standardized test scores

Common Core test results released; S-G students scoring higher than in 2013

August 14, 2014

The results of the state tests at Scotia-Glenville reflected the statewide trend: more students are scoring in the top two levels, Levels 3 and 4, meaning they are proficient or excelling when it comes to meeting the Common Core Learning Standards.

Statewide, the percentage of students "proficient" in math rose from 31.2 to 35.8 percent. English language arts scores increased slightly from 31.3 to 31.4 percent in the "proficient'' category.

At Scotia-Glenville, there are several examples of larger percentages of students scoring in Levels 3 and 4. As reflected in the state measures, that was more prounced in math: every grade except 8th showed this trend. Results for ELA were mixed and varied by school, as can been seen in these individual school results. Some grades increased dramatically from year to year while others did not.

A few quick examples of the district-wide improvements:

Grade 4 ELA results: in 2013, 22.1% of students received scores in Levels 3 and 4; in 2014, that rose to 29%

Grade 3 math results: in 2013, 20.3% of students received scores in Levels 3 and 4; in 2014, that rose to 39%

Grade 7 math results: in 2013, 18.5% of students received scroes in Levels 3 and 4; in 2014, that rose to 28%

Now in the second year of Common Core testing, the state Education Department said today that New York's students are making steady progress in meeting the more rigorous standards.

"I think the overall picture is one of statewide progress, but clearly there is much more work to do," Education Commissioner John King said in a teleconference Thursday after the scores were released.

"It's a story of modest but real progress," said Merryl Tisch, Board of Regents chancellor. “The test scores show that students from all economic, race, ethnicity and geographic backgrounds can and are making progress. This is still a transition period. It will take time before the changes taking place in our classrooms are fully reflected in the test scores. But the growth we see is directly attributable to the dedication and determination of so many classroom teachers and school leaders across the state."

Statewide, the percentage of students "proficient" in math rose from 31.2 to 35.8 percent.

English language arts scores increased slightly from 31.3 to 31.4 percent in the "proficient'' category.

Here are Scotia-Glenville's the test results from the state Education Department (PDF).

Here are all schools' results released by the state Education Department (PDF - large file, 885 pages).

Common Core tests, which are being administered to millions of students in 46 other states, are based on the more rigorous Common Core Learning Standards curriculum and the Common Core State Standards Initiatives

The standards are designed to better prepare children for the requirements of college and the work place after they graduate. The goal of the new standards is to help students better develop skills and gain exposure in the areas that matter most in the world that awaits them after graduation. The result is that students are being asked to learn new skills, concepts and different ways of approaching questions and solving problems. The new standards are reflected in an updated curriculum in the schools and are now reflected on state exams.

The tests are still scored using the range from a high of Level 4 to a low of Level 1:

Level 4 scores mean that students "excel in the Common Core Learning Standards" for that grade level.

Level 3 means that students are "proficient in the Common Core Learning Standards" for that grade level.

Level 2 scores mean that students are "not proficient in the Common Core Learning Standards" for that grade level (partial but insufficient)

Level 1 scores mean that students are "well below proficient in the Common Core Learning Standards" for that grade level.

 

Scores released today for Scotia-Glenville: 2014

Today, these scores were released for Scotia-Glenville. The numbers are the percentage of students whose test scores fell in that particular level at all schools in the school district. Here are the school-by-school testing results.

 

English Language Arts results (2013 results in parenthesis)

Grade LEVEL 1 LEVEL 2 LEVEL 3 LEVEL 4
3 - 178 students 42.0% (37.0%) 31.0% (38.0%) 24.0% (20.7%) 3.0% (4.3%)
4 - 205 students 33.0% (30.9%) 38.0% (47.1%) 22.0% (15.2%) 7.0% (6.9%)
5 - 200 students 36.0% (35.2%) 36.0% (32.1%) 20.0% (25.0%) 9.0% (7.7%)
6 - 186 students 30.0% (28.6%) 47.0% (42.2%) 15.0% (20.1%) 8.0% (9.0%)
7 - 208 students 44.0% (32.6%) 35.0% (38.4%) 19.0% (21.6%) 3.0% (7.4%)
8 - 190 students 33.0% (31.1%) 41.0% (40.6%) 19.0% (18.3%) 8.0% (10.0%)

 

Mathematics results (2013 results in parenthesis)

Grade LEVEL 1 LEVEL 2 LEVEL 3 LEVEL 4
3 - 179 students 34.0% (41.5%) 27.0% (38.2%) 31.0% (14.5%) 8.0% (5.8%)
4 - 203 students 32.0% (44.6%) 34.0% (35.8%) 24.0% (15.7%) 10.0% (3.9%)
5 - 192 students 37.0% (47.4%) 31.0% (31.6%) 23.0% (16.3%) 9.0% (4.6%)
6 - 176 students 22.0% (27.6%) 47.0% (49.2%) 20.0% (13.6%) 11.0% (9.5%)
7 - 186 students 27.0% (44.4%) 46.0% (37.0%) 18.0% (16.9%) 10.0% (1.6%)
8 - 131 students 34.0% (25.2%) 44.0% (50.0%) 21.0% (21.6%) 1.0% (3.2%)

Results above include out of district students in grade 8.

 

Change in cut scores

In the past, each level of the results - Levels 4, 3, 2 and 1 - had a specific range of acceptable scores on the tests. In general, the scores were based on a maximum score of 800.

The new tests are based on a maximum score of 423, though that varies by the grade as can be seen in the charts below. No test had a higher maximum score than 423.

By and large, the spread of scores is largest in Level 1 and smaller in Levels 2, 3 and 4.

Below are the new state "cut scores" for the ELA and math exams:

 

English Language Arts test score ranges

Grade LEVEL 1 LEVEL 2 LEVEL 3 LEVEL 4
3 148-290 291-319 320-357 358-419
4 139-286 287-319 320-342 343-423
5 105-288 289-319 320-345 346-417
6 118-282 283-319 320-337 338-412
7 113-286 287-317 318-346 347-414
8 97-283 284-315 316-342 343-409

 

Mathematics test score ranges

Grade LEVEL 1 LEVEL 2 LEVEL 3 LEVEL 4
3 128-284 285-313 314-339 340-399
4 134-282 283-313 314-340 341-404
5 125-293 294-318 319-345 346-402
6 121-283 284-317 318-339 340-408
7 133-292 293-321 322-347 348-401
8 134-292 293-321 322-347 348-400

 

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With new standards and tougher tests, state adjusts AIS requirements

October 29, 2013

In light of the major changes taking place in classrooms across the state – including new learning standards and tougher state assessments – state leaders have lowered the threshold that determines when a district must provide formal academic support programming to a student. Read more here (PDF).

 

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Response to Intervention (RTI)

Response to Intervention (RTI) is a process used in schools to provide well-designed instruction, closely monitor all students' progress and provide additional instructional supports to students who are not meeting grade level expectations. Read more here (PDF).

 

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Higher standards will boost college and career readiness

The bottom line is that while we all put importance on a given year’s test results, the larger purpose of education is making sure that students have the skills, knowledge, and experiences they need to be successful in life. We continue to be committed to this goal and to preparing our students for the increasingly competitive world.

State officials emphasize that fact: these new standards will ultimately strengthen instructional programs and that the 2013 exams will serve as a baseline of student performance for us to build upon in future years.

Here is an overview of the testing program and anticipated results from the New York State Board of Regents' July meeting - http://www.regents.nysed.gov/meetings/2013Meetings/July2013/StandardSetting.pdf

“Every time a college freshman takes a placement exam that first month on campus, he or she is being tested against the very expectations in the Common Core," wrote NYS Education Commissioner John King.

"Every time a high school graduate faces a daunting task on a challenging job (from the welder applying knowledge of fractions to the electrician reading the National Electrical Code), he or she is being tested against the Common Core. And quite frankly, our students are not doing well enough on those real world tests. Only about 35 percent of our students graduate with the skills and knowledge necessary to be called college- and career-ready.”

Educators across New York are watching the results carefully because the standardized student scores and growth in student improvement from one year to the next will become a component (at least 20%) of their annual state-mandated principal and teacher evaluations (APPR) in the future.

Many felt the implementation of the Common Core standards was rushed in New York. They argued that teachers did not have adequate time to prepare new curriculums and class lessons and that students' knowledge bases should have been incrementally built over a period of time.

Despite the change in standardized testing, the state Education Department has taken care to ensure the testing process is done as fairly as possible and to ensure that students and educators will not be adversely affected by changes in the design of state tests. The state-provided growth scores for teachers and principals (to be distributed later this fall) will be based on year-to-year scale score comparisons of similar students, all of whom experienced the new state tests for the first time at the same time in 2012-13.

Hence, the teacher/principal growth scores will result in similar proportions of educators in each of the four HEDI categories (highly effective, effective, developing, and ineffective) in 2012-13 compared to 2011-12.

As always, feel free to contact your child’s teacher or principal if you have questions about the state exams or the new standards. In addition, please visit http://engageny.org/parent-and-family-resources for a variety of materials relating to the Common Core Learning Standards.

 

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New York State Regents exams

Scotia-Glenville results


Scholastic Aptitude Test (SAT) I

Mean Scores Critical reading Mathematics
Scotia-Glenville  509  527
New York State  485  499
United States  497  514

Scotia-Glenville High School Profile (PDF) - information about the most recent graduating class that is used when transcripts are sent to colleges this year.

 

Graduation information

Here is graduation and post-graduation information from the most recent class.



Advanced Placement Courses Offered
Biology*
Calculus AB & BC
Chemistry*
Computer Science*
Computer JAVA
English Literature
Microeconomics
Physics
Psychology
Statistics
U.S. history
World History
*Offered based on demand

Number of students taking AP courses: 131

Percent scoring a 3 or higher on Advanced Placement (AP) final exams in 2013.
Advanced Placement (AP) students earn college credit by enrolling in certain courses in high school. The credit is accepted by many colleges.

In 2013, 121 Scotia-Glenville students were enrolled in AP courses and took 197 AP exams (some students enroll in more than one AP course). Of the 121 students, 99 of them (82%) received college credit. Students must receive a 3 or higher to receive the college and school credit. Students who receive a score or 2 or 1 receive school credit only. Figures below show the percentage receiving a score of 3 or higher on the exams offered:

Biology: 71.4%
Calculus AB: 30%
Calculus BC: 85.7%
Chemistry: 73.1%
Micro
Economics: 81.2%
English Literature and composition: 72.7%
Psychology: 65%
US Government and Politics: 100.0%
US History: 80.8%
World History: 62.1%

 

Percent receiving college credit through the University in the High School (UHS) program in 2012.
University in the High School (UHS) students earn State University of New York college credit by enrolling in the following courses though Schenectady County Community College.
In 2012, 388 Scotia-Glenville students were enrolled in UHS courses and 340 of them (87.6%) received college credit. Students must maintain a C average in the course to receive the college credit. Figures below show the percentage of students who received UHS college credit for those courses:

Schenectady County CC
Business Law: 84.5%
CISCO IT Essentials (fall): 91.3%
CISCO IT Essentials (spring): 100.0%
CISCO CCNA Discovery Program: 88.9%
Intro to Computers
: 93.8%
Entrepreneurship: 73.3%
College French 4: 70.6%
College French 5: 100.0%
College Spanish 4: 80.6%
College Spanish 5: 100.0%

Introduction to Drawing: 100%
Math 12 (Pre-Calc): 87.5%
Statistics (fall): 62.5%
Statistics (spring): 100.0%

 

University in the High School (UHS) students earn State University of New York college credit by enrolling in the following course though SUNY Cobleskill. Figures below show the percentage of students who received UHS college credit for the course:

Child Growth/Development: 100%

 

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