Message: FW: Algebra I and English II Follow-up

FW: Algebra I and English II Follow-up
FW: Algebra I and English II Follow-up

From | Duncan, Janet | Date Thursday, August 3, 2017 7:05 AM

To | Cash, Amanda
Cc |
Subject | FW: Algebra I and English II Follow-up

image001.jpg (4 Kb ) MO EOC Spr17 Revised RSS and Impact 2017-08-02.xlsx (29 Kb )

FYI

From: Sireno, Lisa
Sent: Wednesday, August 02, 2017 3:09 PM
To: Strand, Jocelyn; Duncan, Janet; Riner-Mooney, Angela; Schepers, Kimberly
Cc: Bates, Shaun
Subject: FW: Algebra I and English II Follow-up

FYI

Lisa Sireno | Standards and Assessment Administrator | Office of College and Career Readiness

Missouri Department of Elementary and Secondary Education | 573-751-3545 | dese.mo.gov

From: Teresa Dawber [mailto:tdawber@questarai.com]
Sent: Wednesday, August 02, 2017 1:57 PM
To: Katie McClarty; Scott Bishop; Sireno, Lisa; Elliot Dunn
Cc: Bates, Shaun; Adam Johnson
Subject: RE: Algebra I and English II Follow-up

Hi Everyone,

Following up from our discussion on Monday and earlier today, please find attached an Excel file that shows the original RSS tables beside the revised RSS tables when the 3 cut scores are lowered by 1 raw score point. See worksheets called AL1 FormH Revised and EN2 Form2104H Revised. The changes result in two raw scores mapping to 200 and 225 for Algebra I and two raw scores mapping to 182, 200 and 225 for English II. The raw score frequency distributions (raw score, count, percent) and performance level data are also in both worksheets.

The impact data across years and admins is presented in the worksheet called Impact data across admins. The new data with all 3 cut scores adjusted is in the last column of each table (column heading SPR 2017 Form H REVISED Cuts). The other data in the tables are the same as what was sent to the TAC for discussion. The reference document for the TAC is the file called MO EOC Year to Year Results 2017-07-25.

Please let me know if you have any questions.

Thanks,

Tess

From: Katie McClarty
Sent: Thursday, July 27, 2017 10:13 PM
To: Scott Bishop; Sireno, Lisa; Elliot Dunn
Cc: Bates, Shaun; Adam Johnson; Teresa Dawber
Subject: RE: Algebra I and English II Follow-up

I concur with Scott’s recommendation and description. I think it can be confusing to the field when two raw scores map to the same scale score, particularly at the cut, but I think that is a better solution in this case than changing multiple scale scores along the continuum.

Thanks,

Katie

Katie McClarty, Ph.D.

Chief Assessment Officer

kmcclarty@questarai.com

Questar Assessment, Inc.

(952) 997-0399 (Office)

(512) 417-5995 (Mobile)

(952) 997-2770 (Fax)

www.questarai.com

Connect with us:

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From: Scott Bishop
Sent: Thursday, July 27, 2017 9:43 PM
To: Sireno, Lisa <Lisa.Sireno@dese.mo.gov>; Elliot Dunn <edunn@questarai.com>
Cc: Bates, Shaun <shaun.bates@dese.mo.gov>; Adam Johnson <ajohnson@questarai.com>; Teresa Dawber <tdawber@questarai.com>; Katie McClarty <kmcclarty@questarai.com>
Subject: RE: Algebra I and English II Follow-up

Hi again lisa & shaun:

There are some good friends of mine who I respect a lot that prefer not to have two RSs convert to the same scale score. (Katie is one of them.) However, I believe it is more of a personal preference than a strict rule. There is no psychometric rule against it that I’m aware of and many tests do so very willingly (the ACT assessment being one of them). I believe Katie might say that a concern some have is that users might have questions about why it happens. I’d use the ACT as an example that shows that is okay. Of course, I’d also be willing to help DESE respond to any such questions as your testing partner.

In another state this year we had this happen just by coincidence of their linear transformation and rounding rules and state and their TAC was okay with it.

To avoid it/prevent it, we would have to smooth out several more values in the RSS table. The issue is the 201 right above the original 200…that would need to change to 202 (b/c the original 200 would change to 201, otherwise you would have another duplicate at 201), and if the SS right above it happened to be 202, it would need to change to 203, and so forth and so on until we found the sweet spot where there was a gap of at least 2 SS points so that we could convert a lower SS without creating another duplication right above it.

As a cautionary rule when we must make a tweak to a RSS table, we like to make as few changes as possible (to reduce risk that we might inadvertently mess something else up). This is why I felt it was okay to have two 200s.

Another consideration that came to my mind was whether DESE did any official tracking of SS values over time (like using the State’s mean SS over time to monitor trends or measure outcomes). I could not recall any and I believe use of the percent of students at and above proficient is the primary outcome that MO/DESE uses. Perhaps some local districts use mean SSs for tracking for one reason or another, but changing one SS value likely will have little impact (relative to what the SS sem is) and it would be in a favorable direction b/c the 197 is becoming a little bigger. (Perhaps the fairest thing to do in this case would be to make another SS value 3 points smaller, but I’ve never known anyone to do this in my 15 years in testing…not to say its never happened, just that that has been my own personal experience).

I’m very confident the risk for unintended consequences is small to nonexistent, but I invite Tess or Katie to share their experiences as well.

Yours truly,

Scott

From: Sireno, Lisa [mailto:Lisa.Sireno@dese.mo.gov]
Sent: Thursday, July 27, 2017 9:15 PM
To: Scott Bishop; Elliot Dunn
Cc: Bates, Shaun; Adam Johnson; Teresa Dawber
Subject: RE: Algebra I and English II Follow-up

Scott, are there broader implications this year and for summer 17 for changing the scale score cut? Pros and cons from your perspective?

Lisa

From: Scott Bishop [sbishop@questarai.com]
Sent: Thursday, July 27, 2017 9:10 PM
To: Sireno, Lisa; Elliot Dunn
Cc: Bates, Shaun; Adam Johnson; Teresa Dawber
Subject: Re: Algebra I and English II Follow-up

Yes, of course. I'll be up a while longer too if you had any questions tonight.

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On Thu, Jul 27, 2017 at 9:06 PM -0500, "Sireno, Lisa" <Lisa.Sireno@dese.mo.gov> wrote:

> Not at this time. Are you, Scott, Tess, and/or Katie available for a quick discussion tomorrow morning?

> Thanks,

> Lisa

> From: Elliot Dunn [edunn@questarai.com]
> Sent: Thursday, July 27, 2017 7:12 PM
> To: Sireno, Lisa
> Cc: Bates, Shaun; Adam Johnson; Scott Bishop; Teresa Dawber
> Subject: FW: Algebra I and English II Follow-up

> Hi Lisa,

> Can you confirm that Janet’s comment is an official DESE request?

> Thank you,

> Elliot

> From: Duncan, Janet [mailto:Janet.Duncan@dese.mo.gov]
> Sent: Thursday, July 27, 2017 3:49 PM
> To: Scott Bishop <sbishop@questarai.com>; Katie McClarty <kmcclarty@questarai.com>; Sireno, Lisa <Lisa.Sireno@dese.mo.gov>; Adam Johnson <ajohnson@questarai.com>; Elliot Dunn <edunn@questarai.com>; Teresa Dawber <tdawber@questarai.com>
> Cc: Bates, Shaun <shaun.bates@dese.mo.gov>; Riner-Mooney, Angela <Angela.Riner-Mooney@dese.mo.gov>; Strand, Jocelyn <Jocelyn.Strand@dese.mo.gov>; Schepers, Kimberly <Kim.Schepers@dese.mo.gov>
> Subject: RE: Algebra I and English II Follow-up

> My preference is an updated scale score and achievement level.

> Janet L. Duncan, Director

> Accountability Data

> Office of Quality Schools

> MO Department of Elem. & Sec. Education

> Phone: (573) 751-1362

> Fax: (573) 526-3045

> From: Scott Bishop [mailto:sbishop@questarai.com]
> Sent: Thursday, July 27, 2017 3:47 PM
> To: Katie McClarty; Sireno, Lisa; Adam Johnson; Elliot Dunn; Teresa Dawber
> Cc: Bates, Shaun; Duncan, Janet; Riner-Mooney, Angela; Strand, Jocelyn; Schepers, Kimberly
> Subject: RE: Algebra I and English II Follow-up

> Thank you Katie,

> Would DESE like us to change the value of the scale score (SS) that is associated with the new raw score (RS) cut score? See below. In Alg I, a RS of 22 is the old cut and it has a SS of 200 in accordance with our business rules. We will make 21 the new raw score cut per the TAC call. However, do we change 21’s corresponding SS from 197 to 200 (and then have two RSs with a SS of 200)? Eng 2 has same situation save for the RS values being 27, 28, and 29.

> What are your thoughts? I (Scott) feel having two RS’s with an SS of 200 is okay given this (and summer)) will be last use of the test.

> Thank you,

> Scott

> rs | SS | stderr | ach_lev |
> ALG I |
> 21 | 197 | 7 | 2 |
> 22 | 200 | 7 | 3 | Old RS Cut
> 23 | 201 | 7 | 3 |
> ENG I I |
> 27 | 197 | 6 | 2 |
> 28 | 200 | 6 | 3 | Old RS Cut
> 29 | 201 | 6 | 3 |

> X

> -----Original Message-----
> From: Katie McClarty
> Sent: Thursday, July 27, 2017 3:34 PM
> To: Sireno, Lisa; Adam Johnson; Elliot Dunn; Scott Bishop
> Cc: Bates, Shaun; Duncan, Janet; Riner-Mooney, Angela; Strand, Jocelyn; Schepers, Kimberly
> Subject: RE: Algebra I and English II Follow-up

> I'm adding Scott so he can follow up about the specific changes for the cut scores. He and I just got off a phone call about that, and he will be sending our recommendations.

> Thanks,

> Katie

> Katie McClarty, Ph.D.

> Chief Assessment Officer

> kmcclarty@questarai.com

> Questar Assessment, Inc.

> (952) 997-0399 (Office)

> (512) 417-5995 (Mobile)

> (952) 997-2770 (Fax)

> www.questarai.com

> Connect with us:

> LinkedIn | Facebook | Twitter

> CONFIDENTIALITY NOTICE: The information contained in this e-mail and any attachments may be confidential. If you are not an intended recipient, you are hereby notified that any dissemination, distribution, or copying of this e-mail is strictly prohibited. If you have received this e-mail in error, please notify the sender and permanently delete the e-mail and any attachments immediately. You should not retain, copy, or use this e-mail or any attachment for any purpose, nor disclose all or any part of the contents to any other person. Thank you. To reply to our email administrator directly, please send an email to Webmaster@QuestarAI.com.

> -----Original Message-----

> From: Sireno, Lisa [mailto:Lisa.Sireno@dese.mo.gov]

> Sent: Thursday, July 27, 2017 3:20 PM

> To: Adam Johnson <ajohnson@questarai.com>; Elliot Dunn <edunn@questarai.com>; Katie McClarty <kmcclarty@questarai.com>

> Cc: Bates, Shaun <shaun.bates@dese.mo.gov>; Duncan, Janet <Janet.Duncan@dese.mo.gov>; Riner-Mooney, Angela <Angela.Riner-Mooney@dese.mo.gov>; Strand, Jocelyn <Jocelyn.Strand@dese.mo.gov>; Schepers, Kimberly <Kim.Schepers@dese.mo.gov>

> Subject: Algebra I and English II Follow-up

> Hello,

> As discussed during our TAC meeting this morning, we ask you to proceed with the rescoring of the spring 2017 Algebra I and English II forms. So that we are on the same page, please return to me a description of the changes to be made in the cut scores.

> In the meantime, as Adam and I have confirmed this afternoon:

> Questar will provide a spring 2017 GRF with updated Algebra I and English II scores on August 11.

> Questar will provide a plan and timeline for posting updated ISRs and data in ITester admin and the required related communications.

> Please follow up with questions and clarifications.

> Thank you,

> Lisa

# AL1 FormH Revised

| A | B | C | D | E | F | G | H | I | J | K | L | M | N | O | P | Q | R | S | T | U | V | W | X
--- | --- | --- | --- | --- | --- | --- | --- | --- | --- | --- | --- | --- | --- | --- | --- | --- | --- | --- | --- | --- | --- | --- | --- | ---
1 | ORGINAL RSS | rs | SS | stderr | ach_lev | REVISED RSS | rs | SS | stderr | ach_lev | Spring2017 | RS_Total | COUNT | PERCENT
2 |  | 0 | 100 | 40 | 1 | 0 | 100 | 40 | 1 | RS Results | 0 | 10 | 0.01651
3 |  | 1 | 107 | 22 | 1 | 1 | 107 | 22 | 1 | 1 | 8 | 0.01321 |
4 |  | 2 | 124 | 16 | 1 |  |  | 2 | 124 | 16 | 1 |  |  | 2 | 6 | 0.00990 |  |  | Original | Revised
5 |  | 3 | 134 | 14 | 1 |  |  | 3 | 134 | 14 | 1 |  |  | 3 | 6 | 0.00990 |  |  | Raw Score | N-Count | Percent | Raw Score | N-Count | Percent
6 |  | 4 | 142 | 12 | 1 | 4 | 142 | 12 | 1 | 4 | 20 | 0.03301 | Below Basic | 0-16 | 12,392 | 20.45 | 0-15 | 10,153 | 16.76
7 |  | 5 | 148 | 11 | 1 | 5 | 148 | 11 | 1 | 5 | 56 | 0.09244 | Basic | 17-21 | 11,601 | 19.15 | 16-20 | 11,557 | 19.08
8 |  | 6 | 153 | 10 | 1 | 6 | 153 | 10 | 1 | 6 | 106 | 0.17497 | Proficient | 22-34 | 25,069 | 41.38 | 21-33 | 25,822 | 42.62
9 |  | 7 | 158 | 10 | 1 | 7 | 158 | 10 | 1 | 7 | 212 | 0.34994 | Advanced | 35-50 | 11,520 | 19.02 | 34-50 | 13,050 | 21.54
10 |  | 8 | 162 | 9 | 1 | 8 | 162 | 9 | 1 | 8 | 362 | 0.59754 | Below Basic+Basic |  | 23,993 | 39.60 |  | 21,710 | 35.84
11 |  | 9 | 166 | 9 | 1 | 9 | 166 | 9 | 1 | 9 | 548 | 0.90456 | Proficient+Advanced |  | 36,589 | 60.40 |  | 38,872 | 64.16
12 |  | 10 | 169 | 8 | 1 | 10 | 169 | 8 | 1 | 10 | 792 | 1.30732 | Total | 60,582 | 100.00 |  | 60,582 | 100.00
13 |  | 11 | 172 | 8 | 1 | 11 | 172 | 8 | 1 | 11 | 1059 | 1.74804
14 |  | 12 | 175 | 8 | 1 | 12 | 175 | 8 | 1 | 12 | 1337 | 2.20693
15 |  | 13 | 178 | 8 | 1 | 13 | 178 | 8 | 1 | 13 | 1620 | 2.67406
16 |  | 14 | 181 | 7 | 1 | 14 | 181 | 7 | 1 | 14 | 1980 | 3.26830 | Scale Score Cuts | Basic | Proficient | Advanced |
17 |  | 15 | 183 | 7 | 1 | 15 | 183 | 7 | 1 |  | 15 | 2031 | 3.35248 | Algebra I | 187 | 200 | 225
18 |  | 16 | 186 | 7 | 1 |  |  | 16 | 186 187 | 7 | 1 2 |  | 16 | 2239 | 3.69582
19 |  | 17 | 188 | 7 | 2 |  |  | 17 | 188 | 7 | 2 | 17 | 2331 | 3.84768
20 |  | 18 | 190 | 7 | 2 | 18 | 190 | 7 | 2 | 18 | 2322 | 3.83282
21 |  | 19 | 193 | 7 | 2 | 19 | 193 | 7 | 2 | 19 | 2298 | 3.79321
22 |  | 20 | 195 | 7 | 2 | 20 | 195 | 7 | 2 |  | 20 | 2367 | 3.90710
23 |  | 21 | 197 | 7 | 2 |  |  | 21 | 197 200 | 7 | 2 3 |  | 21 | 2283 | 3.76845
24 |  | 22 | 200 | 7 | 3 |  |  | 22 | 200 | 7 | 3 | 22 | 2315 | 3.82127
25 |  | 23 | 201 | 7 | 3 | 23 | 201 | 7 | 3 | 23 | 2185 | 3.60668
26 |  | 24 | 203 | 7 | 3 | 24 | 203 | 7 | 3 | 24 | 2131 | 3.51755
27 |  | 25 | 205 | 7 | 3 | 25 | 205 | 7 | 3 | 25 | 2080 | 3.43336
28 |  | 26 | 207 | 6 | 3 | 26 | 207 | 6 | 3 | 26 | 2022 | 3.33763
29 |  | 27 | 209 | 6 | 3 | 27 | 209 | 6 | 3 | 27 | 2035 | 3.35908
30 |  | 28 | 211 | 6 | 3 | 28 | 211 | 6 | 3 | 28 | 1953 | 3.22373
31 |  | 29 | 213 | 6 | 3 | 29 | 213 | 6 | 3 | 29 | 1880 | 3.10323
32 |  | 30 | 215 | 6 | 3 | 30 | 215 | 6 | 3 | 30 | 1770 | 2.92166
33 |  | 31 | 217 | 6 | 3 | 31 | 217 | 6 | 3 | 31 | 1834 | 3.02730
34 |  | 32 | 219 | 6 | 3 | 32 | 219 | 6 | 3 | 32 | 1791 | 2.95632
35 |  | 33 | 221 | 7 | 3 | 33 | 221 | 7 | 3 |  | 33 | 1543 | 2.54696
36 |  | 34 | 223 | 7 | 3 |  | 34 | 223 225 | 7 | 3 4 |  | 34 | 1530 | 2.52550
37 |  | 35 | 225 | 7 | 4 |  | 35 | 225 | 7 | 4 | 35 | 1395 | 2.30266
38 |  | 36 | 227 | 7 | 4 | 36 | 227 | 7 | 4 | 36 | 1349 | 2.22673
39 |  | 37 | 229 | 7 | 4 | 37 | 229 | 7 | 4 | 37 | 1278 | 2.10954
40 |  | 38 | 231 | 7 | 4 | 38 | 231 | 7 | 4 | 38 | 1179 | 1.94612
41 |  | 39 | 234 | 7 | 4 | 39 | 234 | 7 | 4 | 39 | 1109 | 1.83058
42 |  | 40 | 236 | 8 | 4 | 40 | 236 | 8 | 4 | 40 | 1020 | 1.68367
43 |  | 41 | 239 | 8 | 4 | 41 | 239 | 8 | 4 | 41 | 930 | 1.53511
44 |  | 42 | 242 | 8 | 4 | 42 | 242 | 8 | 4 | 42 | 803 | 1.32548
45 |  | 43 | 245 | 9 | 4 | 43 | 245 | 9 | 4 | 43 | 666 | 1.09934
46 |  | 44 | 249 | 9 | 4 | 44 | 249 | 9 | 4 | 44 | 563 | 0.92932
47 |  | 45 | 250 | 10 | 4 | 45 | 250 | 10 | 4 | 45 | 460 | 0.75930
48 |  | 46 | 250 | 11 | 4 | 46 | 250 | 11 | 4 | 46 | 317 | 0.52326
49 |  | 47 | 250 | 13 | 4 | 47 | 250 | 13 | 4 | 47 | 223 | 0.36810
50 |  | 48 | 250 | 16 | 4 | 48 | 250 | 16 | 4 | 48 | 129 | 0.21293
51 |  | 49 | 250 | 22 | 4 | 49 | 250 | 22 | 4 | 49 | 77 | 0.12710
52 |  | 50 | 250 | 39 | 4 | 50 | 250 | 39 | 4 | 50 | 22 | 0.03631

# EN2 Form2014H Revised

| A | B | C | D | E | F | G | H | I | J | K | L | M | N | O | P | Q | R | S | T | U | V | W
--- | --- | --- | --- | --- | --- | --- | --- | --- | --- | --- | --- | --- | --- | --- | --- | --- | --- | --- | --- | --- | --- | --- | ---
1 | ORIGINAL RSS | rs | SS | stderr | ach_lev | REVISED RSS | rs | SS | stderr | ach_lev | Spring2017 | RS_Total | COUNT | PERCENT
2 |  | 0 | 105 | 28 | 1 | 0 | 105 | 28 | 1 | RS Results | 0 | 11 | 0.018
3 |  | 1 | 124 | 16 | 1 | 1 | 124 | 16 | 1 | 3 | 6 | 0.010 | English II Form 2014H
4 |  | 2 | 135 | 11 | 1 |  | 2 | 135 | 11 | 1 |  |  | 4 | 7 | 0.011 |  |  | Original | Revised
5 |  | 3 | 142 | 9 | 1 |  | 3 | 142 | 9 | 1 |  |  | 5 | 15 | 0.024 |  |  | Raw Score | N-Count | Percent | Raw Score | N-Count | Percent
6 |  | 4 | 146 | 8 | 1 | 4 | 146 | 8 | 1 | 6 | 21 | 0.034 | Below Basic | 0-18 | 3,576 | 5.81 | 0-17 | 2,823 | 4.58
7 |  | 5 | 150 | 7 | 1 | 5 | 150 | 7 | 1 | 7 | 35 | 0.057 | Basic | 19-27 | 14,098 | 22.89 | 18-26 | 12,425 | 20.17
8 |  | 6 | 153 | 7 | 1 | 6 | 153 | 7 | 1 | 8 | 72 | 0.117 | Proficient | 28-37 | 34,148 | 55.44 | 27-36 | 32,962 | 53.51
9 |  | 7 | 156 | 6 | 1 | 7 | 156 | 6 | 1 | 9 | 66 | 0.107 | Advanced | 38-45 | 9,772 | 15.87 | 37-50 | 13,384 | 21.73
10 |  | 8 | 159 | 6 | 1 | 8 | 159 | 6 | 1 | 10 | 114 | 0.185 | Below Basic+Basic |  | 17,674 | 28.69 |  | 15,248 | 24.76
11 |  | 9 | 161 | 6 | 1 | 9 | 161 | 6 | 1 | 11 | 147 | 0.239 | Proficient+Advanced |  | 43,920 | 71.31 |  | 46,346 | 75.24
12 |  | 10 | 163 | 6 | 1 | 10 | 163 | 6 | 1 | 12 | 224 | 0.364 | Total | 61,594 | 100.00 |  | 61,594 | 100.00
13 |  | 11 | 165 | 6 | 1 | 11 | 165 | 6 | 1 | 13 | 273 | 0.443
14 |  | 12 | 167 | 6 | 1 | 12 | 167 | 6 | 1 | 14 | 346 | 0.562
15 |  | 13 | 169 | 6 | 1 | 13 | 169 | 6 | 1 | 15 | 411 | 0.667
16 |  | 14 | 172 | 6 | 1 | 14 | 172 | 6 | 1 | 16 | 499 | 0.810 | Scale Score Cuts | Basic | Proficient | Advanced |  |
17 |  | 15 | 174 | 6 | 1 | 15 | 174 | 6 | 1 | 17 | 576 | 0.935 | English II | 182 | 200 | 225 |  |
18 |  | 16 | 176 | 6 | 1 | 16 | 176 | 6 | 1 | 18 | 753 | 1.223
19 |  | 17 | 178 | 6 | 1 | 17 | 178 | 6 | 1 |  |  | 19 | 869 | 1.411
20 |  | 18 | 179 | 6 | 1 |  | 18 | 179 182 | 6 | 1 2 |  |  | 20 | 1014 | 1.646
21 |  | 19 | 182 | 6 | 2 |  | 19 | 182 | 6 | 2 | 21 | 1175 | 1.908
22 |  | 20 | 183 | 5 | 2 | 20 | 183 | 5 | 2 | 22 | 1296 | 2.104 |
23 |  | 21 | 185 | 5 | 2 | 21 | 185 | 5 | 2 | 23 | 1508 | 2.448
24 |  | 22 | 187 | 5 | 2 | 22 | 187 | 5 | 2 | 24 | 1781 | 2.892
25 |  | 23 | 189 | 5 | 2 | 23 | 189 | 5 | 2 | 25 | 1842 | 2.991
26 |  | 24 | 191 | 5 | 2 | 24 | 191 | 5 | 2 | 26 | 2187 | 3.551
27 |  | 25 | 193 | 6 | 2 | 25 | 193 | 6 | 2 | 27 | 2426 | 3.939
28 |  | 26 | 195 | 6 | 2 | 26 | 195 | 6 | 2 |  |  | 28 | 2602 | 4.224
29 |  | 27 | 197 | 6 | 2 |  | 27 | 197 200 | 6 | 2 3 |  |  | 29 | 2789 | 4.528
30 |  | 28 | 200 | 6 | 3 |  | 28 | 200 | 6 | 3 | 30 | 3175 | 5.155
31 |  | 29 | 201 | 6 | 3 | 29 | 201 | 6 | 3 | 31 | 3293 | 5.346
32 |  | 30 | 203 | 6 | 3 | 30 | 203 | 6 | 3 | 32 | 3526 | 5.725
33 |  | 31 | 205 | 6 | 3 | 31 | 205 | 6 | 3 | 33 | 3698 | 6.004
34 |  | 32 | 208 | 6 | 3 | 32 | 208 | 6 | 3 | 34 | 3796 | 6.163
35 |  | 33 | 210 | 6 | 3 | 33 | 210 | 6 | 3 | 35 | 3920 | 6.364
36 |  | 34 | 212 | 6 | 3 | 34 | 212 | 6 | 3 | 36 | 3737 | 6.067
37 |  | 35 | 215 | 6 | 3 | 35 | 215 | 6 | 3 | 37 | 3612 | 5.864
38 |  | 36 | 218 | 7 | 3 | 36 | 218 | 7 | 3 |  |  | 38 | 3102 | 5.036
39 |  | 37 | 221 | 7 | 3 |  | 37 | 221 225 | 7 | 3 4 |  |  | 39 | 2524 | 4.098
40 |  | 38 | 225 | 7 | 4 |  | 38 | 225 | 7 | 4 | 40 | 1792 | 2.909
41 |  | 39 | 227 | 8 | 4 | 39 | 227 | 8 | 4 | 41 | 1237 | 2.008
42 |  | 40 | 232 | 8 | 4 | 40 | 232 | 8 | 4 | 42 | 657 | 1.067
43 |  | 41 | 236 | 9 | 4 | 41 | 236 | 9 | 4 | 43 | 324 | 0.526
44 |  | 42 | 242 | 10 | 4 | 42 | 242 | 10 | 4 | 44 | 114 | 0.185
45 |  | 43 | 250 | 12 | 4 | 43 | 250 | 12 | 4 | 45 | 22 | 0.036
46 |  | 44 | 250 | 16 | 4 | 44 | 250 | 16 | 4
47 |  | 45 | 250 | 29 | 4 | 45 | 250 | 29 | 4

# Impact data across admins

| A | B | C | D | E | F | G | H | I | J | K
--- | --- | --- | --- | --- | --- | --- | --- | --- | --- | --- | ---
1 |  |
2 |  | Algebra I
3 |  | Table 1. Percent of Students at Each Performance Level
4 |  |  | 2014-2015 | 2015-2016 | 2016-2017 |
5 |  |  | FALL | SPR | SUM | FALL | SPR | SUM | FALL | SPR | SPR 2017
6 |  |  | Form G | Form H | Form G | Form H | Form G | Form G | Form G | Form H | Form H REVISED Cuts
7 |  | Below Basic | 23.6 | 18.1 | 21.4 | 35.8 | 13.0 | 20.2 | 24 | 20.5 | 16.8
8 |  | Basic | 24.5 | 19.0 | 23.5 | 20.2 | 19.6 | 27.1 | 25 | 19.1 | 19.1
9 |  | Proficient | 39.0 | 43.7 | 44.5 | 30.7 | 48.7 | 41.7 | 35 | 41.4 | 42.6
10 |  | Advanced | 12.9 | 19.1 | 10.6 | 13.4 | 18.7 | 11.1 | 16 | 19.0 | 21.5
11 |  | Total | 100.0 | 100.0 | 100.0 | 100.0 | 100.0 | 100.0 | 100.0 | 100.0 |
12 |  |
13 |  |
14 |  | Table 2. Percent of Students at Proficient and Advanced vs Basic and Below Basic
15 |  |  | 2014-2015 | 2015-2016 | 2016-2017 |
16 |  |  | FALL | SPR | SUM | FALL | SPR | SUM | FALL | SPR | SPR 2017
17 |  |  | Form G | Form H | Form G | Form H | Form G | Form G | Form G | Form H | Form H REVISED Cuts
18 |  | Below Basic + Basic | 48.1 | 37.1 | 44.9 | 56.0 | 32.6 | 47.2 | 48.4 | 39.6 | 35.8
19 |  | Proficient + Advanced | 51.9 | 62.8 | 55.1 | 44.1 | 67.4 | 52.8 | 51.6 | 60.4 | 64.2
20 |  | Total | 100.0 | 100.0 | 100.0 | 100.0 | 100.0 | 100.0 | 100.0 | 100.0 |
21 |  |
22 |  |
23 |  | English II
24 |  | Table 1. Percent of Students at Each Performance Level
25 |  |  | 2014-2015 | 2015-2016 | 2016-2017 |
26 |  |  | FALL | SPR | SUM | FALL | SPR | SUM | FALL | SPR | SPR 2017
27 |  |  | Form G | Form H | Form G | Form H | Form G | Form G | Form G | Form H | Form H REVISED Cuts
28 |  | Below Basic | 14.1 | 5.0 | 21.2 | 22.6 | 3.2 | 20.2 | 16.0 | 5.8 | 4.6
29 |  | Basic | 30.1 | 20.5 | 38.6 | 29.7 | 16.0 | 36.4 | 28.0 | 22.9 | 20.2
30 |  | Proficient | 44.5 | 56.1 | 37.0 | 39.7 | 63.0 | 40.8 | 47.4 | 55.4 | 53.5
31 |  | Advanced | 11.3 | 18.4 | 3.3 | 8.0 | 17.8 | 2.5 | 8.6 | 15.9 | 21.7
32 |  | Total | 100.0 | 100.0 | 100.0 | 100.0 | 100.0 | 100.0 | 100.0 | 100.0 |
33 |  |  |
34 |  |
35 |  | Table 2. Percent of Students at Proficient and Advanced vs Basic and Below Basic
36 |  |  | 2014-2015 | 2015-2016 | 2016-2017 |
37 |  |  | FALL | SPR | SUM | FALL | SPR | SUM | FALL | SPR | SPR 2017
38 |  |  | Form G | Form H | Form G | Form H | Form G | Form G | Form G | Form H | Form H REVISED Cuts
39 |  | Below Basic + Basic | 44.2 | 25.5 | 59.8 | 52.3 | 19.2 | 56.7 | 44.0 | 28.7 | 24.8
40 |  | Proficient + Advanced | 55.8 | 74.5 | 40.3 | 47.7 | 80.8 | 43.3 | 56.0 | 71.3 | 75.2
41 |  | Total | 100.0 | 100.0 | 100.0 | 100.0 | 100.0 | 100.0 | 100.0 | 100.0 |

author:Teresa Dawber
last saved by:Teresa Dawber
creation date:2017-07-31T21:18:43Z
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