about the new england common assessment program · · 2011-04-05beginning of grade new england...

This report highlights results from the Fall 2010 Beginning of Grade New England Common Assessment Program (NECAP) tests. The NECAP tests are administered to students in Maine, New Hampshire, Rhode Island, and Vermont as part of each state’s statewide assessment program. NECAP test results are used primarily for school improvement and accountability. Achievement level results are used in the state accountability system required under No Child Left Behind (NCLB). More detailed school and district results are used by schools to help improve curriculum and instruction. Individual student results are used to support information gathered through classroom instruction and assessments.

NECAP tests in reading and mathematics are administered to students in grades 3 through 8 and writing tests are administered to students in grades 5 and 8. The NECAP tests are designed to measure student performance on grade level expectations (GLE) developed and adopted by the four states. Specifi cally, the tests are designed to measure the content and skills that students are expected to have as they begin the school year in their current grade—in other words, the content and skills that students have learned through the end of the previous grade.

Each test contains a mix of multiple-choice and constructed-response questions. Constructed-response questions require students to develop their own answers to

questions. On the mathematics test, students may be required

to provide the correct answer to a computation

or word problem, draw or interpret a chart or graph, or explain how they solved a problem. On the reading test, students may be

required to make a list or write a few paragraphs to

answer a question related to a literary or informational

passage. On the writing test, students are required to provide

a single extended response of 1–3 pages and three shorter responses to questions measuring different types of writing.

This report contains a variety of school- and/or district-, and state-level assessment results for the NECAP tests administered at a grade level. Achievement level distributions and mean scaled scores are provided for all students tested as well as for subgroups of students classifi ed by demographics or program participation. The report also contains comparative information on school and district performance on subtopics within each content area tested.

In addition to this report of grade level results, schools and districts will also receive Summary Reports, Item Analysis Reports, Released Item support materials, and student-level data fi les containing NECAP results. Together, these reports and data constitute a rich source of information to support local decisions in curriculum, instruction, assessment, and professional development. Over time, this information can also strengthen schools’ and districts’ evaluation of their ongoing improvement efforts.

About The New England Common Assessment Program

Fall 2010Beginning of Grade 7

NECAP Tests

Grade 7 Students in 2010-2011

School ResultsSchool: King Middle School

District: Portland Public Schools

Code: 1134-1353

Grade Level Summary Report

Fall 2010 - Beginning of Grade 7 NECAP TestsGrade 7 Students in 2010-2011

School: King Middle SchoolDistrict: Portland Public SchoolsState: MaineCode: 1134-1353

PARTICIPATION in NECAPNumber Percentage

School District State School District State

Students enrolled on or after October 1

184 518 14,420 100 100 100

Students testedWith an approved accommodation

Current LEP StudentsWith an approved accommodation

IEP StudentsWith an approved accommodation

Students not tested in NECAPState Approved

Alternate AssessmentFirst Year LEPWithdrew After October 1Enrolled After October 1Special Consideration

Other

Reading Math Writing Reading Math Writing Reading Math Writing Reading Math Writing Reading Math Writing Reading Math Writing

165 178 478 501 14,013 14,044 90 97 92 97 97 9756 69 122 144 2,161 2,197 34 39 26 29 15 16

37 50 103 126 316 361 22 28 22 25 2 329 42 57 79 149 188 78 84 55 63 47 52

20 20 79 79 2,139 2,129 12 11 17 16 15 1517 17 58 58 1,723 1,725 85 85 73 73 81 81

19 6 40 17 407 376 10 3 8 3 3 319 6 34 11 297 247 100 100 85 65 73 666 6 9 9 225 219 32 100 26 82 76 8913 0 23 0 46 0 68 0 68 0 15 00 0 0 0 0 0 0 0 0 0 0 00 0 0 0 0 0 0 0 0 0 0 00 0 2 2 26 28 0 0 6 18 9 110 0 6 6 110 129 0 0 15 35 27 34

Level 4 = Profi cient with Distinction; Level 3 = Profi cient; Level 2 = Partially Profi cient; Level 1 = Substantially Below Profi cient Note: Throughout this report, percentages may not total 100 since each percentage is rounded to the nearest whole number.Note: Some numbers may have been left blank because fewer than ten (10) students were tested.

School District State

Enrolled NT

Approved NT

Other Tested Level 4 Level 3 Level 2 Level 1 Mean

ScaledScore

TestedLevel

4Level

3Level

2Level

1MeanScaledScore

TestedLevel

4Level

3Level

2Level

1MeanScaledScore

N N N N N % N % N % N % N % % % % N % % % %

REA

DIN

G

184 19 0 165 47 28 79 48 19 12 20 12 751 478 17 50 20 13 746 14,013 11 55 24 10 745

MAT

H

184 6 0 178 41 23 72 40 28 16 37 21 743 501 15 38 20 27 740 14,044 16 42 21 20 742

WRI

TIN

G

NECAP RESULTS

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Reading Results

SubtopicTotal

Possible Points

Percent of Total Possible Points

● School

▲ District

◆ State

— Standard Error Bar

0 10 20 30 40 50 60 70 80 90 100

Word ID/Vocabulary 25

Type of Text

Literary 56

Informational 49

Level of Comprehension

Initial Understanding 42

Analysis & Interpretation 63

●▲◆

Profi cient with Distinction (Level 4)Student’s performance demonstrates an ability to read and comprehend grade-appropriate text. Student is able to analyze and interpret literary and informational text. Student offers insightful observations/assertions that are well supported by references to the text. Student uses range of vocabulary strategies and breadth of vocabulary knowledge to read and comprehend a wide variety of texts.

Profi cient (Level 3)Student’s performance demonstrates an ability to read and comprehend grade-appropriate text. Student is able to analyze and interpret literary and informational text. Student makes and supports relevant assertions by referencing text. Student uses vocabulary strategies and breadth of vocabulary knowledge to read and comprehend text.

Partially Profi cient (Level 2)Student’s performance demonstrates an inconsistent ability to read and comprehend grade-appropriate text. Student attempts to analyze and interpret literary and informational text. Student may make and/or support assertions by referencing text. Student’s vocabulary knowledge and use of strategies may be limited and may impact the ability to read and comprehend text.

Substantially Below Profi cient (Level 1)Student’s performance demonstrates minimal ability to derive/construct meaning from grade-appropriate text. Student may be able to recognize story elements and text features. Student’s limited vocabulary knowledge and use of strategies impacts the ability to read and comprehend text.

●▲

◆

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of 6

Enrolled NT Approved NT Other Tested Level 4 Level 3 Level 2 Level 1 Mean Scaled ScoreN N N N N % N % N % N %

SCHOOL2008-092009-102010-11CumulativeTotal

173184

519

30

165165

4647

2828

7579

4548

3019

1812

1420

812

750751

DISTRICT2008-092009-102010-11CumulativeTotal

522518

1634

96

497478

6980

1417

257240

5250

11597

2320

5661

1113

746746

STATE2008-092009-102010-11CumulativeTotal

14,36714,420

230297

120110

14,01714,013

1,3191,475

911

8,3237,775

5955

3,2223,382

2324

1,1531,381

810

745745

Disaggregated Reading Results

REPORTING CATEGORIES


EnrolledNT

ApprovedNT

OtherTested Level 4 Level 3 Level 2 Level 1 Mean

ScaledScore

TestedLevel

4Level

3Level

2Level

1MeanScaledScore

TestedLevel

4Level

3Level

2Level

1MeanScaledScore

N N N N N % N % N % N % N % % % % N % % % %

All Students

GenderMaleFemaleNot Reported

Race/EthnicityHispanic or LatinoNot Hispanic or Latino

American Indian or Alaskan NativeAsianBlack or African AmericanNative Hawaiian or Pacifi c Islander WhiteTwo or more races

No Race/Ethnicity Reported

LEP StatusCurrent LEP studentFormer LEP student - monitoring year 1Former LEP student - monitoring year 2All Other Students

IEPStudents with an IEPAll Other Students

SESEconomically Disadvantaged StudentsAll Other Students

MigrantMigrant StudentsAll Other Students

Title IStudents Receiving Title I ServicesAll Other Students

504 PlanStudents with a 504 PlanAll Other Students

184

88960

10

127420

10400

5231

128

26158

10678

0184

1759

3181

19

1090

0

05100400

15004

613

181

019

181

019

0

000

0

0000000

0000

00

00

00

00

00

165

78870

10

122320

10000

3731

124

20145

8877

0165

1578

3162

47

1829

1

32

41

0

46

146

839

47

47

47

28

2333

10

146

41

0

37

532

951

28

30

29

79

3940

5

1313

47

17

59

376

4633

79

73

77

48

5046

50

5941

47

46

48

1552

5243

48

46

48

19

109

4

28

5

8

11

910

172

19

19

18

12

1310

40

925

5

22

9

457

193

12

12

11

20

119

0

49

7

12

8

713

173

20

18

20

12

1410

0

1828

7

32

6

359

194

12

11

12

751

749752

747

748738

756

736

755

733753

743759

751

751

751

478

2392390

20

153840

32000

10383

364

79399

253225

0478

192286

7471

17

1024

10

82

23

0

21

120

629

17

2412

17

50

5249

40

4933

55

33

54

2455

4160

50

4057

50

20

2317

40

2631

15

32

18

4715

328

20

2219

20

13

1510

10

1733

7

35

7

2810

223

13

1412

13

746

744749

743

743734

750

734

749

733749

740754

746

748745

746

14,013

7,0886,924

1

195

157180341

713,031

1011

3162512

13,660

2,13911,874

6,0167,997

614,007

1,43812,575

30913,704

11

615

7

10183

114

1164211

<112

415

11

411

711

55

5358

46

514639

5654

31805856

2062

4762

56

3957

5655

24

2820

36

222732

2428

364024

4121

3218

24

4222

2824

10

137

11

17926

914

32009

395

165

10

159

810

745

742747

741

743746737

745742

734753758745

732747

740748

745

739745

743745

of 6



Level 4 = Profi cient with Distinction; Level 3 = Profi cient; Level 2 = Partially Profi cient; Level 1 = Substantially Below Profi cient

Note: Some numbers may have been left blank because fewer than ten (10) students were tested.

Mathematics Results

of 6


SubtopicTotal

Possible Points

Percent of Total Possible Points

● School

▲ District

◆ State

— Standard Error Bar

0 10 20 30 40 50 60 70 80 90 100

Numbers & Operations 47

Geometry & Measurement 39

Functions & Algebra 48

Data, Statistics, & Probability 25

●▲

◆

●▲◆

●▲

◆

●▲◆

Profi cient with Distinction (Level 4)Student’s problem solving demonstrates logical reasoning with strong explanations that include both words and proper mathematical notation. Student’s work exhibits a high level of accuracy, effective use of a variety of strategies, and an understanding of mathematical concepts within and across grade level expectations. Student demonstrates the ability to move from concrete to abstract representations.

Profi cient (Level 3)Student’s problem solving demonstrates logical reasoning with appropriate explanations that include both words and proper mathematical notation. Student uses a variety of strategies that are often systematic. Computational errors do not interfere with communicating understanding. Student demonstrates conceptual understanding of most aspects of the grade level expectations.

Partially Profi cient (Level 2)Student’s problem solving demonstrates logical reasoning and conceptual understanding in some, but not all, aspects of the grade level expectations. Many problems are started correctly, but computational errors may get in the way of completing some aspects of the problem. Student uses some effective strategies. Student’s work demonstrates that he or she is generally stronger with concrete than abstract situations.

Substantially Below Profi cient (Level 1)Student’s problem solving is often incomplete, lacks logical reasoning and accuracy, and shows little conceptual understanding in most aspects of the grade level expectations. Student is able to start some problems but computational errors and lack of conceptual understanding interfere with solving problems successfully.


Enrolled NT Approved NT Other Tested Level 4 Level 3 Level 2 Level 1 Mean Scaled ScoreN N N N N % N % N % N %

SCHOOL2008-092009-102010-11CumulativeTotal

173184

36

00

170178

3441

2023

6672

3940

3728

2216

3337

1921

743743

DISTRICT2008-092009-102010-11CumulativeTotal

522518

1111

46

507501

8173

1615

184191

3638

105100

2120

137137

2727

741740

STATE2008-092009-102010-11CumulativeTotal

14,36714,420

212247

116129

14,03914,044

2,6032,310

1916

5,7255,892

4142

2,8222,990

2021

2,8892,852

2120

742742

Disaggregated Mathematics Results

REPORTING CATEGORIES


EnrolledNT

ApprovedNT

OtherTested Level 4 Level 3 Level 2 Level 1 Mean

ScaledScore

TestedLevel

4Level

3Level

2Level

1MeanScaledScore

TestedLevel

4Level

3Level

2Level

1MeanScaledScore

N N N N N % N % N % N % N % % % % N % % % %

All Students

GenderMaleFemaleNot Reported

Race/EthnicityHispanic or LatinoNot Hispanic or Latino

American Indian or Alaskan NativeAsianBlack or African AmericanNative Hawaiian or Pacifi c Islander WhiteTwo or more races

No Race/Ethnicity Reported

LEP StatusCurrent LEP studentFormer LEP student - monitoring year 1Former LEP student - monitoring year 2All Other Students

IEPStudents with an IEPAll Other Students

SESEconomically Disadvantaged StudentsAll Other Students

MigrantMigrant StudentsAll Other Students

Title IStudents Receiving Title I ServicesAll Other Students

504 PlanStudents with a 504 PlanAll Other Students

184

88960

10

127420

10400

5231

128

26158

10678

0184

1759

3181

6

420

0

0120300

2004

60

51

06

60

06

0

000

0

0000000

0000

00

00

00

00

00

178

84940

10

126400

10100

5031

124

20158

10177

0178

1699

3175

41

2417

1

32

35

0

40

140

932

41

41

40

23

2918

10

125

35

0

32

525

942

23

24

23

72

3042

5

1210

44

11

59

765

3636

72

68

72

40

3645

50

4625

44

22

48

3541

3647

40

40

41

28

1315

2

68

12

15

13

424

235

28

26

27

16

1516

20

2320

12

30

10

2015

236

16

15

15

37

1720

2

520

10

24

12

829

334

37

34

36

21

2021

20

1950

10

48

10

4018

335

21

20

21

743

744742

743

742733

748

733

747

735744

738749

743

744

743

501

2522490

20

158960

32600

12683

364

79422

276225

0501

209292

7494

15

1613

5

92

20

1

19

317

428

15

2011

14

38

3640

45

3819

43

20

44

2241

2851

38

3640

38

20

1921

15

2224

19

25

18

1820

2415

20

1822

20

27

2925

35

3155

18

55

18

5822

447

27

2728

27

740

740740

739

739731

743

731

743

731741

734746

740

741739

740

14,044

7,1116,932

1

202

157186364

713,026

1011

3612512

13,646

2,12911,915

6,0448,000

614,038

1,45512,589

30913,735

16

1716

10

16186

1714

3362517

219

823

16

518

1217

42

4143

35

354522

4335

25366742

1647

3647

42

2943

4642

21

2122

24

231923

2118

2016821

2321

2618

21

3220

2221

20

2120

32

261849

1934

5212020

5913

3112

20

3519

2120

742

742742

738

740743733

742739

733747748742

731744

738745

742

737742

741742

of 6



Level 4 = Profi cient with Distinction; Level 3 = Profi cient; Level 2 = Partially Profi cient; Level 1 = Substantially Below Profi cient

Note: Some numbers may have been left blank because fewer than ten (10) students were tested.

about the new england common assessment program · · 2011-04-05beginning of grade new england...

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