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Cohort Tracking: The Added Value of Census Assessments Over Time eqao

Cohort Tracking: The Added Value of Census Assessments Over Time http://www.eqao.com. Tracking Student Progress from Assessment to Assessment. The Added Value of Census Assessments Over Time. Angela Hinton, BEd , MA Manager, Data Management and Analysis (Acting) Richard Jones, PhD

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Cohort Tracking: The Added Value of Census Assessments Over Time eqao

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  1. Cohort Tracking: The Added Value of Census Assessments Over Time http://www.eqao.com Tracking Student Progress from Assessment to Assessment

  2. The Added Value of Census Assessments Over Time Angela Hinton, BEd, MA Manager, Data Management and Analysis (Acting) Richard Jones, PhD Director, Assessment and Reporting Discussant: Mark Reckase, PhD Michigan State University, College of Education June 2011

  3. Relating Achievement over Time • Prior to 2004, EQAO linked students to their assessment results using school-assigned identification numbers and paper-based data collection • Relationships between results over time for cohorts were expressed in terms of separate distributions for two assessments, e.g., • 49% of grade 3 students met or exceeded the provincial standard in reading 2001; three years later, 58% of grade 6 students met or exceeded the standard in reading

  4. Linking with Unique Identifiers • In 2004, EQAO began collecting centrally-assigned, standard number for every student in the province (OEN) assigned and recently-introduced by the Ministry of Education • In 2005, the combination of this reliable unique identifier and EQAO’s move to Web-based student data collection from schools and school boards allowed for tracking of individual students across multiple assessments

  5. Reporting Progress in Achievement • EQAO now regularly • links the achievement of individual students as they progress from one provincial assessment to the next and reports past assessment results with those for the most current assessment on students’ individual reports • aggregates linked individual results and reports on the relationship in assessment results for cohorts of students as they move through school and reports these at the provincial level and to schools and school boards

  6. Cohort Results in Mathematics • For the first time in 2010, EQAO was able to track students across three assessments, from grade 3 in 2004 to grade 6 in 2007 and on to grade 9 in 2010. • On June 8 of this year, we released tracked literacy results for this same cohort of students who were in grade 10 (OSSLT). • Today we will explore the results in mathematics for the tracked students in this cohort.

  7. Cohort Results in Mathematics • Key questions: • Q1: What is the relationship in achievement over time for students who write the grade 3, the grade 6 and the grade 9 assessments of mathematics? • Q2: Are there differences in achievement patterns for different groups of students? • Q3: Do student attitudes and perceptions about mathematics differ across achievement pathways over time?

  8. The Tracked Cohort

  9. Grade 9 Course Selectionby Grade 3 to Grade 6 Summary Outcome

  10. Pathways Definitions

  11. Progress in Mathematics AchievementGrade 3 to Grade 6 to Grade 9– Applied Course

  12. Progress in Mathematics AchievementGrade 3 to Grade 6 to Grade 9 – Applied Course Key Findings to Question 1 – Applied Course • Pathways reveal that students who do not meet the standard in applied courses have a history of difficulty in math: • 50% of all tracked students did not meet the standard in grade 9 and had not met the standard in grade 3 or grade 6 or either • Some students do experience improvement in math: • 32% of students were successful in grade 9 after not having met the standard in grade 3 or grade 6 or either

  13. Progress in Mathematics AchievementGrade 3 to Grade 6 to Grade 9– Academic Course

  14. Progress in Mathematics AchievementGrade 3 to Grade 6 to Grade 9 – Academic Course Key Findings to Question 1 - Academic Course • Students meeting provincial standard early are likeliest to maintain high achievement years later: • 78% of the tracked cohort met the standard in grade 9 as well as in grade 3 or grade 6 or both. • Students who do not meet provincial standard in grade 9 were likely struggling already in grade 6, if not earlier: • Only 6% of students in the cohort did not meet the standard for the first time in grade 9

  15. Progress in Mathematics Achievement: Grade 3 to Grade 6 to Grade 9– Applied and Academic Courses

  16. Progress in MathematicsGrade 3 to Grade 6 to Grade 9 Key Findings to Question 1 – Applied and Academic Courses • The pathway distributions for students in academic courses are more positive than for those students in applied courses • While some students in applied courses do experience new or improving strength in mathematics in grade 9, more than 46% of students in applied math did not meet the standard in both grade 6 and grade 9

  17. Student Characteristics: Gender Related to Achievementfrom Grade 3 to Grade 6 to Grade 9 - Applied Course - Strength

  18. Student Characteristics: Gender Related to AchievementFrom Grade 3 to Grade 6 to Grade 9 - Applied Course - Difficulty

  19. Student Characteristics: SEN Related to Achievement from Grade 3 to Grade 6 to Grade 9 - Applied Course

  20. Progress in Mathematics and Student CharacteristicsGrade 3 to Grade 6 to Grade 9 – Applied Course Key Findings to Question 2 - Applied Course • There are some gender differences in cohort progression in mathematics from grade 3 to grade 6 to grade 9 for students who enroll in applied math courses; more boys than girls enroll in applied mathematics, while boys demonstrate greater proportions in strongest pathways than girls. • In applied math courses, students with special education needs are more likely to experience persistent difficulty than the population as a whole.

  21. Student Characteristics: Gender Related to Achievementfrom Grade 3 to Grade 6 to Grade 9 - Academic Course - Strength

  22. Student Characteristics: Gender Related to AchievementFrom Grade 3 to Grade 6 to Grade 9 - Academic Course - Difficulty

  23. Student Characteristics: SEN Related to Achievement from Grade 3 to Grade 6 to Grade 9 - Academic Course

  24. Progress in Mathematics and Student CharacteristicsGrade 3 to Grade 6 to Grade 9 – Academic Course Key Findings to Question 2 - Academic Course • There are little gender differences in cohort progression in mathematics from grade 3 to grade 6 to grade 9 for student who enroll in academic math courses. • In academic math courses, students with special education needs are more likely to experience increasing or persistent difficulty than the population as a whole; they are also nearly twice as likely to experience new or returning strength as the broader cohort

  25. Trends in Attitudes Related to Achievementfrom Grade 3 to Grade 6 to Grade 9 - Applied Course -Strength

  26. Trends in Attitudes Related to Achievementfrom Grade 3 to Grade 6 to Grade 9 - Applied Course - Difficulty

  27. Progress in Mathematics and Student Questionnaire VariablesGrade 3 to Grade 6 to Grade 9 Key Findings to Question 3 - Applied Course • Low percentages of students report being good at math and liking math • Student attitudes and perceptions tend to decline over time, most markedly for those who do no meet the standard in grade 9 and in either grade 3 or grade 6 or both • Attitudes and perceptions improve for those students who experience success

  28. Trends in Attitudes Related to Achievementfrom Grade 3 to Grade 6 to Grade 9 - Academic Course Strength

  29. Trends in Attitudes Related to Achievementfrom Grade 3 to Grade 6 to Grade 9 - Academic Course - Difficulty

  30. Progress in Mathematics and Student Questionnaire VariablesGrade 3 to Grade 6 to Grade 9 Key Findings to Question 3 - Academic Course • Higher proportions of students in academic courses than in applied courses express positive attitudes towards mathematics • Attitudes for all students not meeting the standard in grade 9 decline between grade 3 and grade 9, whether or not they had not met the standard in the past

  31. Added Value of Census Assessments over Time • Tracking achievement of individual students • Exploring trends and patterns in achievement over time (“learning pathways”) • Relating patterns in achievement to other student factors, including attitudes • Providing clues and cues for educator and system intervention

  32. Next steps • Q2’: • Do results for students with identified special education needs differ for categories of identification? • Are there other differences to be found across the pathways for intersecting demographic factors (e.g., gender and SEN)?

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