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High school Assessments (HSA), Graduation, drop-out Rates & High School Progress. Carolyn M. Wood - Assistant State Superintendent Division of Accountability, Assessment, and Data Systems October 31, 2012. HIGH SCHOOL ASSESSMENTS. Maryland’s High School Assessments. End-of-course tests in
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High school Assessments (HSA), Graduation, drop-out Rates & High School Progress Carolyn M. Wood - Assistant State Superintendent Division of Accountability, Assessment, and Data SystemsOctober 31, 2012
Maryland’s High School Assessments • End-of-course tests in • Algebra/Data Analysis • Biology • English • Tests are aligned with Maryland High School Core Learning Goals, which are a part of the curriculum • Represents a State high school diploma requirement • Students take each test when they take the related course (not determined by grade level) and can be re-tested if needed to earn a passing score
Fulfilling the HSA Requirement • Achieve a passing score on all tests • Achieve a minimum COMBINED score allowing for high test scores to compensate for lower scores • Complete a Bridge Plan for Academic Validation for assessments not passed • Receive a waiver for extenuating circumstances • Receive a Special Education Certificate in place of a high school diploma
Class of 2012How they met requirements Enrollment Completers Non-Completers Passed All – 45,019 Sept. 201160,289 Not Met-HSA Only 1 Combined Score – 7930 Bridge – 5669 Drop-Outs 1821 (2011)* Not Met-Other 2773 Waiver – 123 Graduates Entering Prior to 2005 – 29 June 201262,465 Non-Grads without HSA requirement – 1070 Total Diplomas – 58,792 SpEd Certificates – 816 Total –3844 * 2012 data not yet available. Total Completers – 59,608
Non-Grads: A Closer Look Total Non-Grads:3844 • Working toward Special Ed Certificates: 1057 • Entered prior to 2005 (no HSA requirement): 6 • Foreign Exchange Students: 7
Class of 2012: Waivers 2010 2011 2012
High School Assessment Program Changes for 2012 • Elimination of government requirement for 2012 • New combined score is 1208 (for 3 HSAs) • Students who took government previously can use their score to help them meet requirements (with a combined score of 1602 for 4 HSAs)
Graduation Rate Describes the percent of students who meet requirements for a high school diploma and graduate
Leaver Rate --Percent of “eligible” students who received a Maryland high school diploma during the school --Calculated as #Graduates / #graduates + #dropouts in consecutive years in grades 9-12 • Does not follow a Grade 9 COHORT of students; counts all graduates, not just those who graduate in 4 years • Single statewide “standard” for all schools • Only current graduation indicator with trends • 2012 Leaver Rate not available until January 2013 due to summer data capture • Is no longer an accountability indicator
Four-Year Adjusted Cohort Rate The number of students who graduate in four years with a regular high school diploma divided by the number of students who form the adjusted cohort for that graduating class. • Follows a cohort, or a group of students, who begin as first-time ninth graders in a particular school year. • For high schools that start after grade nine, the cohort is calculated based on the earliest high school grade. • Requires “lagged” rate (using Class of 2011)
High School Drop-Out • A student who leaves school during high school (grades 9 through 12) for any reason, except death, before graduation or completion of a Maryland approved educational program AND who is not known to enroll in another school or state-approved program during the same school year • A student who leaves school during the summer • A student who leaves evening high school or another alternative program
Event and Cohort Drop-Out Rates • EVENT is the reporting unit • Does not require an LDS (1 year of data) • Reflects all drop out “events” occurring across grades 9-12 in a given school year • Multiple “events” can be attributed to a single student • A drop out can also count as a graduate • STUDENT is the reporting unit • Requires an LDS (4 years of data) • Reflects cumulative drop outs across a 4 and 5 –year period from a cohort group entering Grade 9 (at the same time) • A student is counted only once (final status is reported) Annual Event Rate Adjusted Cohort Rate
Cohort Drop-Out Rates by Subgroup * This data was updated with the information from Summer 2011
HSA and Graduation Questions and Discussion
ESEA FLEXIBILITY • All schools should improve the learning of all students. • Schools have different needs and operate in specific contexts - the strategies they adopt for improvement should reflect their needs. • School performance targets should reflect the school’s history of student performance.
ESEA FLEXIBILITY • Schools should be judged by • the progress they make towards improving the learning of all students, in the aggregate and by subgroup. • the extent to which they close subgroup gaps in achievement.
School Progress • Moving to Realistic and Achievable targets through ESEA Flexibility • New Annual Measurable Objectives (AMOs) approved by USDE as part of Maryland’s ESEA Flexibility Request • Uses HSA results and cohort graduation data
High School Components • Three indicators: • Proficiency Progress English and Algebra/Data Analysis Proficiency All Student group and at each subgroup • Participation Rate • All Student group and at each subgroup • Cohort Graduation Rate • All Student group and each subgroup (new in 2012)
Proficiency Progress • Establishing AMOs - Calculations • 50% reduction of basic proficiency by 2017 (Subtract the non-proficient number from 100, divide in half, then divide this number by 6) • Target increases in equal increments for the 6 years from 2012 to 2017 • For “all students” group and each subgroup • 2011 assessment results used as the baseline year for setting AMOs • Each school for all and each subgroup has its own unique targets based on its baseline year results
2012 High School Progress Results • 88.2% of schools met the target for “all students”. • There are 3,397 subgroups (cells) in 250 high schools. • 91.3% of all subgroups met their target for 2012 – that is 3,102 subgroups that met their target.
Summary • “The progress of each school toward meeting their own unique targets provide valuable information over time on the effectiveness of instructional strategies, the inherent needs of the students and the extent to which the school is fulfilling those needs.”
