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