The document presents data from math assessments of 5th grade students in two accelerated academic programs (AAP) classes and two general education classes. It shows: 1) Scores on 1st quarter assessments were slightly higher for the school than the district overall, and response percentages varied some between the four classes. 2) Reporting categories for decimals showed the AAP classes with more students at advanced/proficient levels than the general education classes. 3) 2nd quarter overall scores declined slightly, with response percentages again varying between classes. 4) Reporting categories for decimals in the 2nd quarter also showed variation between classes, with the AAP classes still scoring higher than general education classes.

1. DATA OVERVIEW
Lisa Conselatore
Educational Leadership
George Washington University

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?