2. 1ST QUARTER OVERALL RESULTS
5TH GRADE COMMON ASSESSMENT
MATH
% Correct
82
81.5
% Correct
81
80.5
School District
N = 109, School
N = 12,000+, District
3. 1ST QUARTER
5TH GRADE OVERALL RESULTS
RESPONSE PER CLASS
% Correct
84
82
80
% Correct
78
76
74
AAP 1 AAP 2 GEN ED 1 GEN ED 2
N = 109
4. 1ST QUARTER 5TH GRADE REPORTING
CATEGORIES
100
90
80
70 ADVANCED
60
50
PROFICIENT
40
30
20 NEEDS
10 IMPROVEMENT
0
AAP 1 AAP 2 GEN ED GEN ED
1 2
N = 109
5. 1ST QUARTER REPORTING
CATEGORIES PER CLASS FOR
DECIMALS
90
80
70
60 ADVANCED
50
40 PROFICIENT
30
20 NEEDS
10 IMPROVEMENT
0
AAP 1 AAP 2 GEN ED GEN ED
1 2
N = 109
6. 2ND QUARTER OVERALL RESULTS 5TH
GRADE COMMON MATH ASSESSMENT
% CORRECT
73
72.5
% CORRECT
72
71.5
SCHOOL District
N = 109, SCHOOL
N = 12,000+, DISTRICT
7. 2ND QUARTER % CORRECT
RESPONSES PER 5TH GRADE CLASS
% CORRECT
78
76
74
72
70
68 % CORRECT
66
64
62
AAP 1 AAP 2 GEN ED GEN ED
1 2
N = 109
8. 2ND QUARTER REPORTING
CATEGORIES PER 5TH GRADE CLASS
50
45
40
35 ADVANCED
30
25
PROFICIENT
20
15
10 NEEDS
5 IMPROVEMENT
0
AAP 1 AAP 2 GEN ED GEN ED
1 2
N = 109
9. 2ND QUARTER OVERALL RESULTS PER
5TH GRADE FOR DECIMALS
60
50
40 ADVANCED
30
PROFICIENT
20
NEEDS
10
IMPROVEMENT
0
AAP 1 AAP 2 GEN ED GEN ED
1 2
N = 109
10. TO THINK ABOUT…
We need to move beyond looking at numbers. What else could
possibly account for such opposite data specifically in the strand
for Finding sums/differences/products/quotients with decimals
within the AAP classes?
What contributing factors would give us such spread of data in our
two general education classes for Finding
sums/differences/products/quotients with decimals?
How can we best move forward in the next two quarters to
address mastery of this basic skill?
