This document discusses using data strategically to improve reading and math instruction in North Carolina schools. It provides data on test results showing declines in proficiency levels after more rigorous standards were implemented, with decreases ranging from 9-44 percentage points depending on subject area. Subgroup data shows proficiency gaps. The document emphasizes using data sources together, comparing school/class results to state levels, and that students have not learned less but standards are more rigorous. It provides sample data summaries on math and English test results at state and local levels. Achievement level descriptors and an explanation of growth measures in the accountability system are also presented.

1. Using Data Strategically
to Improve Reading and
Math Instruction
North Carolina Dept. of Public Instruction
Curriculum Leaders’ Student Achievement
Summit on Reading and Mathematics
February 20, 2014

2. 1992-93 to 2011-12 EOG General Test Multiple Choice Test
Results Statewide Percent of Student at or above Level III in
BOTH Reading and Mathematics
100
90
80.8 81.3 80.9
80
74.7
70
60
66.3
52.9
55.5
58.1
60.0
69.1 69.9
71.7
65.8
62.5
61.7
60.6
58.1 59.4
52.6
55.1
50
40
30
20
10
Beginning of
ABCs K-8
Accountability
Model
Implementation of
More Rigorous
Mathematics
Standards
Implementation of
More Rigorous
Reading Standards
0
2

3. Impact of More Rigorous Content
Standards in 2012-13
 Decline in percent proficient is more pronounced
than previously
– Previously 13 to 15 percentage point decrease
– For 2012-13, decreases in percent proficient range
from:
• 16 to 25 percentage points in reading
• 27 to 44 percentage points in mathematics
• 9 to 33 percentage points in science
3

4. State-level Data
Indicator
Percent Proficient/
Meeting Benchmark
Performance Composite
44.7 %
ACT (UNC minimum of 17)
58.5 %
Math Course Rigor
>95 %
ACT WorkKeys
67.3 %
4-Year Graduation Rate
82.5 %
5-Year Graduation Rate
83.1 %
4

5. Subgroup Data
Subgroup
Percent Proficient
American Indian
29.4 %
Asian
66.9 %
Black
25.2 %
Hispanic
32.4 %
Two or More Races
45.5 %
White
56.8 %
Economically Disadvantaged
29.5 %
Limited English Proficient
13.3 %
Students with Disabilities
13.6 %
Academically Intelligently Gifted
90.6 %
5

6. What does this mean?
Students have not learned less; the content is more
rigorous and there were significant changes to the
content standards.
Reading requires more careful analysis to comprehend
the information/ideas
Mathematics requires understanding and application of
mathematical processes; not just arithmetic
6

7. Observations
• Math: More difficult across grade levels
Grade 3 = 46.8; Grade 6 = 38.9; Grade 8 = 34.2
• ELA/Reading: Ranges from high of 47.8 at grade 7 to a
low of 39.5 at grade 5
• Science: Grade 8 = 59.1
• Biology: Requirement to test by the end of 11th grade not being met
• ACT WorkKeys: difficulty identifying completers
• Math Course Rigor: Not consistent with other measures
7

8. Goal Summaries
 Best at State-Level; More caution at school-level
and class-level
 Best to compare class-level /school-level to
state-level
 Requires at least five students per form and all
forms are administered equally in a class or
school
 Use with other data sources, not in isolation
8

9. Goal Summaries: Mathematics
State-Level
Test
Calculator Inactive
Calculator Active
Grade 3
60.5
66.5
Grade 4
55.8
62.8
Grade 5
54.1
60.4
Grade 6
44.6
54.5
Grade 7
43.0
52.7
Grade 8
40.1
53.3
Math I
35.1
51.5
9

10. Goal Summaries: Mathematics
Comparisons
Test
Calculator Inactive
Calculator Active
Math I (State)
35.1
51.5
High School A
17.9
31.4
Middle School B
57.2
69.4
District C
38.2
55.4
10

11. Goal Summaries: English Language Arts
State-Level
Test
Literacy
Literature
Informational
Text
Grade 3
71.9
76.9
70.1
Grade 4
73.3
72.0
71.3
Grade 5
71.5
70.2
68.1
Grade 6
73.4
69.4
66.0
Grade 7
72.5
73.2
62.5
Grade 8
69.6
64.4
62.6
English II
58.7
62.8
60.4
11

12. Achievement Level Descriptors
Provided for each Achievement Level
First Step in the Standard Setting
Process
What students should be able to
do
Delineates the content standards
12

13. Achievement Level Descriptors
Grade 8 Level 4
 Students performing at this level have superior command of the
knowledge and skills contained in the Common Core State
Standards (CCSS) Reading Standards for Literature as assessed by
citing textual evidence that most strongly supports their analysis of
what the text says directly as well as when making inferences;
determining a theme and analyzing its development, including
relationship to story elements…
 superior command of informational text, showing consistency in
citing textual evidence that most strongly supports their analysis of
what the text says directly as well as when making inferences;
determining central idea and analyzing its development, including
its relationship to supporting ideas…
 superior command of language when determining the meaning of
unknown words and phrases by using context clues; and
demonstrating the understanding of figures of speech…
13

14. Growth
Accountability Includes Proficiency,
Growth and Progress Targets
But not increase
the number of
proficient
students
Proficiency
A school may
increase
students’
learning;
meet/exceed
expected
growth,
14

15. Now What?
Communication
Data Review
1. Increased rigor
2. College and Career
Readiness
3. Students are learning
and growing, but there
is a new expectation
1.
2.
3.
4.
Performance
Growth
Targets
Participation
15

16. Every Student READY
Questions