Introduction
Student academic performance is reported annually to the Iowa City Community School District Board of Directors. In response to academic ends policies, the data are summarized for total group as well as sub groups. Local policy requires reporting of achievement data to acknowledge present ability and to measure growth over time. Reporting of local policy requirements reflects grade levels three through 12 and in four academic areas. Federal and state legislation require reporting of academic achievement data by proficiency levels in specific grade levels and subject areas.
Local Policy
The following questions guide the administration in preparation of reports to address the academic ends policies.
· As a total group, are students performing better than the national average? Is their performance the same or better than previous years performance? Is there a difference between the two groups?
- What is the performance of all students, the upper quarter, the middle half and the lower quarter of students and how does it compare to previous year’s performance?
- As cohort groups, is the average performance increasing from year-to-year at the national average or better?
State and Federal Legislation
State and federal legislation require academic achievement data in the areas of reading comprehension, mathematics and science to be reported for grades three through eight and 11 in reading comprehension and mathematics, grade eight and 11 in science. Data are reported for students attending school a full academic year (FAY) for the total population as well as subgroups including special education, free/reduced lunch, English language learner, and ethnic groups of white, African American, Hispanic, Asian, and Native American Indian.
Definitions
Total group: all students who took the test for the year reported (they may or may not have been in the system and taken the test the previous year(s))
Cohort comparisons: compare data from one grade to the following grade (3rd to 4th to 5th grade) for students in the same graduating class
Matched cohort comparisons: compare data for cohort groups comprised of students who have been in the district and taken the test all years reported
Same grade comparisons: compare data for students in a particular grade from one year to the next (3rd to 3rd); comparisons based on different graduating classes
Matched same grade comparisons: compare same grade groups comprised of students who have been in the system and taken the test all years reported
Sub groups:
as related to local policy - high performing (upper quarters) and low performing (lower quarters)
as related to federal policy [No Child Left Behind – NCLB] – poverty status (free and/or reduced lunch – F/R), ethnicity, English language learner status (ELL), special education status (Individual Education Plan – IEP)
Statistics
Two statistics are used in this report, standard scores and percentile ranks.
Standard scores are appropriate to use for the purpose of measuring growth over time. They are statistics considered to be more stable than percentile ranks. A scale has been established by the Iowa Testing Program that shows average annual growth on a national level from one grade to the next. In addition to a national standard score (NSS), an Iowa standard score (ISS) has been established. National standard scores reflect student achievement across the nation, Iowa standard scores reflect student achievement across Iowa. Both standard scores are used in this report.
Percentile ranks are appropriate to use for the purpose of comparing performance of the same group over multiple subject areas. Percentile ranks show relative position or rank in a group of students who are in the same grade and who were tested at the same time of year. They are useful in determining the area of relative strength and weakness for a group. They are less useful for monitoring growth.
ICCSD National Percentile Ranks Fall 2004 – School Norms
In an effort to provide data allowing the Board of Directors to compare ICCSD student achievement to nation achievement data, national percentile ranks are provided below. A national percentile rank shows relative position or rank within a group of students in the same grade who were tested at the same time of year during the national standardization. The data indicate status of the group.
Percentile ranks are useful in determining areas of relative strength and weaknesses for a grade level group. They are not the preferred statistic for monitoring growth over time, therefore multiple years of percentile ranks are not reported.
These data reflect all students who took the test in the fall of 2004.
| |
Reading Comprehension |
Mathematics Total |
Science |
Language Total |
3rd Grade |
83 |
76 |
87 |
72 |
4th Grade |
92 |
92 |
92 |
92 |
5th Grade |
92 |
86 |
90 |
92 |
6th Grade |
80 |
78 |
84 |
82 |
7th Grade |
80 |
89 |
91 |
84 |
8th Grade |
81 |
90 |
91 |
83 |
9th Grade |
89 |
88 |
91 |
89 |
10th Grade |
78 |
78 |
87 |
77 |
11th Grade |
92 |
88 |
94 |
82 |
ICCSD Student Performance Same Grade Comparisons (total group - all students tested) with Data Compared to National Averages
The following reports depict student academic performance for multiple years in the areas of reading comprehension, mathematics, science and language for all students who took the test.
The data reflect achievement as recorded by the Iowa Test of Basic Skills (ITBS) for grades three through eight and by the Iowa Test of Educational Development (ITED) for grades nine through 11.
Tests are administered in the fall.
National standard scores are reported.
The line graph permits the reader to see patterns and trends of student performance over time. In addition, the graphic representation indicates the performance difference from one grade level to another. Lastly the performance of ICCSD students can be compared to average performance of students in the nation.
The national standard score is a number that describes the group’s location on an achievement continuum. Average national annual growth decreases as students move up from one grade to the next. National average growth for spring national standard scores are:
Grade |
3 |
4 |
5 |
6 |
7 |
8 |
9 |
10 |
11 |
SS |
185 |
200 |
214 |
227 |
239 |
250 |
260 |
268 |
275 |
Reporting in this section reflect the following academic ends policy requirement:
· On average, yearly achievement will be as high or higher than previous years for same grade groups.
ICCSD Student Performance Matched Same Grade Comparisons (students who took the test each year)
The following reports depict student academic performance for multiple years in the areas of reading comprehension and mathematics for students tested every year the test was administered.
The data reflect achievement as recorded by the Iowa Test of Basic Skills (ITBS) for grades three through eight and by the Iowa Test of Educational Development (ITED) for grades nine through 11.
Tests are administered in the fall.
Iowa standard scores are reported.
The line graph permits the reader to see patterns and trends of student performance over time. In addition, the graphic representation indicates the performance difference from one grade level to another.
Reporting in this section reflects the following academic ends policy requirement:
- On average, yearly achievement will be as high or higher than previous years for same grade groups.
ICCSD Student Performance Matched Cohort Group Comparisons
The following reports depict student academic performance for four years in the areas of reading comprehension and mathematics for students in a cohort group (a graduating class). Student scores represent individuals who took the test each of the four years.
The data reflect achievement as recorded by the Iowa Test of Basic Skills (ITBS) for grades three through eight and by the Iowa Test of Educational Development (ITED) for grades nine through 11.
Tests are administered in the fall.
Iowa standard scores are reported.
The line graph permits the reader to see patterns and trends of cohort student performance over time. The performance of ICCSD students can be compared to average performance of students in the nation. The first graph is national average student performance for all subject areas; nationally, the increments of growth from one grade to the next declines over time, in all subject areas. Specifically, for spring national standard scores, growth from third to fourth grade is 15 points, from fourth to fifth grade is 14 points, from fifth to sixth grade is 13 points, from sixth to seventh grade is 12 points, from seventh to eighth grade is 11 points, from eighth to ninth grade is 10 points, from ninth to tenth grade is 8 points and from tenth to eleventh grade is 7 points.
Reporting in this section reflects the following academic ends policy requirement:
- On average, achievement will increase at a rate greater than the national average for cohort groups.
ICCSD Student Performance Same Grade Comparisons (all students tested) by Upper Quarter, Middle Half, and Lower Quarter
The following reports depict student academic performance for four years in the areas of reading comprehension and mathematics. The data are from those students who were in the District at the time of testing. The average (mean) national standard score of the highest 25 percent (upper quartile), middle 50 percent (middle half), and the lowest 25 percent (lower quartile) are identified.
The data reflect achievement as recorded by the Iowa Test of Basic Skills (ITBS) for grades three through eight and by the Iowa Test of Educational Development (ITED) for grades nine through 11.
Tests are administered in the fall.
National percentile ranks are reported.
The bar graph permits the reader to see patterns and trends of student performance over time at the upper quartile, middle half and lower quartile.
Reporting in this section reflects the following academic ends policy requirement:
- Performance of the average student in the top quarter of the distribution for all ICCSD students and for cohort groups will be maintained or will increase annually.
ICCSD Student Performance Cohort Group Comparison Lower Quarter
The following reports depict student academic performance for two years in the areas of reading comprehension and mathematics. The data are from those students who were in the District both years of testing. The average (mean) national standard score of the lowest 25 percent (lower quarter) was identified and converted to the corresponding national percentile rank.
The data reflect achievement as recorded by the Iowa Test of Basic Skills (ITBS) for grades three through eight and by the Iowa Test of Educational Development (ITED) for grades nine through 11.
Tests are administered in the fall.
Average national percentile ranks (based on the average of the groups national standard scores) are reported.
The bar graph permits the reader to see patterns and trends of student performance over a two year time period at the lower quarter for cohort groups.
Reporting in this section reflects the following academic ends policy requirement:
- Performance of the average student in the bottom quarter of the distribution for all ICCSD students and for cohort groups will increase annually.
NCLB Reporting for Total and Sub Group Performance
Federal legislation, No Child Left Behind (NCLB) and state legislation require local school districts to report academic achievement data in terms of the percent of students proficient on an approved standardized test. The ITBS (grades three through eight) and ITED (grades nine through eleven) are administered in the fall. For the fall of 2005, reported data include:
Percent proficient grades 4, 8, and 11 in fall 2004 – reading comprehension
Percent proficient grades 4, 8, and 11 in fall 2004 – mathematics total
Percent proficient grades 8, and 11 in fall 2004 – science
Data for NCLB reports found on Iowa Department of Education web pages.
Concluding Notes
Academic achievement data are collected annually. Data presented to the Board of Directors represents achievement at both a fixed point in time and data over time. The data presented in this report reflect information about groups of students. The following table indicate the graphs within the report associated with specific policy statements.
Reading
Students will over time independently read increasingly complex text with understanding.
| Policy statement |
Page reference |
| · On average, yearly achievement will be as high or higher than previous years for same grade groups. |
4-5, 14- 15 |
| · On average, achievement will increase at a rate greater than the national average for cohort groups. |
19 |
| · Performance of the average student in the bottom quarter of the distribution for all ICCSD students and for cohort groups will increase annually. The national percentile rank associated with this average will be reported each year. |
26 |
| · Performance of the average student in the top quarter of the distribution for all ICCSD students and for cohort groups will be maintained or will increase annually. The national percentile rank associated with this average will be reported each year. |
23 |
Math
Students will over time independently solve increasingly complex mathematical problems.
| Policy statement |
Page reference |
| · On average, yearly achievement will be as high or higher than previous years for same grade groups. |
6-7, 16-17 |
| · On average, achievement will increase at a rate greater than the national average for cohort groups. |
20 |
| · Performance of the average student in the bottom quarter of the distribution for all ICCSD students and for cohort groups will increase annually. The national percentile rank associated with this average will be reported each year. |
27 |
| · Performance of the average student in the top quarter of the distribution for all ICCSD students and for cohort groups will be maintained or will increase annually. The national percentile rank associated with this average will be reported each year. |
23 |
Science
Students will over time independently use increasingly complex scientific information and the processes of inquiry to construct scientific knowledge.
| Policy statement |
Page reference |
| · On average, yearly achievement will be as high as or higher than previous years for same grade groups. |
8-9 |
| · On average, achievement will increase at a rate greater than the national average for cohort groups. |
NA |
| · Performance of the average student in the top quarter of the distribution for all ICCSD students and for cohort groups will be maintained or will increase annually. The national percentile rank associated with this average will be reported each year. |
NA |
Writing
Students will over time independently write increasingly complex text with meaning, clarity, purpose and application of standard conventions.
| Policy statement |
Page reference |
| · On average, yearly achievement will be as high as or higher than previous years for same grade groups. |
10-11 |
| · On average, achievement will increase at a rate greater than the national average for cohort groups. |
NA |
| · Performance of the average student in the top quarter of the distribution for all ICCSD students and for cohort groups will be maintained or will increase annually. The national percentile rank associated with this average will be reported each year. |
NA |
At the central administrative level as well as the building level, data are analyzed in greater depth. Examples of more detailed analysis include:
· Tracking achievement data of graduating classes in all subject areas tested and comparing district achievement to the nation
· Analyzing achievement in subject areas by items on the test (item analysis)
Upon identification of any anomaly deemed significant, the central administration shall report the information to the Board of Directors.
Reference: The Iowa Tests: Interpretive Guide for School Administrators, H.D. Hoover, S. . Dunbar, D. A. Frisbie et. al. Riverside Publishing, 2003.
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