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2005 NAEP Results

D. S. C. S. San Diego City Schools. 2005 NAEP Results. Mathematics. Board of Education Workshop January 17, 2006. National Assessment of Educational Progress (NAEP). The Nation’s Report Card: Authorized by Congress in 1969

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2005 NAEP Results

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  1. D S C S San Diego City Schools 2005 NAEP Results Mathematics Board of Education Workshop January 17, 2006

  2. National Assessment of Educational Progress (NAEP) The Nation’s Report Card: • Authorized by Congress in 1969 • Operational Oversight by the National Center for Education Statistics (NCES) • Policy Oversight by the National Assessment Governing Board (NAGB) • “Survey-based” assessment with content aligned with frameworks developed by NAGB through a national consensus process

  3. NAEPTrial Urban District Assessment (TUDA) • TUDA was piloted in 2002 in 6 volunteer districts; San Diego City Schools participated in 2003 and 2005 • 10 large, urban districts participated in 2005 • TUDA provides district-level results in Reading and Mathematics at Grades 4 and 8

  4. 2002-2005 Trial Urban District Assessment (TUDA) Participation

  5. 2005 Trial Urban District Assessment (TUDA) Results • Nationwide, Large Central City*, and Districtwide Results • Only Public School Data Reported in TUDA • Average scale scores (0 – 500) • Four Performance/Achievement Levels • Below Basic, Basic, Proficient, and Advanced • Subgroups • Female, Male, White, Black, Hispanic, Asian/Pacific Islander, American Indian/Alaska Native, and Eligible/Not Eligible for Free/Reduced Price Meals *As defined by the census with populations of 250,000 or more.

  6. NAEP Item Types • Multiple Choice • Constructed Response • Advanced – Superior Performance • Proficient – Solid Academic Performance • Basic – Partial Mastery • Below Basic NAEP Achievement Levels See Pages 16 and 20 of NAEP Trial Urban District Assessment: Mathematics 2005 booklet for additional descriptors.

  7. 2003-2005 Trial Urban District Assessment (TUDA) Results Grade 4 – Mathematics ResultsStudent Percentages at each NAEP Achievement Level San Diego City Schools 2003 34 46 18 2 2005 26 45 25 4 Large Central City* 2003 37 43 18 2 2005 32 43 21 3 Nation 2003 24 45 28 4 2005 21 44 30 5 Below Basic Basic Advanced Proficient *As defined by the census with populations of 250,000 or more.

  8. 2005 Trial Urban District Assessment Subgroup Results Grade 4 – Mathematics Results Bold items indicate statistically significantly different scores from 2003 to 2005.

  9. 2003-2005 Trial Urban District Assessment District Comparisons Grade 4 – Mathematics Results

  10. 2003-2005 Trial Urban District Assessment District Comparisons Grade 4 – Mathematics

  11. 2003-2005 Trial Urban District Assessment District Comparisons Grade 4 – Mathematics

  12. 2003-2005 Trial Urban District Assessment (TUDA) Results Grade 8 – Mathematics ResultsStudent Percentages at each NAEP Achievement Level San Diego City Schools 2003 47 35 16 2 2005 39 39 18 4 Large Central City* 2003 49 34 14 3 2005 47 34 15 4 Nation 2003 33 39 22 5 2005 32 39 23 6 Below Basic Basic Advanced Proficient *As defined by the census with populations of 250,000 or more.

  13. 2005 Trial Urban District Assessment (TUDA) Subgroup Results Grade 8 – Mathematics Results Bold items indicate statistically significantly different scores from 2003 to 2005.

  14. 2003-2005 Trial Urban District Assessment District Comparisons Grade 8 – Mathematics Results

  15. 2003-2005 Trial Urban District Assessment District Comparisons Grade 8 – Mathematics

  16. 2003-2005 Trial Urban District Assessment District Comparisons Grade 8 – Mathematics

  17. NAEP Cut Scores Grade 4 • Basic 214 • Proficient 249 • Advanced 282 Grade 8 • Basic 262 • Proficient 299 • Advanced 333 Since the SDCS Grade 4 average scale score is 232, our students are, on average, performing in the mid-Basic range. Since SDCS Grade 8 average scale score is 270, our students are, on average, performing in the mid-Basic range.

  18. Mathematics

  19. Actions we take • What we teach • How we teach so that students build strong mathematical skills, knowledge and understanding.

  20. What we teach • Clearly defined by California state standards • Big ideas/mathematical concepts • Focus on algebraic thinking • Balanced mathematical curriculum

  21. Balanced Mathematics Curriculum • Computational and procedural fluency • Conceptual understanding • Problem-solving • Mathematical reasoning

  22. NAEP Item Map- Grade 4 Advanced- • Identify an equation to describe a pattern given in a table • Identify a number sentence to match a situation Proficient- • Determine missing numbers in number sentences • Represent a situation with an algebraic expression Basic- • Determine the next number in a given pattern • Subtract two digit numbers to solve a story problem

  23. NAEP Item Map- Grade 8 Advanced- • Determine how many boxes of tile are needed • Determine the effect of increasing the value of one variable Proficient- • Solve a story problem involving percent increase • Determine the sixth term in a pattern Basic- • Convert a written number to decimal form • Solve a story problem with multiple operations

  24. How we teach “The quality of instruction is the single most important component of an effective mathematics program.” California Mathematics Framework page 12

  25. Quality Instruction • Deep understanding of mathematics and the content standards • Research-based instructional strategies • Organize instruction around goals • Use results of assessment to guide instruction

  26. Knowing Mathematics • Building skill and proficiency in number and operations • Building algebraic reasoning

  27. Lens for First Grade Classroom Episode • Background • What to watch for: • Students making meaning of numbers • Students engaged in their own thinking and the thinking of others • Excitement of students learning significant mathematics • High expectations for students

  28. Knowing Mathematics The school cafeteria has 347 ice-cream bars in one box and 48 in another box. How many ice-cream bars does the cafeteria have in the two boxes? 347 +48 395

  29. Knowing Mathematics Jeremy had 3.5 pounds of oranges in one bag and 0.62 pounds of oranges in another bag. How many pounds of oranges did Jeremy have? Marcy’s work Angela’s work 3.5+ .62 .97 3.5+ .62 4.12

  30. Lens for the 6th Grade Classroom Episode • Background • What to watch for: • Students making meaning of the base ten system • Students engaged in their own thinking and the thinking of others • Excitement of students learning significant mathematics • High expectations for students

  31. Intervention Program • Foundational Skills • Routines • Word Problems • Games

  32. Mathematics Games and Activities for Home • Support students’ thinking, reasoning and mathematical understanding through games that can be played at home. • Help parents build an understanding of the mathematics their children are learning. • Give parents an opportunity to work with children in developing mathematical skills and conceptual understandings • Strengthen parent confidence in doing mathematics with their children

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