have access to high-quality and personalized support from adults, both during the school day
and through extended learning, partnerships for before/after school, or summer learning opportunities.
3. Universally screen all students and align resources to need.
4. Improve and support student transitions, across grades and systems.
5. Close the digital divide.
The LEAP Task Force believes the following absolute priorities will accelerate student learning and move our PK-
12 system forward. This work must elevate and center the needs of Rhode Island students who are multilingual,
differently-abled, and who live in the urban core through an explicitly anti-racist, equity-focused lens.
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State Assessments in RI-ELA and Math
The Rhode Island Comprehensive Assessment System (RICAS)
assessments are administered in grades 3-8 in English language arts
and mathematics.
The SAT assessments are administered in English Language Arts (ELA) and mathematics to all 12th- and 11th-grade high school
students in Rhode Island to ensure our students are ready for college
and career.
The Dynamic Learning Maps (DLM) assessments are
administered to students with significant cognitive disabilities in
English language arts and mathematics in grades 3-8 and 11. Students must meet strict criteria in
order to participate in the DLM alternate assessments.
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COVID EFFECT
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The COVID Effect on Teaching & Assessment▪ COVID-19 impacted most aspects of education last school
year, making it more critical to assess student performance
and identify needs and priority areas.
▪ Despite exemplary efforts by school leaders to keep students
in school, learning disruptions occurred during the year that
led to hybrid/distance learning and reduced instructional time.
▪ Changes in school format limited access to crucial academic
and social-emotional supports for students.
▪ In 2021, unlike most states, RI administered its full
assessment to better gauge the effects of the pandemic on
student learning. Like most states, RI did not administer state
assessments in 2020 due to the pandemic.
▪ Fewer students participated in state assessments, especially
those already facing extraordinary barriers to participation, and
some student groups were over/underrepresented.
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Results from 2021 assessments
establish a new baseline in Rhode
Island
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COVID Impact on Student Outcomes
RI led the nation in bringing students back in person
• 35% of students were in-person more than 75% of school days
• 28% of students were in-person less than 25% of school days
• 27% of students who were mostly in-person were proficient on RICAS math vs 13% of students that were mostly virtual
• 39% of students who were mostly in-person were proficient on RICAS ELA vs 26% of students who were mostly virtual
• RI schools and districts utilized several models of instruction last year when bringing students in-person including A/B days, 4 days in person/1 day virtual
How we're addressing this:
• RIDE is leading Back2SchoolRI and "Our Kids" campaigns to inform & energize families for in-person learning.
• RIDE worked with the Governor's Office & RIDOH on prioritized vaccinations and innovative testing programs to keep school communities healthy and ensure the learning continues.
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Key Takeaways
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Major Takeaways
1. Student performance declined across the state in both subjects, with the steepest declines in mathematics. These results set a new baseline for our schools moving forward.
2. Participation declined by 10% for RICAS and 9% for SAT compared to 2019, and some of our most vulnerable groups didn't participate at higher rates than other students.
3. Rhode Island students aren't the only ones losing ground due to COVID, in fact we saw less of a drop than our neighbors in Massachusetts.
4. There were significant differences in the severity of the learning lost by students in urban districts versus those in suburban districts.
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Takeaway 1: Student Performance Declined Overall
What the data tells us:
• Student performance declined across the stateregardless of grade level, socio-economic status, race, ethnicity, or multilingualism.
• Math performance declined at twice the rate of ELA scores. Even schools that improved in ELA compared to 2019 saw declines in Math scores.
How RI is addressing this:
• Convened the LEAP Task Force to examine both root and pandemic causes of learning loss & issue recommendations to accelerate learning.
• Building out additional sources of high-quality out-of-school learning opportunities for all students.
11
38.48
33.1929.76 20.07
0
20
40
60
80
100
2019 2021
RICAS Proficiency
RICAS ELA RICAS Math
50.5 48.3
31.2 26.40
20
40
60
80
100
2019 2021
SAT Proficiency
SAT ELA SAT Math
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Takeaway 2: Participation Rates Declined
What the data tells us:
• Across all state assessments in mathematics and ELA, participation rates declined from 2019.
• The decline in participation for RICAS is 10%points.
• For SAT, the decline was approximately 9% points.
• In general, fewer students who are economically disadvantaged, differently abled, or are homeless took assessments last spring.
How RI is addressing this:
• Provide funding for interim assessments to measure and monitor student learning across the 2021-2022 school year.
• Encourage schools to assess students who did not participate in state assessments last year using local assessments to identify gaps in learning and provide targeted supports.
RICAS Participation
SAT Participation
98.50 98.7598.64 98.6788.74 87.98
0
20
40
60
80
100
ELA Math
2018 2019 2021 2018 2019 2021
-9.9%
94.994.595.2 94.886.2 85.7
0
20
40
60
80
100
ELA Math
2021
2018 2019 20212018 2019 2021
12
-9.0% -9.1%
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Takeaway 3: Cross-State Comparisons
What the data tells us:
• Rhode Island isn't an outlier; Massachusetts also lost ground due to the pandemic.
• MA suffered a steeper drop in mathematics scores & slightly in ELA scores.
• RI remains behind in its overall scores.
How we're addressing this:
• Adopted the RI Core Standards aligned with Massachusetts Frameworks.
• Support curriculum adoption and implementation.
• Expand statewide supports for high-dosage tutoring.
• Establish partnerships with CBOs for out-of-school learning opportunities and social-emotional learning.
3427
383033
200
20
40
60
80
100
RICAS ELA RICAS Mathematics
-10%
-5%
2018 2019 2021 2018 2019 2021
51 4852 4946
33
0
20
40
60
80
100
MCAS ELA MCAS Mathematics
-6%-16%
2018 2019 2021
13
RICAS
MCAS
2018 2019 2021
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Takeaway 4: Performance by Urbanicity
What the data tells us:
• RICAS scores in suburban districts are comparable to overall scores in Massachusetts.
• A wide gap persists between the performance of suburban districts and urban districts.
How we're addressing this:
• We're using LEAP Task Force recommendations to accelerate learning through the All Course Network (ACN) serving students statewide.
• The ACN offers SAT prep and classes that combine students from multiple areas, providing urban students greater access to suburban opportunity.
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• 42% students of color• 15% differently-abled students• 9% Multilingual Learners
By the Numbers: Rhode Island Assessments
RICAS Student Snapshot
33% 20%
26%
Percent of student proficient in
RICAS literacy
Percent of student proficient in RICAS
math
10%decline in participation in ELA and math compared to 2019
54,711number of students tested
in RICAS Math
55,005number of students tested
in RICAS ELA
RICAS Subgroup Performance
of homeless students are proficient in math
of differently-abled students are proficient in ELA
of homeless students are proficient in ELA
of differently-abled students are proficient in math
12%
3%
5%
3%
Students prepared for college math
on SAT
48%Students prepared for
college literacy on SAT
2%
of MLL students are proficient in math
of MLL students are proficient in ELA
4%
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RICASSummary
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English Language Arts (ELA)
Students who are competent readers are
more likely to perform well in other
subjects
Students who do not read at grade-level in
third grade are four times more likely to drop
out of high school than those who do
Students that do well in math tend to do better
in school - math requires mastering problem-
solving and boosts critical thinking
The decline of 5.3% in RICAS ELA highlights the
importance of parents establishing reading
routines for all students - and requires a strong
commitment from state and local leaders to
improve third-grade reading scores.
Mathematics
The most significant drops were in RICAS math with
a decline of 9.7%; school and local leaders must
identify interventions and provide in-and-out of
school tutoring support that aligns with the
curriculum to boost student learning.
Only 1 in 5 Rhode Island students
are meeting grade-level
expectations in RICAS math
.
What the Data Tell Us and Why It Matters
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RICAS Statewide Percent Meeting and Exceeding Expectations
YearELA Number
TestedMath Number
Tested
2018 63663 64468
2019 63155 63856
2021 55005 54711
• Performance in ELA is 5% points lower than 2019.
• Only one third of RI students are proficient in ELA in grades 3-8.
• Performance in Mathematics is almost 10% pointslower than in 2019.
• One in five RI students is proficient in mathematicsin grades 3-8.
• Since participation rates are significantly lower than in 2019, it will be important to identify and understand which students did not participate in 2021.
33.7127.31
38.48
29.7633.19
20.07
0
10
20
30
40
50
60
70
80
90
100
ELA Math
Percent Meeting and Exceeding Expectations
2018 2019 2021 2018 2019 2021
-5.29%
-9.69%
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Recognizing School Successes
• “A commitment to in-person instruction for all students and families and a growth mindset across school and community cultures helped Little Compton’s success,” said Superintendent Dr. Laurie Dias-Mitchel. “Dedicated teaching staff members who were willing to adapt to new circumstances coupled with strong student attendance throughout the school year and social emotional outlets for students to discuss how they were feeling during the pandemic made a difference.” (Wilbur and McMahon School – 14.49 increase in ELA)
• “The Foster School District math journey was a collaborative effort among local staff, teachers, families, and school leaders supported by the district and the state,” said Superintendent Michael Barnes. “Our district provided in-person instruction five days a week and engaged teachers in professional development to support the piloting and implementation of the Eureka curriculum during the pandemic. Access to rigorous curricula is important and our teachers and staff with the support of Principal Clark willingly leaned into this work, learned new software, and embraced new pedagogical strategies. ” (Captain Isaac Paine Elementary School – 5.68 increase in Math)
• "The Carnevale school community came together and held ourselves accountable to ensure our students had the support they needed," said Principal Sindy Giard. "Our teachers' attendance was excellent and we maintained an open line of communications with our families to meet their needs. We developed a support plan to roll out new curriculum to our staff and provided them with valuable professional development. Our administrative and literacy coaches also stepped up to support our staff so that we could do our best with our children's success in mind." (Anthony Carnevale Elementary – 9.29 increase in ELA)
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RICAS English Language Arts
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RICAS ELA: Statewide Participation by Grade Level
Middle school participation rates are lower than elementary with participation decreasing from 6th to 8th
grade.
98.4 98.8 98.8 98.5 98.5 98.099.1 99.2 99.1 98.8 98.0 97.7
91.8 92.0 92.4
87.6 85.983.4
0
10
20
30
40
50
60
70
80
90
100
Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8
2018 2019 2021
21
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RICAS ELA: Participation by Subgroup
In ELA, participation by subgroup was disproportionately lower for differently abled, economically disadvantaged and homeless students than other students who participated.
Subgroup2019 ELA #
Participation2021 ELA #
Participation
All Students 63155 55005Female 30856 26848
Male 32299 28155Differently Abled Students 9328 8238
Multilingual Learners 6128 6337
Economically Disadvantaged 31232 24648Homeless 668 396
98.64 98.77 98.52 96.95 98.38 98.4196.12
88.74 88.92 88.5885.73
89.4685.82
82.67
0
10
20
30
40
50
60
70
80
90
100
All Students Female Male DifferentlyAbled
Students
MultilingualLearners
EconomicallyDisadvantaged
Homeless
2019 2021
22
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RICAS ELA: Participation by Race/Ethnicity
In ELA, participation rates for American Indian or Alaskan Native were disproportionately lower than other race/ethnicities, which had little variability.
Subgroup2019 ELA #
Participation2021 ELA #
Participation
All Students 63155 55005
American Indian or Alaska Native 458 397
Asian 2065 1817
Black or African American 5441 4945
Hispanic or Latino 16542 15254
Native Hawaiian or Other Pacific Islander 95 83
White 35612 29784
Two or More Races 2942 2725
98.64 98.28 99.47 98.52 98.48 98.96 98.75 98.03
88.74
81.86
87.86 88.97 87.4791.21 89.72
86.67
0
10
20
30
40
50
60
70
80
90
100
All Students AmericanIndian orAlaskaNative
Asian Black orAfrican
American
Hispanic orLatino
NativeHawaiian orOther Pacific
Islander
White Two or MoreRaces
2019 2021
23
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RICAS ELA: Statewide Performance LevelsIn ELA, the percent of students not meeting or partially meeting expectations increased.
The percentage of students meeting and exceeding expectations in 2021 decreased.
One third of students meet or exceed expectations in ELA.
21.6
17.6
19.8
45.2
43.9
46.5
29.2
33.2
30.2
4.0
5.3
3.5
0 10 20 30 40 50 60 70 80 90 100
2021
2019
2018
Not Meeting Expectations Partially Meeting Expectations
Meeting Expectations Exceeding Expectations
33.7
38.5
33.2
Year ELA Number Tested
2018 63663
2019 63155
2021 55005
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RICAS ELA: Percent of Students Meeting and Exceeding Expectations by Grade Level
All grade levels demonstratedlower performance in comparison to performance in 2019.
Decreases ranged from 1.8%points in 4th grade to 7.5% points in 3rd and 8th grades.
40.3 38.2 37.547.9
37.2 39.140.4 35.4 33.4
0
20
40
60
80
100
Grade 3 Grade 4 Grade 5
34.423.9 28.1
39.131.5 36.332.6 28.7 28.8
0
20
40
60
80
100
Grade 6 Grade 7 Grade 8
2018 2019 2021
25
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RICAS ELA: Percent of Students Meeting/Exceeding Expectations by Subgroup
In ELA, all subgroups demonstrated lower performance.
The decrease in females’ proficiency was greater than that of males, though overall performance for female students is higher than males.
The dotted line represents the state average or "all students".
Subgroup2019 ELA #
Participation2021 ELA #
Participation
All Students 63155 55005
Female 30856 26848Male 32299 28155
Differently Abled Students 9328 8238Multilingual Learners 6128 6337Economically Disadvantaged 31232 24648Homeless 668 396
38.5
44.8
32.4
6.17.9
22.519.0
33.2
38.2
28.4
5.3 4.3
16.7
12.1
0
10
20
30
40
50
60
70
80
90
100
All Students Female Male DifferentlyAbled Students
MultilingualLearners
EconomicallyDisadvantaged
Homeless
2019 2021
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RICAS ELA: Percent of Students Meeting/Exceeding Expectations by Race/Ethnicity
In ELA, all race/ethnicity groups demonstrated lower performance in 2021.
Black or African American and Two or More Races decreased the least(4 points) in comparison with other race/ethnicities.
The dotted line represents the state average or "all students".
Subgroup2019 ELA #
Participation2021 ELA #
Participation
All Students 63155 55005
American Indian or Alaska Native 458 397
Asian 2065 1817
Black or African American 5441 4945
Hispanic or Latino 16542 15254
Native Hawaiian or Other Pacific Islander 95 83
White 35612 29784
Two or More Races 2942 2725
38.5
17.9
47.6
22.3 22.1
30.5
48.7
33.433.2
12.3
44.0
18.1 17.5
25.3
43.6
30.0
0
10
20
30
40
50
60
70
80
90
100
All Students AmericanIndian or
Alaska Native
Asian Black orAfrican
American
Hispanic orLatino
NativeHawaiian orOther Pacific
Islander
White Two or MoreRaces
2019 2021
27
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RICAS ELA: Meeting/Exceeding Expectations by Multilingual Learner Status
In ELA, all subgroups demonstrated lower performance.
Differently abled multilingual learners (MLLs) and differently abled exited MLLs continue to demonstrate proficiency below 2%. In other words, approximately 99% of those students are not meeting expectations.
Subgroup
2019 ELA #
Participation
2021 ELA #
Participation
All Students 63155 55005
Current MLLs 6128 6337
Recently (3 yrs)
Exited MLLs 1620 1666
Never MLL 53510 45967
Differently Abled
Students (DAS) +
MLL 1211 1217
DAS + MLL Recently
(3yrs) Exited 157 81
38.5
7.9
32.6
42.5
1.7 3.2
33.2
4.3
28.937.5
0.9 1.2
0
10
20
30
40
50
60
70
80
90
100
All Students Current MLL Recently (3 yrs)Exited MLL
Never MLL Differently AbledStudents (DAS) +
MLL
DAS+MLLRecently (3 yrs)
Exited
2019 2021
28
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RICAS ELA with ACCESS: Performance by English Language Proficiency
92.7
85.3
58.7
16.8
2.6
6.7
7.3
14.2
39.6
72.1
67.2
40.0
0.0
0.5
1.7
11.0
29.1
46.7
0.0
0.1
1.1
6.7
0 10 20 30 40 50 60 70 80 90 100
Entering
Emerging
Developing
Expanding
Bridging
Reaching
12
34
56
% Not Meeting Expectations % Partially Meeting Expectations
% Meeting Expectations % Exceeding Expectations
53.4
30.2
11.1
ACCESS Levels 5 & 6 signify English Language proficiency for multilingual learners and where MLLs typically exit MLL services.
30% of students at the Bridging level of English proficiency also meet or exceed expectations on RICAS ELA.
53% of students at the highest level of English proficiency, Reaching, meet or exceed expectations.
The Blueprint for Multilingual Learner Success outlines systemic actions needed to improve.
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RICAS Mathematics
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RICAS Math: Statewide Participation by Grade Level
Similar to ELA, middle school participation rates are lower than elementary with participation decreasing from 6th to 8th grade.
Grade2018 Math # Participation
2019 Math # Participation
2021 Math # Participation
3 10452 10313 9065
4 10808 10506 9237
5 10993 10806 9432
6 10715 10910 8936
7 10673 10714 9060
8 10827 10607 8981
98.7 98.9 99.1 98.9 98.8 98.299.2 99.2
99.1 98.8 98.0 97.891.4 91.7 91.9
86.784.8
82.1
0
10
20
30
40
50
60
70
80
90
100
Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8
2018 2019 2021
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RICAS Math: Participation by Subgroup
In math, participation rates for differently abled, homeless, and economically disadvantaged students are disproportionatelylower than students who are not in those subgroups.
Subgroup2019 Math # Participation
2021 Math # Participation
All Students 63856 54711
Female 31179 26649
Male 32677 28060
Differently Abled Students 9346 8189
Multilingual Learners 6828 6480
Economically Disadvantaged 31717 24463
Homeless 663 398
98.7 98.8 98.6 97.1 98.3 98.494.2
88.0 88.0 88.085.2
88.984.8
82.2
0
10
20
30
40
50
60
70
80
90
100
All Students Female Male DifferentlyAbled Students
MultilingualLearners
EconomicallyDisadvantaged
Homeless
2019 2021
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RICAS Math: Participation by Race/Ethnicity
In Mathematics, participation rates for American Indian or Alaskan Native were disproportionatelylower than other race/ethnicities, which had little variability.
Subgroup2019 Math # Participation
2021 Math # Participation
All Students 63856 54711
American Indian or Alaska Native 460 391
Asian 2107 1826
Black or African American 5520 4909
Hispanic or Latino 17034 15205
Native Hawaiian or Other Pacific Islander 96 81
White 35692 29595
Two or More Races 2947 2704
98.7 97.3 99.3 98.4 98.5 98.0 98.8 98.0
88.0
80.6
87.7 88.0 86.6 88.0 89.185.9
0
10
20
30
40
50
60
70
80
90
100
All Students AmericanIndian or
Alaska Native
Asian Black orAfrican
American
Hispanic orLatino
NativeHawaiian orOther Pacific
Islander
White Two or MoreRaces
Math Participation by Race/Ethnicity
2019 2021
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RICAS Math: Statewide Performance Levels
In math, the percent of students not meeting expectations increased.
The percentage of students meeting and exceeding expectations in 2021 decreased.
20% (or 1 in 5 students) of students are proficient in math in grades 3-8 for 2021.
Year Math Number Tested
2018 64468
2019 63856
2021 54711
32.9
20.9
22.4
47.0
49.3
50.3
18.5
26.7
25.3
1.5
3.1
2.0
0 20 40 60 80 100
2021
2019
2018
Not Meeting Expectations Partially Meeting Expectations
Meeting Expectations Exceeding Expectations
27.3
29.8
20.1
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RICAS Math: Percent of Students Meeting and Exceeding Expectations by Grade Level
All grade levels demonstrated lower performance in comparison to performance in 2019.
Decreases ranged from 7.3%points in 7th grade to 11.7%points in 4th grade.
35.426.8 26.8
36.1 32.6 30.125.1 20.8 20.3
0
20
40
60
80
100
Grade 3 Grade 4 Grade 5
25.3 27.0 22.927.9 27.6 24.517.8 20.4 16.1
0
20
40
60
80
100
Grade 6 Grade 7 Grade 8
2018 2019 2021
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29.8 29.2 30.3
5.0 6.3
15.7
9.0
20.1 19.2 20.9
3.4 2.37.1
2.8
0
10
20
30
40
50
60
70
80
90
100
All Students Female Male Differently AbledStudents
MultilingualLearners
EconomicallyDisadvantaged
Homeless
2019 2021
RICAS Math: Meeting/Exceeding Expectations by Subgroup
In math, all subgroups demonstrated lowerperformance than in 2019.
Less than 5% of differently abled students, multilingual learners, and homeless students are meeting expectations.
The dotted line represents the state average or "all students".
Subgroup
2019 Math # Participation
2021 Math # Participation
All Students 63856 54711
Female 31179 26649
Male 32677 28060
Differently Abled
Students 9346 8189
Multilingual
Learners 6828 6480
Economically
Disadvantaged 31717 24463
Homeless 663 398
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RICAS Math: Meeting/Exceeding Expectations by Race/Ethnicity
In math, all race/ethnicity groups demonstrated lower performance on average by 9%.
Native Hawaiian or Other Pacific Islanderdropped the least (5%) in comparison to other race/ethnicities, while Asian and White dropped the most (11%).
The dotted line represents the state average or "all students".
Subgroup
2019 Math # Participation
2021 Math # Participation
All Students 63856 54711
American Indian or Alaska
Native 460 391
Asian 2107 1826
Black or African American 5520 4909
Hispanic or Latino 17034 15205
Native Hawaiian or Other
Pacific Islander 96 81
White 35692 29595
Two or More Races 2947 2704
29.8
14.3
44.7
15.5 15.6 18.8
38.4
25.720.1
5.1
33.7
7.7 8.0
13.6
27.9
17.7
0
10
20
30
40
50
60
70
80
90
100
All Students AmericanIndian orAlaskaNative
Asian Black orAfrican
American
Hispanic orLatino
NativeHawaiian orOther Pacific
Islander
White Two or MoreRaces
2019 2021
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RICAS Math: Meeting/Exceeding Expectations: Multilingual Learner Status
In math, all subgroups demonstrated lower performance.
Differently abled multilingual learners (MLLs) and differently abledexited MLLs continue to demonstrate proficiency below 5%. In other words, 95% or more of students in these groups are not meeting expectations.
Subgroup
2019 Math #
Participation
2021 Math #
Participation
All Students 63856 54711
Current MLLs 6828 6480
Recently (3 yrs) Exited
MLLs 1618 1654
Never MLL 53514 45558
Differently Abled
Students (DAS) + MLL 1214 1217
DAS + MLL Recently
(3 yrs) Exited 156 82
29.8
6.3
25.5
33.2
1.23.2
20.1
2.3
15.722.8
0.54.9
0
10
20
30
40
50
60
70
80
90
100
All Students Current MLLs Recently (3 yrs)Exited MLLs
Never MLL Differently AbledStudents (DAS)
+ MLL
DAS + MLLRecently (3 yrs)
Exited2019 2021
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RICAS Math with ACCESS - Performance by English Language Proficiency
94.9
91.5
72.7
38.5
16.1
5.9
5.0
8.3
26.4
55.2
65.3
58.8
0.1
0.2
0.9
6.2
18.1
35.3
0.0
0.1
0.5
0.0
0 10 20 30 40 50 60 70 80 90 100
Entering
Emerging
Developing
Expanding
Bridging
Reaching
12
34
56
% Not Meeting Expectations % Partially Meeting Expectations
% Meeting Expectations % Exceeding Expectations
35.3
18.6
6.3
ACCESS Levels 5 & 6 signify English Language proficiency for multilingual learners and where MLLs typically exit MLL services.
19% of students at the Bridging level of English proficiency also meet or exceed expectations on RICAS math.
35% of students at the highest level of English proficiency, Reaching, meet or exceed expectations.
The Blueprint for Multilingual Learner Success outlines system actions for improvement.
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SAT English Language Arts and Mathematics Participation
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SAT ELA and Math Participation
94.9 94.595.2 94.8
86.2 85.7
0
10
20
30
40
50
60
70
80
90
100
ELA Math
2019 20212021
-9.0% -9.1%The federal requirement for participation across all tests and content areas is 95%.
The decrease in participation across both ELA and math was approximately 9% from 2019 to 2021.
In a typical year, RI would not meet requirements for participation.
This decrease was expecteddue to the challenges of the COVID-19 pandemic.
2018 2019 2021
ELA 9718 9895 9085
Math 9706 9882 9049
2018 20182019
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95 96 94
8792
8891
9795 96 94
8892 91 91 91
86.2 87.684.8
74.579.2
66.1
74.6
83
0
10
20
30
40
50
60
70
80
90
100
All Students Female Male DifferentlyAbled Students
EconomicallyDisadvantaged
Homeless MultilingualLearners
MLL Exited yr1-yr3
2018 2019 2021
SAT ELA: Participation by Subgroup
The federal requirement for participation is typically 95%.
Rhode Island met this requirement for all students, female students, and multilingual learner (MLL) students who exited their programs in 2018 and 2019.
The percent of students who participated in 2021 decreased by almost 9% points.
The largest decrease in participation was among homeless students whose participation declined by 33% points from 2019.
2018 2019 2021
All Students 9718 9895 9085
Female 4867 4834 4523
Male 4851 5061 4558
Differently Abled Students
1139 1111 1059
Economically Disadvantaged
4042 4058 3296
Homeless 64 60 39
Multilingual Learners 652 813 671
MLL Exited yr1-yr3 170 137 78
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SAT ELA: Participation by Race/Ethnicity
95
86
9693 94
10096 9495
9297
93 93
10097
9186.2
65.3
93.6
84.4 81.691.3
88.681.6
0
10
20
30
40
50
60
70
80
90
100
All Students AmericanIndian
Asian Black or AfricanAmerican
Hispanic orLatino
NativeHawaiian orother Pacific
Islander
White Two or MoreRaces
2018 2019 2021
The percent of students who participated in SAT ELA decreased across all subgroups.
For two subgroups (Hispanic or Latino and students with Two or More Races), the 2021 decline in their participation confirmed a downward trend in their participation since 2018.
The smallest decrease is seen among Asian students and the largest was among American Indian students.
2018 2019 2021
All Students 9718 9895 9085
American Indian 59 79 49
Asian 305 330 306
Black or African American 831 853 807
Hispanic or Latino 2366 2393 2258
Pacific Islander 19 17 21
White 5844 5912 5325
Two or More Races 294 311 319
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SAT Math: Participation by Subgroup
94.5 95.4 93.5
85.5
91.787.8 89.1
96.694.8 95.694.0
87.291.6 90.9 90.3 90.7
86 87.384.2
73.3
78.6
66.1
74.0
83.0
0.0
10.0
20.0
30.0
40.0
50.0
60.0
70.0
80.0
90.0
100.0
All Students Female Male Differently AbledStudents
EconomicallyDisadvantaged
Homeless MultilingualLearners
MLL Exited yr1-yr3
2018 2019 2021
The federal requirement for participation is typically 95%.
R has not met this requirement for any subgroup for the 2021 administration of SAT math.
The percent of students who participated in 2021 decreased by 9%.
The largest decrease in participation was among homeless students whose participation declined by 25%.
2018 2019 2021
All Students 9706 9882 9049
Female 4864 4836 4510
Male 4842 5046 4535
Differently Abled Students
1122 1099 1042
Economically Disadvantaged
4039 4049 3274
Homeless 65 60 39
Multilingual Learners 669 827 675
MLL Exited yr1-yr3 170 136 78
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SAT Math: Participation by Race/Ethnicity
94.5
84.1
96.292.3 92.8
100.095.6
93.394.8
92.0
97.4
92.791.9
94.196.4
91.285.7
65.3
93.3
83.781.0
91.388.4
80.8
0.0
10.0
20.0
30.0
40.0
50.0
60.0
70.0
80.0
90.0
100.0
All Students American Indian Asian Black or AfricanAmerican
Hispanic or Latino Native Hawaiianor Other Pacific
Islander
White Two or MoreRaces
2018 2019 2021
Rhode Island did not meet the federal requirement of 95%participation for any student group.
The percent of students who participated in 2021 decreased by 9%. The largest decreases were in Hispanic or Latino and Two or More Races categories where participation declined by 10% .
The same downward trend seen in ELA is seen in math among Hispanic or Latino students and students with Twor or More Races. In math, this downward participation trend is also seen among the Pacific Islander students.
2018 2019 2021
All Students 9706 9882 9049
American Indian 58 80 49
Asian 307 331 305
Black or African American 832 859 801
Hispanic or Latino 2372 2386 2249
Pacific Islander 19 16 21
White 5824 5899 5308
Two or More Races 294 311 316
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SAT English Language Arts and Mathematics Performance
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SAT: Percent of Students Meeting the College and Career Ready (CCR) Benchmark in ELA and Math
49.9
30.3
50.5
31.2
48.3
26.4
0
10
20
30
40
50
60
70
80
90
100
SAT ELA SAT Math
Perc
ent
of
Test
Tak
ers
2018 2018 2019 20212021
-4.8
2018
The percent of students who meet or exceed the CCR benchmark decreased for both the ELA and math.
The decrease in the percent of students meeting the benchmark in ELA was smaller(2.2%) than in math (4.8%).
Almost half of RI students meet expectations for high school ELA, but only just over 25%meet expectations in math.
2018 2019 2021
ELA 4852 4998 4388
Math 2938 3079 2386
2019
47
-2.3
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5054
46
11
2925
3
15
5155
46
9
30
37
2
20
48.351.6 45.0
9.7
27.725.6
3.3
36
0
10
20
30
40
50
60
70
80
90
100
All Students Female Male DifferentlyAbled Students
EconomicallyDisadvantaged
Homeless MultilingualLearners
MLL Exited yr1-yr3
2018 2019 2021
SAT ELA: Percent of Students by Subgroup Meeting the College and Career Ready (CCR) Benchmark
The percent of students who meet or exceed the CCR benchmark decreasedacross most subgroups, except Multilingual Learners who exited between one and three years ago.
The dotted line represents the state average or "all students".
48
2018 2019 2021
All Students 9718 9895 9085
Female 4867 4834 4523
Male 4851 5061 4558
Differently Abled Students
1139 1111 1059
Economically Disadvantaged
4042 4058 3296
Homeless 64 60 39
Multilingual Learners 652 813 671
MLL Exited yr1-yr3 170 137 78
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SAT ELA: Percent of Students by Race/Ethnicity Meeting the College and Career Ready (CCR) Benchmark
50
20
61
28 28
47
62
45
51
13
54
28 26
47
64
4648.3
26.5
62.1
27 27.4
42.9
59.7
49.3
0
10
20
30
40
50
60
70
80
90
100
All Students AmericanIndian
Asian Black orAfrican
American
Hispanic orLatino
NativeHawaiian orother Pacific
Islander
White Two or MoreRaces
2018 2019 2021
The percent of students who meet or exceed the CCR benchmark increased in several subgroups: American Indian, Asian, Hispanic/Latino and students with Two or More Races.
The largest decrease was among White students, from 64% to 60% meeting the CCR benchmark.
*This subgroup does not meet the minimum reporting requirement of having ten or more students in the group for one or more years.
49
2018 2019 2021
All Students 9718 9895 9085
American Indian 59 79 49
Asian 305 330 306
Black or African American 831 853 807
Hispanic or Latino 2366 2393 2258
Pacific Islander 19 17 21
White 5844 5912 5325
Two or More Races 294 311 319
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SAT Math: Percent of Students by Subgroup Meeting the College and Career Ready (CCR) Benchmark
The percent of students who meet or exceed the CCR benchmark decreasedacross all subgroups.
The greatest drop in achievement (6.7%) was among female students.
2018 2019 2021
All Students 2938 3079 2386
Female 1439 1536 1133
Male 1499 1543 1252
Differently Abled Students 44 31 25
Economically Disadvantaged
549 548 325
Homeless* - - -
Multilingual Learners* 14 18 -
MLL Exited yr1-yr3* - 16 -
50
2018 2019 2021
All Students 9706 9882 9049
Female 4864 4836 4510
Male 4842 5046 4535
Differently Abled Students
1122 1099 1042
Economically Disadvantaged
4039 4049 3274
Homeless 65 60 39
Multilingual Learners 669 827 675
MLL Exited yr1-yr3 170 136 78
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SAT Math: Percent of Students by Subgroup Meeting the College and Career Ready (CCR) Benchmark
The percent of students who meet or exceed the CCR benchmark decreased across all the subgroups since 2018, and in most cases, this continues a downward trend in math achievement overall.
The greatest decrease was among white students, who saw a 6.5%drop in the percent of students meeting or exceeding the CCR benchmark and students of Two or More Races, which saw an 8% drop since 2018.
*This subgroup does not meet the minimum reporting requirement of having ten or more students in the group for one or more years.
51
2018 2019 2021
All Students 9718 9895 9085
American Indian 59 79 49
Asian 305 330 306
Black or African
American831 853
807
Hispanic or Latino 2366 2393 2258
Pacific Islander 19 17 21
White 5844 5912 5325
Two or More Races 294 311 319
30.3
6.9
44.0
12.6 12.8
21.1
39.5
28.231.2
3.8
42.3
10.2 11.6
18.8
42.3
23.526.4
4.1
41.6
9.6 9.8
28.6
35.6
20.3
0.0
10.0
20.0
30.0
40.0
50.0
60.0
70.0
80.0
90.0
100.0
All Students American Indian Asian Black or AfricanAmerican
Hispanic orLatino
Native Hawaiianor Other Pacific
Islander
White Two or MoreRaces
2018 2019 2021
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Dynamic Learning Maps (DLM)
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96.4 97.6
87.6 87.3
0.0
10.0
20.0
30.0
40.0
50.0
60.0
70.0
80.0
90.0
100.0
ELA Math
Pe
rce
nt o
f Te
st Ta
ke
rs
DLM: Participation in ELA and Math
-9.1% -10.6%
2019 20192021 2021
2019 2021
ELA 933 817
Math 933 815
The DLM alternate assessments are given to students with the most significant cognitive disabilities in grades 3-8 and 11 in ELA and math.
In 2019, Rhode Island met the federal reporting requirement for participation (95%).
For 2021, the percent of students who participated in DLM decreasedby 9% in ELA and almost 11% in math.
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DLM ELA: Percent of All Students by Achievement Level
ELA results for DLM show a decrease in the percent of students At Target or Advanced.
There was also a decrease in the percent of students at the lowest level (Emerging) by 4.1%.
The percent of students at Approaching Target and At Target or Advanced increased by the same amount (4.1%).
This shows that students moved up into higher achievement levels since 2019.
77.4
81.5
12.9
7.4
9.7
11.1
0 10 20 30 40 50 60 70 80 90 100
ELA 2021
ELA 2019
% Emerging % Approaching Target % At Target or Advanced
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DLM Math: Percent of All Students by Achievement Level
Even though the percentage of students participating in DLM decreased, there were increases in student achievement in the 2021 results.
The percentage of students achieving the At Target or Advanced increased by 8.9%.
The percent of students achieving the Approaching Target achievement level increased by a little over 1%.
57.9
68
21.1
20
20.9
12
0 10 20 30 40 50 60 70 80 90 100
Math 2021
Math 2019
% Emerging % Approaching Target % At Target or Advanced
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Taking Action
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RIDE Actions to Accelerate What's Possible for Students
57
The Rhode Island Department of Education acted months before assessment results. All actions are grounded in the RIDE 2020-2025 Strategic Plan and LEAP Taskforce recommendations.
• Mathematics
• Launched 3 cohorts of curriculum-based implementation support and professional learning with 18 LEAs
• Curriculum Frameworks - Completed frameworks in math
• Readiness Project Courses - Help students build math skills for the transitions to high school and college.
• English Language Arts
• Structured Literacy/Dyslexia - Launched 1 cohort of curriculum-based implementation support; developing modules for awareness of structured literacy; 400 educators participating in proficiency training to meet Right to Read expectations
• Curriculum Frameworks - Completed frameworks in ELA
• Readiness Project Course - Help students build ELA skills for the transition to college
• Intervention Programs in ELA and Mathematics
• Systems
• LEAP District Support Program - Partnering with 8 LEAs to provide focused support, and build a durable infrastructure for continuous improvement
• Differently Abled Students Blueprint
• Multilingual Learner Blueprint
• Strategic Planning System - New online system to help unify districts' strategic planning efforts and the associated data (full implementation will occur in Fall 2022)
• Extended Learning
• All Course Network (ACN) - Free courses during summer and year-round hosted by colleges, non-profits, and other schools
• Tutoring - Statewide training and supports for research-based high-dosage tutoring
• Social-Emotional Learning
• Continued Yale Center for Emotional Intelligence opportunities
• Additional expansion of Project AWARE
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District & School-Level Data
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Appendix:Additional Resources
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Assessment Data Portal
The Assessment Data Portal is an interactive
application that displays all state assessments
since 2017-18 broken down by proficiency
levels.
Users can compare state results with one or
more LEAs or schools and allows the user to
select student subgroups and grade levels for
analysis.
Each question on the RICAS can be viewed to
see how students responded for in depth Item
level analysis.
Data can be exported for further analysis
181
View the Assessment Data Portal at www.ride.ri.gov/RIADP
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Assessment Data Portal: Growth Visualizations
The RI Growth model provides an additional
way of looking at student achievement by
providing a measure of student growth
between annual assessments.
The Growth Visualizations display current
proficiency on the y axis and school mean
growth on the x axis.
Growth is aggregated for any student group
(district, school, grade, subgroup, etc.) by
averaging the individual SGPs—adding all
SGPs together and dividing by the total
number of students to determine the
average (or mean) SGP.
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View the Growth Visualizations at www.ride.ri.gov/RIADP
Mean School GrowthSchool P
erc
ent P
roficie
nt
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RICAS ELA – LEA Proficiency Level Changes
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Proficiency Level Changes
from 2018-19 to 2020-21:
This graph displays the
current proficiency level for
each LEA along the Y-axis
and the percentage of change
between the 2018-19 and
2020-21 RICAS ELA
assessment on the X-axis.
The size of the circle
represents the number of
students tested.
The color of the circle
represents the urbanicity of
the LEA.
Decrease Increase
View this visualization at datacenter.ride.ri.gov/Data/Assessments
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RICAS Mathematics – LEA Proficiency Level Changes
184
Proficiency Level Changes
from 2018-19 to 2020-21:
This graph displays the
current proficiency level for
each LEA along the Y-axis
and the percentage of change
between the 2018-19 and
2020-21 RICAS math
assessment on the X-axis.
The size of the circle
represents the number of
students tested.
The color of the circle
represents the urbanicity of
the LEA.
Decrease Increase
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Change in Performance Levels - ELA
What the Data Tells Us:
• The graph at right shows how students' RICAS performance levels changed in ELA from 2019 to 2021.
• While close to 60% of students did not either move up or down in performance levels, nearly 30% dropped one level.
Background:
• There are four performance levels: Not Meeting Expectations, Partially Meeting Expectations, Meeting Expectations, and Exceeding Expectations.
• The appendix includes information about how student performance levels changed from 2019 to 2021 at all performance levels.
Note: Tables only include students who took a RICAS test in 2018-19 and 2020-21 and advanced two grade levels between the two tests.
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Change in Performance Levels - Mathematics
Note: Tables only include students who took a RICAS test in 2018-19 and 2020-21 and advanced two grade levels between the two tests.
What the Data Tells Us:
• The graph at right shows how students' RICAS performance levels changed in math from 2019 to 2021.
• While 60% of students did not move either up or down in performance levels, one third dropped one level.
Background:
• There are four performance levels: Not Meeting Expectations, Partially Meeting Expectations, Meeting Expectations, and Exceeding Expectations.
• The appendix includes information about how student performance levels changed from 2019 to 2021 at all performance levels.
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RICAS Mathematics – Statewide Proficiency Level Changes
187
Proficiency Level Changes
in RICAS math from 2018-19
to 2020-21:
Each box represents the
percentage of students who
started at a certain proficiency
level in 2018-19 and how
many levels they changed for
2019-20.
For example, the top left box
indicates that 15.4% of
all students were Not Meeting
Expectations in 2018-19, and
were also Not Meeting
expectations in 2020-21.
Note: This table only
includes students who took a
RICAS test in 2018-19 and 2020-
21 and advanced two grade levels
between the two tests.
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RICAS ELA – Statewide Proficiency Level Changes
188
Proficiency Level Changes
in RICAS ELA from 2018-19
to 2020-21:
Each box represents
the percentage of students
who started at a certain
proficiency level in 2018-19
and how many levels they
changed for 2019-20.
For example, the top left
box indicates that 11.3% of all
students were Not
Meeting Expectations in 2018-
19, and were also Not
Meeting expectations in 2020-
21.
Note: This table
only includes students who took
a RICAS test in 2018-19 and
2020-21 and advanced two grade
levels between the two tests.
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RICAS ELA and Mathematics Average Student Growth
• Prior to 2021, the average student growth in ELA and math was at the 50th percentile. This was calculated by comparing the performance of all students who took the assessment the same year with each other.
• In 2021, growth was calculated by comparing student performance to students who took the assessment prior to the pandemic (2019) to better understand the impact of the 2020 and 2021 school years on student learning.
• The amount of growth students made from 2019 to 2021 is significantly less than growth students made in the years prior to the pandemic.
189
50 50
4032
0
10
20
30
40
50
60
70
80
90
100
ELA Math
Average Student Growth Percentile by Year
2019 20212019 2021
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Appendix:PSAT Results
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Summary of Student Performance on PSAT 10
English Language Arts
Percent of Students at Each Achievement Level
Number of
Students
Tested
Not Meeting
Expectations
Partially Meeting
Expectations
Meeting
Expectations
Exceeding
Expectations
Percent Achieving
College Career Ready
Benchmark
Average Scale
Score
PSAT 10 (2021) 9,111 18.5 21.9 47.5 12.1 59.6 460
PSAT 10 (2019) 10,164 20.2 19.8 49.0 11.0 60.1 459
PSAT 10 (2018) 10,317 19.2 23.5 46.2 11.1 57.3 457
Mathematics
Percent of Students at Each Achievement Level
Number of
Students
Tested
Not Meeting
Expectations
Partially Meeting
Expectations
Meeting
Expectations
Exceeding
Expectations
Percent Achieving
College Career Ready
Benchmark
Average
Scale Score
PSAT 10 (2021) 9,089 20.5 48.0 27.6 3.9 31.5 445
PSAT 10 (2019) 10,167 25.3 43.7 25.5 5.5 31.0 445
PSAT 10 (2018) 10,339 28.2 38.0 27.6 6.3 33.8 443
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192
57.3
63.0
52.0
15.2
37.933.3
5.9
32.4
60.065.0
55.0
17.0
42.036.0
7.0
31.0
59.664.2
55.0
18.0
38.0
31.1
5.7
47.8
0.0
10.0
20.0
30.0
40.0
50.0
60.0
70.0
80.0
90.0
100.0
All Students Female Male Differently AbledStudents
EconomicallyDisadvantaged
Homeless MultilingualLearners
MLL Exited yr1-yr3
2018 2019 2021
PSAT ELA: Percent of Students by Subgroup Meeting the College and Career Ready (CCR) Benchmark
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193
PSAT ELA: Percent of Students by Race/Ethnicity Meeting the College and Career Ready (CCR) Benchmark
57.3
63.0
52.0
15.2
37.933.3
5.9
32.4
60.065.0
55.0
17.0
42.036.0
7.0
31.0
59.664.2
55.0
18.0
38.0
31.1
5.7
47.8
0
10
20
30
40
50
60
70
80
90
100
All Students Female Male Differently AbledStudents
EconomicallyDisadvantaged
Homeless MultilingualLearners
MLL Exited yr1-yr3
2018 2019 2021
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194
PSAT Math: Percent of Students by Subgroup Meeting the College and Career Ready (CCR) Benchmark
57.3
63.0
52.0
15.2
37.933.3
5.9
32.4
60.065.0
55.0
17.0
42.036.0
7.0
31.0
59.664.2
55.0
18.0
38.0
31.1
5.7
47.8
0
10
20
30
40
50
60
70
80
90
100
All Students Female Male Differently AbledStudents
EconomicallyDisadvantaged
Homeless MultilingualLearners
MLL Exited yr1-yr3
2018 2019 2021.0
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34
10
43
14 15
23
45
2631
16
47
13 1318
41
2931.5
14.7
46.2
16.1 13.9
41.6
30.1
0
10
20
30
40
50
60
70
80
90
100
All Students American Indian Asian Black or AfricanAmerican
Hispanic or Latino Pacific Islander White Two or More Races
2018 2019 2021.0
*
195
PSAT Math: Percent of Students by Race/Ethnicity Meeting the College and Career Ready (CCR) Benchmark