Independent Citizens Action Network

 Home Up Feedback Contents Search

LPS CSAP
Up LPS Board of Ed LPS CSAP LPS ITBS LPS Annual Report LPS Accreditation LPS Plans LPS Elections LPS Other

 

 

LPS CSAP Reading
LPS CSAP Writing
LPS CSAP Math
LPS CSAP Science
LPS CSAP Schools

[Under Construction]

The Colorado Department of Education (CDE) has released the results of the 2009 Colorado Student Assessment Program (CSAP).  The August 7, 2009 eight-page CDE news release [PDF 41KB] includes results from the CSAP and Colorado ACT assessments. 

LPS administration also has released the 2009 CSAP results.  The August 7, 2009 four-page LPS news release [PDF 164KB] comments on district results from the CSAP assessments.

Current CSAP practice is to test nearly all students for reading, writing, and math in grades 3-10, and science in grades 5, 8, and 10.  According to CDE, the amount of school-year time required to administer the CSAP is about 1% for grades 3-10.  CSAP results are reported in performance-level percentages for the portion of students in each category: at or above proficient (proficient plus advanced), advanced, proficient, partially proficient, and unsatisfactory.

ICAN has noted that LPS district averages have exceeded the state averages for every "at or above proficient" category for every grade tested on every subject in every year since the CSAP program began in 1997 (100% of the 234 comparisons).  Of course, there are other "high socioeconomic status" school districts in Colorado that have performed that well.  ICAN also has provided comments and tabulations of the 1997-2009 LPS CSAP results:

  • Reading: The 2009 overall district average (grades 3-10) was 82% proficient or advanced, which was a small gain from the 81% average in 2008.  The district average for the 17 elementary schools (grades 3-5) was 81% proficient or advanced (11 schools were at least 80%, and three of those schools were at least 90%).  The district average for the six middle schools (grades 6-8) was 81% proficient or advanced (four were at least 80%, and two of those were at least 90%).  The district average for the three high schools (grades 9-10) was 84% proficient or advanced (two were at least 80%, and none were at least 90%).

  • Writing: The 2009 overall district average (grades 3-10) was 71% proficient or advanced, which was a small gain from the 68% average in 2008.  The district average for the 17 elementary schools (grades 3-5) was 70% proficient or advanced (three schools were at least 80%, and none were at least 90%).  The district average for the six middle schools (grades 6-8) was 72% proficient or advanced (three were at least 80%, and none were at least 90%).  The district average for the three high schools (grades 9-10) was 69% proficient or advanced (none were at least 80%).

  • Math: The 2009 overall district average (grades 3-10) was 70% proficient or advanced, which was a small gain from the 67% average in 2008.  The district average for the 17 elementary schools (grades 3-5) was 81% proficient or advanced (nine schools were at least 80%, and four of those were at least 90%).  The district average for the six middle schools (grades 6-8) was 71% proficient or advanced (one was at least 80%, and that one was at least 90%).  The district average for the three high schools (grades 9-10) was 53% proficient or advanced (none were at least 80%).

  • Science: The 2009 overall district average (grades 5, 8, and 10) was 66% proficient or advanced, which was a small gain from the 63% average in 2008.
    • The district average for the 17 elementary schools (grade 5) was 59% proficient or advanced (two schools were at least 80%, and one of those was at least 90%).  The district average for the six middle schools (grade 8) was 69% proficient or advanced (one was at least 80%, and none were at least 90%).  The district average for the three high schools (grade 10) was 71% proficient or advanced (none were at least 80%).

ICAN has tabulated the CSAP data through 2009 for each LPS school in alphabetical order by subject (reading, writing, math, and science), grade level, year administered, proficiency percentage level (Proficient plus Advanced, Advanced, Proficient, Partially Proficient, and Unsatisfactory), and number of students tested.  We also have added a "proficiency index" that is the weighted sum of 1.5*A, 1.0*P, 0.5*PP, and -0.5*U.  CSAP Reading Grade 3 results before 2001 are historical (not converted to later scale) and should not be used for comparison with later years.

At the September 14, 2006 workshop the LPS Board of Education had received and discussed an "Improving Student Achievement" presentation [PDF 452KB], which included this District Achievement Goal: "90% of all students will be on or above grade level in reading, math, writing, and science by 2011.  The achievement gap in student performance will be cut in half by 2009."  The 3% overall gain in LPS CSAP proficiency during the past three years (2006 through 2009 %P+A were 70%, 71%, 71%, and 73%, respectively) was quite small compared to expectations of the District Achievement Goal and stated targets in the 2006-2009 school improvement plans.  The CSAP portion of the five-year overall achievement gap goal was 20% (90% - 70%); therefore, the three-year "cut in half" goal was 10% gap reduction by 2009.  Information about CSAP achievement gaps for subgroups is on the ICAN LPS NCLB AYP page.

The ICAN one-page tabulation [PDF 12KB] of LPS CSAP district and schools proficiency (percent proficient plus advanced) and changes provides three-year comparisons of 2009 and 2006 performance for each subject area (reading, writing, math, and science) and the total for each school and the district.  Only two schools had total gains of at least 10% during the past three years!  Seven schools (including the two above 10%) had total gains of at least 5%; one school had total losses of at least 5%; all other schools had smaller changes.  The institutional inertia maintains the status quo and continues to prevent significant increase in student academic achievement.  Those results are not encouraging.  More information is available on the ICAN LPS Accountability page.

The ICAN one-page tabulation [PDF 13KB] of LPS CSAP district (DPI) and schools (SPI) proficiency indexes provides three-year comparisons of 2009 and 2006 performance for each subject area (reading, writing, math, and science) and the total for each school and the district.  District total DPIs for 2009 were 95.0 (up 1.4 from 2006) for grades 3-5, 92.2 (up 7.2 from 2006) for grades 6-8, 82.2 (up 1.2 from 2006) for grades 9-10, and 90.6 (up 3.6 from 2006) for grades 3-10.  School total SPIs for grades 3-5 were 10 schools up and 7 schools down; grades 6-8 were 5 up and 1 down; grades 9-10 were 2 up and 1 down; and grades 3-10 were 16 up and 8 down.

ICAN has prepared a five-page, year-by-year, CSAP tabulation [PDF 25KB] of the district as a whole.  CSAP results for individual schools are available as separate files on the LPS CSAP Schools page.

Refer to the ICAN LPS CSAP Archive2 page for more information.

 

Last modified: 08/20/2009

 

[ Home ] [ Up ] [ LPS CSAP Reading ] [ LPS CSAP Writing ] [ LPS CSAP Math ] [ LPS CSAP Science ] [ LPS CSAP Schools ]

Send mail to webmaster@ICAN4.info with your questions or comments about this website.
Copyright © 2003-2009 Independent Citizens Action Network (ICAN).   All Rights Reserved.