Refer participants to the “Accountability Standards 2009-2011” document in their binder. Let’s look at the information contained in this document. This slide reflects the accountability standards for academic performance on the TAKs. The top portion of your document, the TAKS indicator, is the percentage of students who scored high enough to meet the standard to pass the test. Results of the TAKS (grades 3-11) are summed across grade levels for each subject. Results for each subject are evaluated separately to determine ratings. As the chart on your document and this slide shows, the academically acceptable standard varies by subject while the recognized and exemplary standards are the same for all subjects. Note where the standards for recognized and acceptable will increase this year. This is noted in red on the slide.
Continue to refer participants to the “Accountability Standards 2009-2011” document in their binder. Another component of the state accountability system is the annual dropout rate. For accountability purposes, the annual dropout rate is used to evaluate campuses and districts with students in grades 7 and/or 8. This is a one year measure calculated by summing the numbers of dropouts across the two grades. As this slide shows the 2010 standard is 1.8% or less for all rating categories. Since the 2007 rating cycle, dropouts have been determined based on Texas’ new, more rigorous, dropout definition, which is aligned with the federal definition of a dropout. The definition is “A dropout is a student who was enrolled in 2007-2008 in a TX public school in grades 7 -12 but did not return to a TX public school the following fall within the ‘school start window’, was not expelled, did not graduate, receive a GED, continue high school outside the TX public school system, or begin college, or die.&quot; The current year’s accountability rating is based on the drop-outs from 1 year ago. For instance if a campus that serves grades 7-8 exceeds 2% drop-out rate from their 2007-08 school year data that school will be designated academically unacceptable in 2009. Another important note – this year the requirement is that students be enrolled by Sept 25 th (the last Friday in September which is the end of the “School Start Window.”)
Texas Project Measure and Vertical Scale Scores
TPM requires that a student (1) have a valid scale score in the current-year predictor subjects, (2) have a current-year scale score in the projection subject, and (3) have a valid scale score in the same language (English or Spanish) for all scores used as predictors to receive a projection.
Regional College Ready Graduates November’s AEIS Reports will reflect the class of 2008. All Af Am Hisp White Asian Male Female Eco Dis LEP ELA 52% 40% 47% 63% 67% 47% 57% 42% 4% Math 56% 35% 45% 69% 73% 58% 48% 40% 22% Both 37% 23% 29% 53% 58% 38% 37% 24% 3%
The basic score on any test is the raw score, which is simply the number of test questions or items a student answers correctly. A raw score can be interpreted only in terms of a particular set of test questions.
Raw scores are converted to scale scores to determine which performance category is applied for each student in each content area assessed.
A scale score is a conversion of the raw score onto a scale that is common to all test forms for that assessment.
Scale scores can be interpreted across different sets of test questions.
Scale scores allow direct comparisons of student performance between specific sets of test questions from different test administrations.
The scale score takes into account the difficulty level of the specific set of questions on which it is based. It quantifies a student’s performance relative to the passing standards or proficiency levels for such tests as the TAKS.
2100 – Met Standard 2400 – Commended Performance Approximate Range: 1200 – 3300 These are consistent for all grades and subjects where the horizontal scale score is used. Met Standard and Commended Performance - vary by subject and grade (See page 4 of the guide.) Approximate Range: 0 – 1000 New