1 2007 new jersey statewide assessment results: highlights and trends state board of education,...
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2007 New Jersey Statewide Assessment Results: Highlights and Trends
State Board of Education, February 6, 2008
Jay Doolan, Ed.D., Assistant Commissioner, Division of Educational Standards and Programs
Timothy Peters, Ph.D., Director, Office of State Assessments
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2007 Assessment Results: Highlights NJ children continued their strong performance
in meeting state standards, particularly in grades 3-5;
Continued progress with achievement gaps and in Abbott districts;
Comparisons of 2006 to 2007 show modest gains in some areas, flat elsewhere;
Improvements by Special Education (SE) and Limited English Proficient (LEP) students;
Evidence of a troubling LAL gender gap.
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Reminders -
2006-2007 was second year in which NJ met full NCLB mandates for testing in grades 3-8 and high school, with science in three grade levels;
2006-2007 represented second and final year of interim grade 5-7 program;
2007 saw awarding of new contract for redesigned assessments in grades 3-8, starting with grades 5-8 in 2007-2008;
Scoring scale: 100 – 300; 200= proficient; 250 = advanced proficient.
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Elementary Grades 3-5
Scores for total population show modest improvements or remain level; however;
Continued improvement by SE students in grade 4 math;
Notable improvement in grade 4 math for Hispanic and African-American students – steady rise in performance from 1999-2007. Approximately three-fourths of Hispanic students and over
two-thirds of Black students are now proficient or advanced proficient in grade 4 math.
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2In 2005, 2006, and 2007, ethnic groups do not include students who identified themselves as multiple ethnicities.
1Elementary School Proficiency Assessment (ESPA), 1999-2002; New Jersey Assessment of Skills and Knowledge (NJ ASK4), 2003-2007. For Mathematics, 1999 was the standard setting year for the ESPA and NJ ASK4.
New Jersey Assessment of Fourth Grade Students
Mathematics Percent Proficient and Above by Ethnicity (1999-2007)1,2
0
10
20
30
40
50
60
70
80
90
100
1999 2000 2001 2002 2003 2004 2005 2006 2007
Pe
rce
nt
Pro
fic
ien
t a
nd
Ab
ov
e
White Black Asian Hispanic
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1Elementary School Proficiency Assessment (ESPA), 1999-2002; New Jersey Assessment of Skills and Knowledge (NJ ASK4), 2003-2007. For Mathematics, 1999 was the standard setting year for the ESPA and NJ ASK4. 2For 2006 and 2007, LEP is reported in three categories: LEP (current + former), LEP current and LEP former.
New Jersey Assessment of Fourth Grade Students
Mathematics Percent Proficient and Above by Subgroups (1999-2007)1,2
0
10
20
30
40
50
60
70
80
90
100
1999 2000 2001 2002 2003 2004 2005 2006 2007
Pe
rce
nt
Pro
fic
ien
t a
nd
Ab
ov
e
Total General Education Special Education Limited English Proficient
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Elementary Grades 3-5, cont.
Longer term trend for grade 4 math total population shows notable progress: Mean scale score increase from 217.3 in 1999 to
234.1 in 2007; Increase in advanced proficiency from 25.2 in 1999 to
41.0 in 2007;
Grade 4 science mean score increases from 224.2 in 2005 to 231.3 in 2007.
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Elementary Grades 3-5, cont.
Improvements among total population at grade 5 LAL and math; also –
Improvements among SE and LEP students: Grade 5 SE students: 5.7 point increase in LAL from
2006 to 2007; Grade 5 SE math: increase of 5.8 points over 2006; Grade 5 LEP LAL: 7.7 points increase over 2006; Grade 5 LEP math: 7.5 point increase over 2006.
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LAL Grade 5
0
10
20
30
40
50
60
70
80
90
100
Total GE SE CLEP Female Male W B A P H I ED NED
Reporting Group
Perc
en
t P
rofi
cie
nt
an
d A
bo
ve
2006
2007
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Middle Grades 6-8
Grade 6 students improved notably in math from 70.8% proficient or above to 79.0%;
Improvements among grade 6 SE and LEP populations: Grade 6 SE math: increase of 13.4 points over 2006; Grade 6 LEP math: 17.3 point increase over 2006;
Grade 6 LAL and grade 7 math and LAL largely unchanged.
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Middle Grades 6-8, cont.
Grade 8 total student population: 73.6% proficient or above in LAL; 68.4% proficient or above in mathematics;
Grade 8 LAL performance remains flat, both from 2006 to 2007 and from 1999 to 2007;
Continued improvement in math and science by SE students;
But Grade 8 Math shows increase of almost 12 points from 2003 to 2007, and total mean scale score increased from 209.2 to 215.5 points.
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New Jersey Grade Eight Proficiency Assessment
Mathematics Percent Proficient and Above by Ethnicity (1999-2007)1
0.0
10.0
20.0
30.0
40.0
50.0
60.0
70.0
80.0
90.0
100.0
1999 2000 2001 2002 2003 2004 2005 2006 2007
Per
cen
t P
rofi
cien
t an
d A
bo
ve
White Black Asian Hispanic
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New Jersey Grade Eight Proficiency Assessment
Mathematics Percent Proficient and Above by Subgroups (1999-2007)1
0.0
10.0
20.0
30.0
40.0
50.0
60.0
70.0
80.0
90.0
100.0
1999 2000 2001 2002 2003 2004 2005 2006 2007
Per
cen
t P
rofi
cien
t an
d A
bo
ve
Total General Education Special Education Limited English Proficient
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High School (Grade 11) Modest improvement in HSPA LAL: 85.3% proficient
or above in 2007, up from 83.5% in 2006 Slight downturn in HSPA math, from 75.9% in 2006
to 73.4% proficient or above in 2007 – this may increase student participation in SRA in 2008
Overall trend since 2002 has been a steady rise in both content areas, from 81.1% proficient or above in LAL in 2002 to 85.3% in 2007; in math, from 68.6% in 2002 to 73.4% in 2007.
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HSPA 2007 LAL Performance
85.3
93.7
27.3
68.4
24.9
92.3
69.0
91.7
72.1
0
10
20
30
40
50
60
70
80
90
100
Total Gen. Ed. SE-Exempt SE-NonExempt
LEP White Black Asian Hispanic
Subgroups
Per
cen
t P
rofi
cien
t o
r A
bo
ve
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HSPA 2007 Math Performance
73.4
82.4
12.6
47.2
29.1
83.8
43.0
90.2
55.6
0
10
20
30
40
50
60
70
80
90
100
Total Gen. Ed. SE-Exempt SE-NonExempt
LEP White Black Asian Hispanic
Subgroups
Per
cen
t P
rofi
cien
t o
r A
bo
ve
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High School (Grade 11), cont.
Achievement gaps greatest in mathematics: Gap in math between African-American and
white students narrowed by 2.9 points from 2002 to 2007, from 43.7 to 40.8;
Gap in math between Hispanic and white students narrowed by 6.4 points from 2002 to 2007, from 34.6 point gap to 28.2.
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The General Education category was not reported in 2006. In 2002, Special Education could not be disaggregated into the categories of SE Not Exempt From Passing and SE IEP Exempt From Passing and thus those categories are not plotted on this graph.
New Jersey High School Proficiency AssessmentLanguage Arts Literacy Percent Proficient and Above by Instructional Group
(2002 - 2007)
0
10
20
30
40
50
60
70
80
90
100
2002 2003 2004 2005 2006 2007
Pe
rce
nt
Pro
fic
ien
t a
nd
Ab
ov
e
Total General Education SE - IEP Exempt From Passing
SE - Not Exempt From Passing LEP - Current LEP - Former
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The General Education category was not reported in 2006. In 2002, Special Education could not be disaggregated into the categories of SE Not Exempt From Passing and SE IEP Exempt From Passing and thus those categories are not plotted on this graph.
New Jersey High School Proficiency AssessmentMathematics Proficient and Above by Instructional Group (2002 - 2007)
0
10
20
30
40
50
60
70
80
90
100
2002 2003 2004 2005 2006 2007
Pe
rce
nt
Pro
fic
ien
t a
nd
Ab
ov
e
Total General Education SE - IEP Exempt From Passing
SE - Not Exempt From Passing LEP - Current LEP - Former
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Ethnic codes Pacific Islander, American Indian/Alaskan Native and Other are not shown due to the small number of students in these categories. In 2004 only, students with multiple ethnicities are counted in all ethnic categories that apply, but are excluded completely in all other years.
New Jersey High School Proficiency AssessmentLanguage Arts Literacy Proficient and Above by Ethnicity (2002 - 2007)
0
10
20
30
40
50
60
70
80
90
100
2002 2003 2004 2005 2006 2007
Per
cent
Pro
ficie
nt a
nd A
bove
White Black Asian Hispanic
21
Ethnic codes Pacific Islander, American Indian/Alaskan Native and Other are not shown due to the small number of students in these categories. In 2004 only, students with multiple ethnicities are counted in all ethnic categories that apply, but are excluded completely in all other years.
New Jersey High School Proficiency AssessmentMathematics Proficient and Above by Ethnicity (2002 - 2007)
0
10
20
30
40
50
60
70
80
90
100
2002 2003 2004 2005 2006 2007
Per
cent
Pro
ficie
nt a
nd A
bove
White Black Asian Hispanic
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GENDER GAPS
Female students have closed or almost closed gap math gender gap; but
Troubling LAL gap affecting males:Elementary and middle school grades –
females exceed male student achievement in grades 3-8;
HSPA – female LAL performance 8.6 percentage points higher than males.
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New Jersey Grade Eight Proficiency Assessment
Mathematics Percent Proficient and Above by Gender (1999-2007)
0.0
10.0
20.0
30.0
40.0
50.0
60.0
70.0
80.0
90.0
100.0
1999 2000 2001 2002 2003 2004 2005 2006 2007
Per
cen
t P
rofi
cien
t an
d A
bo
ve
Female Male
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1Elementary School Proficiency Assessment (ESPA), 2001-2002; New Jersey Assessment of Skills and Knowledge (NJ ASK4), 2003-2007. For Language Arts Literacy, 2001 was the standard setting year for the ESPA and NJ ASK4.
New Jersey Assessment of Fourth Grade Students
Language Arts Literacy Percent Proficient and Above by Gender (2001-2007)1
0
10
20
30
40
50
60
70
80
90
100
2001 2002 2003 2004 2005 2006 2007
Pe
rce
nt
Pro
fic
ien
t a
nd
Ab
ove
Female Male
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New Jersey Assessment of Skills and KnowledgeGrade 6 Language Arts Literacy Proficient and Above by Gender (2006 - 2007)
0
10
20
30
40
50
60
70
80
90
100
2006 2007
Perc
en
t P
rofi
cie
nt
an
d A
bo
ve
Female Male
26
New Jersey Grade Eight Proficiency Assessment
Language Arts Literacy Percent Proficient and Above by Gender (1999-2007)
0.0
10.0
20.0
30.0
40.0
50.0
60.0
70.0
80.0
90.0
1999 2000 2001 2002 2003 2004 2005 2006 2007
Per
cen
t P
rofi
cien
t an
d A
bo
ve
Female Male
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Progress Among Abbott Districts Grade 4 math: 69.3% proficient or
advanced in 2007, up from 45.0% proficient or advanced in 2003;
Grade 4 LAL: 62.2% proficient or advanced in 2007, up from 55.6% in 2003;
Grade 8 math: 39.7% proficient or advanced, up from 29.2% in 2003.
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Next Steps for 2008 Implement redesigned statewide assessment system for
Grades 3-8 initiated by Assessment Advisory Committee; Encourage and expand district use of formative
assessment resources provided by DOE; Provide additional professional development in
assessment literacy; Encourage and expand district use of NJ SMART data
warehouse to analyze student achievement; Complete high school redesign policy work to implement
curriculum and assessment goals for New Jersey; Continue to implement NJQSAC to assure that mandates
and practices are in place to improve the quality of learning in New Jersey for all students.
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New Jersey 2007 Statewide Assessment Results: Highlights and Trends
QUESTIONS?