This document summarizes testing and accountability data from 1992-1993 to 2011-2012 in North Carolina. It shows the percentage of students scoring at or above level 3 in both reading and math has declined from over 80% to around 55-60% as academic standards have become more rigorous. Subgroup performance varies considerably, with economically disadvantaged, limited English, and disabled students scoring much lower than other groups. While proficiency rates have decreased with higher standards, the document emphasizes that students are still learning and growing. It recommends further reviewing data, communicating the changes in expectations, and having discussions around future assessment options.

1. Testing and
Accountability
January 15, 2014

2. 100
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
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
0
Beginning of
ABCs K-8
Accountability
Model
Implementation of
More Rigorous
Mathematics
Standards
Implementation of
More Rigorous
Reading Standards
2

3. 
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. 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
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. 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,
8

9. 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
9

10. Assessment Going Forward
 State Board of Education Discussions: December and January
 Recommending an Advisory Group to study options
 Smarter Balanced
 PARCC
 Vendor-developed assessments
 Advisory group make a recommendation to State Board in Fall
2014
 Continue with current assessments through 2015-16
 Possible implementation of a new assessment in 2016-17
10

11. Every Student READY
Questions