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The 19-page January 14, 2004 letter [PDF
220KB] from citizen activist Sam Drury to the Littleton Public Schools
(LPS) Board of Education includes a 17-page attachment of selected frequency-distribution data from the November, 2003
ITBS/CogAT results. The attachment's first five pages of tabulated
student-performance data give an overall summary, the next four pages are for
each middle school (Euclid, Goddard, Newton, and Powell), and the remaining
eight pages are for four low-performing elementary schools (Ames, Centennial,
East, and Field). The other 11 elementary schools were not included in
that first draft. Board members were invited to provide their questions
and/or comments about that draft, but none were received by January 24, the date
of the 40-page attachment revision [PDF
182KB], which now includes all 19 schools. ICAN is
particularly concerned about the unfortunate below-grade-level students who need
more help.
One year later the 40-page LPS November, 2004 ITBS/CogAT
results [PDF
229KB] show similar tabulations of student-performance data.
The district has continued its overall downward trend in student academic
achievement as measured by these standardized tests:
-
All of the averages for the 2004 November tests were less than those in 2003
for all subject areas (Reading, Language, Mathematics, Core Total, Social
Studies, Science, Sources of Information, and Composite) and all three grades.
- The percentages of students with obtained Grade Equivalent scores less than
grade level (per ITBS national norms) for grades 3, 5, and7 were 24%, 28%, and
28%, respectively, for Composite (all subtests).
- The percentages of students with obtained Grade Equivalent scores less than
grade level (per ITBS national norms) for grades 3, 5, and7 were 23%, 28%, and
27%, respectively, for Core Total (Reading, Language, and Mathematics
subtests).
- The lowest-performing schools had these percentages of students with
obtained Grade Equivalent scores less than grade level for Core Total:
- Grade 3 (15 schools): 57, 56, 39, 38, and 34.
- Grade 5 (15 schools): 72, 58, 47, 43, and 41.
- Grade 7 (four schools): 34 and 32.
Data sources:
- Iowa Tests of Basic
Skills (Form M, Fall 1995 Norms, Test Date 11/04)
- Cognitive Abilities
Test (Form 5, Fall 1995 Norms, Test Date 11/04)
- ITBS/CogAT Service
10 reports (System and Building Frequency Distributions)
- Both charter
schools (which do ITBS/CogAT testing in the spring) were excluded.
- Nearly all other
LPS students in Grades 3, 5, and 7 were tested (910, 1062, and 1132 were
reported after special-education exclusions).
- District-level data are on pages 2-6, and building-level data are listed in alphabetical order on
pages 2-3 and 7-40 for the 19 LPS regular elementary and middle schools.
Comparisons with Nov/2003, Nov/2002, and Nov/2001
ITBS/CogAT results:
- Data lines have a “Year” right-side
identifier on pages 4-6.
- At the district
level for Grades 3, 5, and 7 there were some significant decreases in the
averages for the ITBS grade equivalent (GE) and CogAT standard age scores (SAS)
for 2004/2003/2002/2001 in those groups for Grades 3, 5, and 7.
- Reading totals
were 3.98/4.14/4.18/4.15, 6.34/6.47/6.53/6.47, and 9.05/9.12/9.46/9.52.
- Language totals
were 3.97/4.13/4.24/4.28, 6.71/7.02/7.22/7.26, and 9.28/9.45/9.58/9.74.
- Mathematics
totals were 3.88/4.00/3.98/3.95, 6.23/6.27/6.43/6.35, and 8.86/9.02/9.47/9.44.
- Core totals were 3.91/4.05/4.09/4.08,
6.34/6.49/6.63/6.60, and 9.04/9.17/9.48/9.54.
- Social studies
totals were 3.88/4.13/4.08/4.11, 6.44/6.67/6.63/6.63, and 8.80/8.88/9.33/9.29.
- Science totals
were 4.16/4.29/4.37/4.36, 6.86/7.07/7.20/7.08, and 9.42/9.54/9.96/9.86.
- Sources of
information totals were 3.91/4.12/4.11/4.11, 6.54/6.78/6.88/6.99, and 8.96/9.09/9.56/9.49.
- Composite ITBS
totals were 3.90/4.06/4.06/4.07, 6.40/6.58/6.68/6.66, and 9.07/9.17/9.57/9.56.
- Composite CogAT
totals were 108.0/108.7/108.5/108.5, 108.8/109.5/109.9/108.8, and 108.5/108.8/110.9/111.7.
- At the building
level there were more changes in results associated with differences in
grade-level groups in addition to those related to curriculum and instruction.
Percentages of students with GE less than grade level (%
GE < 3.2, 5.2, and 7.2):
- The district
composite ITBS totals for grades 3, 5, and 7 were 24%, 28%, and 28%.
- The building-level
ranges were 10-58%, 8-59%, and 19-34% for grades 3, 5, and 7.
- The district
composite CogAT SAS totals were 108.7, 108.8, and 108.5 for grades 3, 5, and
7.
- The ITBS GE
percentages (for GE below 3.2, 5.2, or 7.2) and CogAT SAS scores for the
district total and each building are summarized by grade level on page 2;
these are stated in more detail (along with % of students with SAS below 100)
on pages 4-40.
- Changes in % GE < 3.2, 5.2, and 7.2 (2004-2003) and SAS scores are tabulated on
page 3.
Percentages of students with GE at least one year less
than grade
level (% GE < 2.3, 4.3, and 6.3):
- The district composite ITBS totals were
5%, 15%, and 20% (refer to pages 4-6 for GE below 2.3, 4.3, or 6.3) for grades
3, 5, and 7.
- The building-level
ranges were 0-19%, 2-45%, and 12-27% (refer to pages 7-40 for GE
below 2.3, 4.3, or 6.3) for grades 3, 5, and 7.
Ken Brown, Director of Assessment and Evaluation, presented an eight-page
summary [PDF 350KB] of
"LPS ITBS District Averages" as part of his "Large Scale Student Assessment
Report" at the February 18, 2004 District Accountability Committee meeting.
The use of directional arrows for past-year changes in the Obtained Grade
Equivalent (OGE) scores was revealing: ITBS trends were down for Reading
Total (0 Month Grade 3, 1 Month Grade 5, and 4 Months Grade 7), Language Total
(1M G3, 2M G5, 1M G7), Math Total (0M G3, 2M G5, 4M G7), and Science (0M G3, 1M
G5, 5M G7). The subtests for the Reading, Language, and Math groups showed
similar patterns of downward trend, with relatively small or no changes at Grade
3, moderate at Grade 5, and large at Grade 7. ICAN also has noted
many downward trends for the Predicted Grade Equivalent scores based upon the
Cognitive Abilities Test, which measures developed (not innate) general
and specific reasoning abilities that are critical for success in school at all
levels.
LPS school officials often consider ITBS OGE changes of less than three
months as insignificant at the classroom or even the building level.
However, at the district level (since the standard error of the mean is
approximately inversely proportional to the square root of the number of
students tested), ICAN expects that even one-month changes and
predominant patterns of "down arrows" should result in identification of
probable cause(s) and subsequent corrective actions.
Last modified:
04/21/2005
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