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Using Data to Improve Student Achievement, Graduation Rates and College- and Career-Readiness

Using Data to Improve Student Achievement, Graduation Rates and College- and Career-Readiness. North Carolina HSTW Assessment Data Webinar January 10, 2013 2:30-4:30 EST Have ready: Your HSTW Assessment Report and the Webinar Workbook Lois Barnes Lois.barnes@sreb.org. Do Now!.

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Using Data to Improve Student Achievement, Graduation Rates and College- and Career-Readiness

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  1. Using Data to Improve Student Achievement, Graduation Rates and College- and Career-Readiness North CarolinaHSTW Assessment Data Webinar January 10, 2013 2:30-4:30 EST Have ready: Your HSTW Assessment Report and the Webinar Workbook Lois Barnes Lois.barnes@sreb.org

  2. Do Now! • Introduce who and where you are from • On which key practice have you focused most of your improvement efforts in the past year or two?

  3. Data Webinar Objectives • Understand the 2012 HSTW Assessment and report • Use data to analyze your school’s challenges and develop an action plan for addressing those challenges • Focus specifically on HSTW Assessment indicators for Quality Career Technical Studies, Literacy and Mathematics

  4. What will it take to accelerate student achievement? • Improvement at the same time • Student achievement • Graduation rates • College- and career-readiness • Using data for improvement • Process • Performance

  5. Why are data important? • Replace hunches with facts • Enable us to address root causes instead of symptoms • Enable us to determine the effects of implemented practices • Assist us in understanding how school and classroom practices relate to student achievement

  6. Data cannot help when… • Data are not valid or reliable • The appropriate questions are not asked • Analysis is not used for making wise decisions • There is no commitment by teachers and administrators to change school and classroom practices when data indicates the need for change

  7. Multiple Measures

  8. A Complete Picture

  9. HSTW – An Effort-Based Model • Effort, not ability • Focus on improving students’ experiences • Focus on things we can control • Take ownership of what we can control

  10. HSTW Readiness Goals • Reading = 250; Mathematics = 257; Science = 258 • Students performing at this level are able to enter postsecondary studies without needing additional preparation and/or are able to pass most employer exams for entry-level jobs. See pages 5-6 in the handout that was emailed to you for performance level descriptors.

  11. Interpreting the 2012 HSTW Assessment

  12. 2012 HSTW Assessment • NAEP-like subject tests • Reading, Mathematics, Science • Student Survey • Course history • School and classroom experiences • Teacher Survey • Administered to all or a random sample of 60+ seniors in January/February 2012 • Comprehensive report disaggregating achievement by school and classroom practices

  13. Test Content • Reading • 80% informational texts; 20% literary non-fiction texts • Includes meaning vocabulary • Includes paired texts (to assess critical analysis) • Does not include literary fiction or poetry

  14. Test Content • Mathematics • 11% Number Properties and Operations • 29% Measurement/Geometry • 24% Data Analysis, Statistics and Probability • 36% Algebra

  15. Test Content • Science • 43% Life Sciences • 42% Physical Sciences • 15% Earth and Space Science

  16. 2012 Participation • HSTW • 555 schools • 29,794 students • 26,080 teachers • TCTW • 163 centers • 9,149 students • 3,397 teachers • NC HSTW • 20 schools • 1,150 students • 1,079 teachers, including 784 academic and 295 CTE teachers

  17. Report Format • Executive Summary (pg. 1-2) • Overview (pg. 3-24) • Full Report • Indices (pg. 25-36) • Benchmarks (pg. 37-60) • Student survey results (pg. 62-183) • Teacher survey results (pg. 184-214) • Appendix (pg. 215-230)

  18. Test Details • Reading • 75 minutes • 46 MC questions • Mathematics • 80 minutes • 55 MC questions • Graphing calculator for some questions • Science • 55 minutes • 55 MC questions

  19. Share • What value does this data provide? • How can you use this executive summary in your school/district/state? Type your responses now….

  20. Understanding the Indices • Based on the HSTW Key Practices • Examples – Literacy Across the Curriculum, High Expectations • A series of indicators (and frequency) are identified for each practice • Example from Literacy – Students often revised their essays or other written work several times to improve their quality • The number of indicators experienced determines the level of emphasis • Example – Intensive = 8-10 indicators

  21. Analyzing Differences Topic One pages 7 and 8 in your webinar workbook

  22. Comparisons • Anytime you are analyzing data you need to ask yourself – “compared to what?” • Historical data? • National averages? • Other schools? • Defined standards? • The data does not mean anything unless there is a comparison.

  23. Exploring Achievement Gaps Pages 9 and 10 in your webinar workbook

  24. Achievement Gaps • Increasing attention on improving the performance of all student groups and closing gaps between high- and lower-achieving groups • Need to understand differences in achievement and experiences between groups in order to better serve all students

  25. Gender Gaps – All HSTW-TCTW Sites

  26. SES Gaps – All HSTW-TCTW Sites

  27. Race/Ethnicity Gaps – All HSTW-TCTW Sites

  28. Think About… • How did your site’s achievement change from 2010 to 2012? Compare to high-scoring sites? • What actions might high-scoring sites have taken to result in higher achievement? • What actions can be taken to increase the achievement of all groups of students? Type your responses now….

  29. Quality Career/Technical Studies and Work-Based Learning Topic Two Pages 11-12 in your webinar workbook

  30. Key Practices • Provide more students access to intellectually challenging career/technical studies in high-demand fields that emphasize the higher-level mathematics, science, literacy and problem-solving skills needed in the workplace and in further education. • Enable students and their parents to choose from programs that integrate challenging high school studies and work-based learning and are planned by educators, employers and students.

  31. A Broader Definition of Rigor • Application-based learning of academic knowledge and skills through authentic problems, projects and tasks in career fields of interest • Problem-based learning that develops students’ ability to learn and use academic knowledge in the context of a problem that interests them • Depth-based learning that provides opportunities for students to explore certain topics of interest and gain greater depth of understanding

  32. A Broader Definition of Rigor • Blended programs of academic and CT studies that graduate more students prepared for college and careers, including the combination of work and further study • Alternative assessments — in subjects other than reading, writing and math — that measure how well students handle complex materials, including approved industry-certification exams, readiness assessments for postsecondary study, school-evaluated senior projects, or portfolios evaluated using a state-developed scoring guide.

  33. Making CT Courses Intellectually Demanding • Embed reading, writing and mathematics standards essential for students who will pursue college or career studies • Develop instructional materials and a syllabus for the course • Blend academic and technical content through authentic projects • Align course content with college- and career-readiness standards

  34. Making CT Courses Intellectually Demanding • Courses should require students to • do substantial reading and reflective writing in the career field • describe orally what they learn through class projects, problem-solving activities and laboratory work • develop analytical thinking skills

  35. Top Five CT Fields by Mean Reading Score

  36. Top Five CT Fields by Mean Mathematics Score 281

  37. Top Five CT Fields by Mean Science Score

  38. Quality CT Studies Indicators • They took a mathematics course during their senior year. • They took a science course during their senior year. • They were encouraged to take a combination of academic and career/technical courses. • They completed a senior project that included researching a topic, creating a product or performing a service and presenting it to the class or others.

  39. Quality CT Studies Indicators • They had challenging assignments in their career/technical classes at least monthly. • They completed a project that first required some research and a written plan before completing the task in their career/technical classes at least once a semester. • They used computer software or other technology related to their career/technical area to complete assignments at least weekly. • They made journal or lab manual entries that recorded their class work in their career/technical classes at least weekly.

  40. Quality CT StudiesAll HSTW-TCTW Sites

  41. Quality CT StudiesAll North Carolina HSTW Sites - 2012

  42. Integrating Academics into CT Studies Indicators • They read and interpreted technical books and manuals to complete assignments in their career/technical classes at least weekly. • They read a career-related article and demonstrated understanding of the content in their career/technical classes at least monthly. • They used computer skills to complete an assignment or project in their career/technical classes at least weekly. • They used mathematics to complete challenging assignments in their career/technical classes at least weekly.

  43. Integrating Academics into CT Studies Indicators • Their career/technical teachers sometimes oroften stressed reading. • Their career/technical teachers sometimes oroften stressed writing. • Their career/technical teachers often stressed mathematics. • Their career/technical teachers often stressed science.

  44. Integrating Academics into CT Studies - All HSTW-TCTW Sites

  45. Integrating Academics into CT Studies - All North Carolina Sites -2012

  46. Conditions for Supporting Integration • Common planning time • Standards-based, not activity-based • Create organizational structure that will support teacher collaboration • Provide large blocks of instructional time for completion of complex tasks • Provide professional development to support teachers • Establish clear expectations for teachers; collaboration by invitation does not work

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