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Overview of NC's Educational Accountability System: ABCs and AYP

Learn about the North Carolina Accountability Services, the ABCs system, new growth formulas, and key components impacting student achievement in 2006.

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Overview of NC's Educational Accountability System: ABCs and AYP

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  1. ABCs/AYP - 2006Background Briefing • Lou Fabrizio • Director of Accountability Services • NC Department of Public Instruction

  2. Accountability • Basic Skills with high educational standards • Control (at the local level) ABCs 2

  3. Growth • Performance • at the school level • • AYP (adequate yearly progress) ABCs Standards 3

  4. ABCs - A Little History • 1996-97 first year for grades K-8 • 1997-98 first year for high school • Since 1996: curricula changes & new assessments; old statistical links are tenuous

  5. ABCs in the 21st Century • Comprehensive review of ABCs during 2004-05 • New growth formulas developed as a result • 2005-06 – Major transitions and major interactions with US Department of Education (USED)

  6. ABCs – 2006Key Points • • New growth formulas • • Continued focus on student achievement, school-level performance • • 2006 results should not be compared with 2005 results

  7. Foundation for all test-related components used in accountability program • Based on NC Standard Course of Study • End-of-Grade (Grades 3-8) • End-of-Course (High School and some Middle Schools) • Writing Assessments • Alternate Assessments and Other Tests NC Testing Program 7

  8. New in 2005-06 • Growth formulas • Math assessments (grades 3-8) • Third grade mathematics not in growth • Writing included in performance composite • New Alternate Assessments

  9. ABCs in 2005-06 (Growth) • EOG growth in Grades 3-8 • EOC growth • College University Prep/College Tech Prep (CUP/CTP) • Competency Test Passing Rate • ABCs Dropout Rate

  10. Additional High School Components of Growth • College University Prep/College Tech Prep completion rate, and the ABCs dropout rate (Not measured on matched set of students; compares this year’s class to previous classes) • Competency Passing Rate is measured on matched set of students; 8th grade and 10th grade

  11. New Growth Formulas • Use two years of prior performance to predict current year’s performance • Includes adjustment for regression to the mean • Are designed to be more resilient and reliable as curricula change • Reading and mathematics growth calculated independently

  12. New Terms to Know • Academic change scale • C-ratio [# met growth divided by # not met growth] • AYP growth vs. ABCs growth – they are different

  13. New Formula AC = CSc-scale – (0.92 x ATPAc-scale) Where • AC = academic change • CS = current score • ATPA = average of two previous assessment scores

  14. C-Scale (Change scale) • Subtract state mean (standard setting year) from student’s score • Divide by standard deviation (from standard setting year) • Scale runs for -4 to +4 • Note: Standard setting year is first year of new test edition

  15. A Single Student • Actual Expected Difference • 1.382 1.067 +0.315 • Met the individual growth standard • Use with caution – Precision is +/- 0.5

  16. How To Interpret • Student had 0.315 change (growth) • For growth purposes when included with the rest of the school, counts as met • For individual interpretations, not out of the range of typical

  17. School Level – Expected Growth • Average all students’ Academic Change scores together • Also, changes in • Dropout rates • CUP/CTP and • Competency pass rate • Note: Model is compensatory.

  18. School Level – High Growth • Must make expected growth • Must also have C-ratio at or above 1.50 to make high growth

  19. Performance Composite 2005-06 • Percent of Students’ Scores At or Above Achievement Level III in: • EOG Reading and Math (Grades 3-8) • 10 EOC tests • Writing Grades 4, 7 & 10 • Alternate Assessments (NCCLAS, NCEXTEND2, NCAAP) • Computer Skills at grade 8

  20. Calculation of Performance Composite (Example Without Writing, Computer Skills or EXTEND2) Read Math NCCLAS AAP Total #  III656812 Total # 72 75 4 3 136  154 90.3% 90.7% 25.0% 66.7% 88.3% Note: Add all “numerators” and “denominators” to yield total.

  21. Incentive Awards/ Consequences • Schools Designations • Incentive Awards • Assistance Teams 21

  22. School Status Labels and Recognitions 22

  23. NCLB Component • Demonstrating Proficiency • • All Schools Required to Have 100% Proficiency by 2013-14 School Year • • Schools Must Make AYP “Adequate Yearly Progress”

  24. NCLB • Adequate Yearly Progress (AYP) • State Determines Baseline • Subgroups Include: American Indian, Asian, Black, Hispanic, Multi-Racial, White, School as a Whole, Limited English Proficient, Economically Disadvantaged, and Students With Disabilities • 95% of Each Subgroup Must Be Tested • More Flexibility Granted (Safe Harbor, Confidence Interval, AYP Growth)

  25. Key Points • Full Academic Year (FAY) = 140 Days at the Time for Testing Students on EOG/EOC Tests (School & District) • Minimum Number of Scores for AYP Group = 40 (School); 40 or 1% (whichever is greater, District) • All or Nothing Model

  26. Think of 41 Hurdles in a Race.(Most Schools Will Have Less, Some May Have More.) • 10 Hurdles (Groups) for Reading Achievement • 10 Hurdles (Groups) for Reading (95% Tested Rule) • 10 Hurdles (Groups) for Mathematics Achievement • 10 Hurdles (Groups) for Mathematics (95% Tested Rule) • 1 Hurdle for Other Academic Indicator (Attendance or Graduation Rate) for School as a Whole

  27. AYP Growth Model • A final step for AYP • Each student expected to be proficient within 4 years • Trajectory to get a student there • If on trajectory, student counts like proficient

  28. AYP Growth Model • Results (% students making growth) by subgroup reported • Include proficient students using ABCs growth formula

  29. Title I Schools • Some Title I schools will have sanctions • Two consecutive years of not making AYP in the same subject to enter School Improvement • No consequences for not making AYP for one year • Sanctions get progressively more severe

  30. Steps for Title I Schools

  31. Steps for Title I Schools

  32. Staggered AYP Release • AYP Reporting for 2005-06 • July (local)/August (state): High School AYP and Elementary & Middle School Reading AYP • October: Elementary and Middle School Mathematics

  33. Staggered AYP Release • Impact on Title I Sanctions • Make Initial Decisions on Reading • Subsequent Decisions on Mathematics • Public School Choice to be Offered as Soon as Possible

  34. How to Enter LEA Improvement (Now) • Miss any target (not necessarily the same target) in each of three grade spans (3-5, 6-8, HS) in the same subject, 2 consecutive years • Note: USED asking states to include the other academic indicator (OAI) as another way to enter LEA Improvement

  35. How to Exit LEA Improvement (Now) • Make all targets in any of the three grade spans in the subject identified for District Improvement for 2 consecutive years (does not have to be the same grade span)

  36. District Example

  37. What is the “*” ? • * = taking a step toward exiting improvement status • LEAs • Same as previous year sanctions • First of the 2 years progress required to exit

  38. Cohort* Graduation Rate • Four-Year Cohort Graduation Rate (will be reported in September but not part of AYP until 2006-07) • *Follows students from grade 9 to12

  39. Quality Control(Local, Regional, State) • Schools (Principals, Teachers, School Testing Coordinators) • LEA Testing/Accountability Coordinator • Regional Accountability Coordinators (RACs) & Regional Computing Consultants (RCCs) • NCDPI Division of Accountability Services

  40. ABCs Results for 2005-06 • ABCs Report – October 5 • http://abcs.ncpublicschools.org

  41. Go to DPI Web site at www.ncpublicschools.org • Other sites listed in Accountability Report Background Packet Web Site Resources 41

  42. Questions? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ?

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