ICCSD Academic Achievement ReportApril 2016Prepared by Amy Kortemeyer and Matt Degner, Assistant SuperintendentsBACKGROUNDFederal, State and District policies provide direction regarding what academic achievement data arereported. Federally, No Child Left Behind (NCLB) requires data be reported regarding the percent ofstudents proficient in grades three through eight and eleven for reading and mathematics. Iowa, throughChapter 12 School Rules of Iowa, requires multiple measures be reported in reading, math and science.Locally, Board policy requires data be reported related to academic achievement goals in reading,mathematics, writing, science and social studies.During October 2015, the Iowa Assessments were administered to students in grades three througheleven. The five major curricular areas measured on the Iowa Assessment include: reading, writtenexpression, mathematics, social studies and science. The Iowa Assessments are aligned with the Iowa Coreand Common Core State Standards.The Iowa Assessments serve multiple purposes including standards-based interpretation, accountability,measuring academic growth, predicting college readiness, and making relative comparisons.Standards-Based InterpretationsBy analyzing data, the district is able to determine which standards have been mastered by the student, classroom or school, determine which standards need additional focus, and compare progress among students.AccountabilityThe accountability requirements for No Child Left Behind (NCLB), are met by identifying and reportingproficiency data from the Iowa Assessments.Measuring Academic GrowthAn analysis of data permits the district to determine expected growth for all students, set goals for a student based on any starting place, and measure student growth using vertically articulated standards.College ReadinessAs a result of research conducted by the Iowa Testing Program and ACT, data are available from theIowa Assessments that predict college readiness indicators, help students plan the appropriate coursework, and identify students that are “on track” for college.Relative ComparisonsComparisons can be drawn from the metrics of the Iowa Assessments. Such comparisons help to determine student strengths with respect to the school, district, state and nation, and evaluate programs, set expectations and determine interventions.1The mission of the Iowa City Community School District is to ensure all students will become responsible, independent learners capable of making informeddecisions in a democratic society as well as in the dynamic global community; this is accomplished by challenging each student with a rigorous and creativecurriculum taught by a diverse, professional, caring staff and enriched through the resources and the efforts of families and the entire community.
Executive SummaryNORM REFERENCEDThe District Compared to the NationA comparison of the two groups indicates student achievement in ICCSD exceeds the nation. This holdstrue for all subject areas tested. The majority of students in the District are in the top quarter of nationalperformance.Growth Over TimeWhen analyzing achievement of grade level groups over a five-year period, achievement increases in avariety of ways. It increases: grade level to grade level, at a rate greater than the nation, progressing from third to 11th grade, and in all subject areas tested.CRITERION REFERENCEDThe District Compared to a Criterion: Common Core State StandardsBecause the Iowa Assessments are aligned to the Common Core State Standards (Reading, Language andWriting, and Mathematics), it is possible to report student performance related to a criterion, in this case,the percent of correctly answered items. ICCSD students correctly answered between 54 and 69 percentof the questions correctly, considering all grades and all subject areas. The District outperforms the nationin terms of correctly answered questions at all grade levels and all subject areas.GENERAL STRENGTHS and AREAS FOR GROWTHAcademic achievement of ICCSD students as measured by the Iowa Assessments indicates high levels ofperformance. The performance is above the national average and student achievement increases fromgrade three to eleven.2
ICCSD Academic Achievement Report April 2016NORM REFERENCEDThe District Compared to the NationTo compare academic performance of ICCSD students to students across the nation, a comparison ofpercentile ranks has been established. The following chart permits the District to make a relativecomparison of the two groups. The percentile ranks are averages of all students taking the assessment infall 2015.ICCSD student academic performance exceeds national performance in all grades and all subject areas.ScienceCompleteComposite11th gradeSocialStudies10th gradeMath Total9th gradeComputation8th gradeMath7th gradeEnglish LATotal6th gradeVocabulary5th gradeConventionsof Writing4th gradeWrittenExpression3rd gradeReadingICCSD National Percentile Ranks Fall 2015 Iowa Assessments by Grade and 779763
ICCSD Academic Achievement Report April 2016Another way to compare ICCSD student performance to national performance is to identify the percentof students in distribution of scores by quarters. The national percentile ranks for the quarters are: from75 to 99, 50 to 74, from 25 to 49 and from 1 to 24. The graph below identifies the percent of ICCSDstudents in each of the four range groups for a complete composite score. A complete composite score isa weighted average of sub tests. The majority of ICCSD students perform in the top quarter; this is truefor every grade and every subject area tested.ICCSD For 2015 Iowa Assessments-Percent per Quarter1-24 NPR25-49 NPR50-74 NPR75-99 NPR10090Percent of Students Per 5th49422217185621171362564522161782115188 129th10th9201503rd6th7thGrade Level48th11th
ICCSD Academic Achievement Report April 2016Reviewing student achievement for the purpose of comparing achievement over time is possible bylooking at standard scores. Results from 2015 are similar or slightly higher than 2011-2014. The patternof increased achievement over the grades, particularly at the elementary level, continues to occur. Thesedata are for all students enrolled in the district during test administration, with the exception of onepercent of students who take an alternative assessment.Reading, English language arts total, mathematics, social studies and science standard scores are listedbelow in graph format for the district (2011-2015) and the nation. A comparison of the two groupsindicates student achievement in ICCSD exceeds the nation. When looking at achievement of grade levelgroups, the achievement above the nation increases with grade levels. This holds true for all subject areastested.ICCSD and NationNational Standard Scores Fall 2015-Iowa AssessmentsReading350National Standard Score300250ICCSD SS Reading 2011200ICCSD SS Reading 2012ICCSD SS Reading 2013150ICCSD SS Reading 2014100ICCSD SS Reading 2015Natl SS Reading5003rd4th5th6th7th8th9th 10th 11thgrade grade grade grade grade grade grade grade gradeGrade5
ICCSD Academic Achievement Report April 2016ICCSD and NationNational Standard Scores Fall 2015-Iowa AssessmentsELA350National Standard Score300250200ICCSD SS ELA 2011150ICCSD SS ELA 2012ICCSD SS ELA 2013100ICCSD SS ELA 201450ICCSD SS ELA 2015Natl SS ELA03rdgrade4thgrade5thgrade6thgrade7th8thgrade gradeGrade9thgrade10thgrade11thgradeICCSD and NationNational Standard Scores Fall 2015-Iowa AssessmentsMathematics350National Standard Score300250ICCSD SS Mathematics 2011200ICCSD SS Mathematics 2012ICCSD SS Mathematics 2013150ICCSD SS Mathematics 2014100ICCSD SS Mathematics 2015Natl SS Mathematics5003rd 4th 5th 6th 7th 8th 9th 10th 11thgrade grade grade grade grade grade grade grade gradeGrade6
ICCSD Academic Achievement Report April 2016ICCSD and NationNational Standard Scores Fall 2015-Iowa AssessmentsSocial Studies350National Standard Score300250200ICCSD SS Social Studies 2011ICCSD SS Social Studies 2012150ICCSD SS Social Studies 2013ICCSD SS Social Studies 2014100ICCSD SS Social Studies 201550Natl SS Social Studies03rd4th5th6th7th8th9th 10th 11thgrade grade grade grade grade grade grade grade gradeGrade350ICCSD and NationNational Standard Scores Fall 2015-Iowa AssessmentsScienceNational Standard Score300250200ICCSD SS Science 2011150ICCSD SS Science 2012ICCSD SS Science 2013100ICCSD SS Science 2014ICCSD SS Science 201550Natl SS Science03rd4th5th6th7th8th9th10th 11thgrade grade grade grade grade grade grade grade gradeGrade7
ICCSD Academic Achievement Report April 2016Growth Over TimeA fourth way to compare data is to identify student growth over time. The graphs that follow permit thereader to see patterns and trends of cohort student performance over time. The student cohort is thegraduating class (it is not a matched intact group). Some students were not enrolled all years thereforenot tested; the majority of students are enrolled and tested all years.The first graph (in the set of two, one for reading, the other for mathematics) depicts ICCSD averagestudent academic performance. The second graph represents national average student performance;nationally, the increments of growth from one grade to the next decline over time, in all subject areas.8
ICCSD Academic Achievement Report April 2016ICCSD Student Performance (Cohort) Graduating Classes 2017-2024National Standard Scores Iowa Assessments: Reading335320IC 2017305299.9293.7National Standard 238.0226.1225.0209.4211.8212.4187.7190.1IC 2018IC 2019IC 2020IC 2021IC 2022IC 2023IC 2024170201120122013Years20142015National Student Performance (Cohort) Graduating ClassesNational Standard Scores Iowa Assessments: Reading335320305National Standard 156th
ICCSD Academic Achievement Report April 2016ICCSD Student Performance (Cohort) Graduating Classes 2017-2024National Standard Scores Iowa Assessments: Mathematics335320305301.8National Standard Scores290278.6275245230215200185290.2288.6IC 2018274.5274.3IC 2019260.6253.0IC 60211.9195.9180.4212.9IC 2017IC 2021234.1IC 2022216.2IC 2023198.1IC 2024170201120122013Years20142015National Student Performance (Cohort) Graduating ClassesNational Standard Scores Iowa Assessments: Mathematics335320305National Standard 7th6th
ICCSD Academic Achievement Report April 2016CRITERON REFERENCEDThe District Compared to the Common Core State StandardsFinally, it is possible to compare student performance to criteria. The Common Core StateStandards in Literacy and Mathematics were integrated into the Iowa Code by Iowa State Boardof Education in 2010. The chart on the following page identifies the number of items per subjectarea as well as the average number of items correctly answered by both the district and thenation; the difference between the two is also recorded. In every grade level, for reading,language and writing, and mathematics, district student performance is greater than the nation.The difference between district student performance and national student performanceincreases going up the grade levels. For example, the difference for 3 rd grade reading is sevenwhereas the difference for 10th grade reading is nineteen.11
ICCSD Academic Achievement Report April 2016ICCSD Performance on Common Core State Standards Fall 20153rd gradeReadingLanguage & WritingMathematics# Items4112875% Correct District635757% Correct Nation565053Difference 7 7 44th gradeReadingLanguage & WritingMathematics# Items4214382% Correct District666460% Correct Nation575358Difference 9 11 25rdgradeReadingLanguage & WritingMathematics# Items4315589% Correct District666563% Correct Nation565560Difference 10 10 36th gradeReadingLanguage & WritingMathematics# Items4416495% Correct District686464% Correct Nation605758Difference 8 7 67th gradeReadingLanguage & WritingMathematics# Items45174101% Correct District696363% Correct Nation575252Difference 12 11 118th gradeReadingLanguage & WritingMathematics# Items46183107% Correct District686161% Correct Nation585352Difference 10 8 99rd gradeReadingLanguage & WritingMathematics# Items409470% Correct District686354% Correct Nation504841Difference 18 15 1310th gradeReadingLanguage & WritingMathematics# Items409470% Correct District696555% Correct Nation504941Difference 19 16 1411th gradeReadingLanguage & WritingMathematics# Items409470% Correct District666660% Correct Nation555242Difference 11 14 1812
ICCSD Academic Achievement Report April 2016Glossary of TermsStandard Score (SS): This is a score on a continuum. Standard scores are useful to measure performanceover time. Because average growth from year to year has been established, it is possible to determinehow much a student or group typically increases in achievement over time.Percentile Rank (PR): This is a score that indicates how many students performed below the student (orgroup). Percentile ranks are useful as a way to compare students or groups.Matched Cohort : A group of students who have been in the district and taken the test all yearsreported. Data from a matched cohort follow a group of students (3rd to 4th) over time.13
ICCSD SS Reading 2014 ICCSD SS Reading 2015 Natl SS Reading. ICCSD Academic Achievement Report April 2016 6 0 50 100 150 200 250 300 350 3rd grade 4th grade 5th grade 6th grade 7th grade 8th grade 9th grade 10th . 7th grade 8th grade 9th grade 10th grade 11th grade e Grade ICCSD and Natio
How SES influences students academic achievement has been explained based on various theories. Few theories say that students from low SES homes lack an academic environment at home and which in turn influences their academic achievement. Another scenario argues that school and neighborhood environment influences academic achievement as low SES
Children with an intrinsic motivation orientation had higher reading and math scores and higer overall achievement scores compared to their extrinsic counterparts (Boggiano et-al 1992). There is a significant correlation between academic achievement and motivation (Sikwari 2014) and motivation has impact on academic
The Effect of Reading Habits on Academic Achievement Literature posits that academic achievement is based on the students' development of reading habits (Annamalai & Muniandy, 2013). A study conducted by Horbec's (2012) showed a strong relationship between reading habits and academic achievement. The reading habits
concept that the term achievement is referred to in the study. Academic achievement indicates the numerical score of a student's knowledge. It measures the degree of a student's adaptation to school work and to the educational system which describes academic achievement in terms of the actual mark or score obtained in an examination or a test.
District Name: FT SAM HOUSTON ISD Campus Name: ROBERT G COLE MIDDLE/HIGH SCHOOL Campus Number: 015914001 2015 Accountability Rating: Met Standard Distinction Designations: Academic Achievement in Reading/English Language Arts Academic Achievement in Mathematics Academic Achievement in
a framework for assessment: recognising achievement, profiling and reporting 1 Contents Supplementary Information 2 Key Messages 3 Recognising Achievement, Profiling and Reporting 4 Principles underpinning recognising achievement, profiling and reporting 5 Planning recognising achievement, profiling and reporting 5 Manageability 5 Getting it Right for Every Child (GIRFEC) 6
the academic performance,53 respondents agreed while 47 of the of the respondents disagree with the factors explaining teacher‟s motivation for academic performance of the . investigations of predictors of academic achievement in some of the large-scale academic achievement assessment studies such as Programme for International Student .
ASME 2019 Updates 188.8.131.52.1 A communications means between the car and a location staffed by authorized personnel who can take appropriate action shall be provided. 184.108.40.206.3 The communications means within the car shall comply with the following requirements: a) In jurisdictions enforcing NBCC, Appendix E of ASME A17.l/CSA B44, or in jurisdictions not enforcing NBCC, ICC/ ANSI A117.1, ADAAG .