A. Effect Size Can Tell a Lot! B. Future Ready Core NC Accountability Conference February 2009 - PowerPoint PPT Presentation

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A. Effect Size Can Tell a Lot! B. Future Ready Core NC Accountability Conference February 2009

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11. Comparing trends in tests: NAEP and SAT. SAT math, comparing NC in 1990 and 2008. ... Find out about getting data from the Green Book and its online brother: ... – PowerPoint PPT presentation

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Title: A. Effect Size Can Tell a Lot! B. Future Ready Core NC Accountability Conference February 2009


1
A. Effect Size Can Tell a Lot! B. Future Ready
Core NC Accountability ConferenceFebruary 2009
  • Mike Gallagher
  • Accountability Services Dept.
  • NCDPI

2
Purposes Two Parts
  • Part A. Show how effect size can give important
    information to compare test results across EOG,
    EOC and SAT and other tests.
  • Part B. Review the background and give sources of
    information about the Future Ready Core.

3
Part A Effect Size Lens
  • Usefulness Enables one to compare across tests
    and test forms.
  • Usefulness Provides solid information about
    performance.
  • Concept What effect size means.
  • Calculation How to figure it.

4
How does North Carolina improvement on SAT math
compare with its improvement on NAEP math?
5
SAT Math Score Trend for N.C.
  • Between 1990 and 2008, the Math gap between NC
    and the Nation narrowed from 31 pts. to 4 pts.
  • The annual SAT reports on the DPI Accountability
    web site have lots more information
  • www.ncpublicschools.org/accountability

6
SAT Math Score Trend
7
NC progress on NAEP math
  • NAEP results from 1992 to 2005
  • Compared with the U.S. average and with other
    states, North Carolina went from back of the pack
    to ahead of the pack. NC was somewhat sluggish
    2003 to 2007.
  • For the NAEP data in the following slides, go to
  • http//nces.ed.gov/nationsreportcard/mathematics/

8
NAEP Grade 4 Math
Cut for Proficient 249
Cut for Basic 214
9
NAEP Grade 8 Math
Cut for Proficient 299
Cut for Basic 262
10
Finding the Effect Size aka, Standardized
Difference
  • Effect size compares two groups starting with a
    scale score.
  • For calculation of effect size, the average scale
    score of each group is needed, as well as the
    standard deviation (SD) of the scores.
  • Find the difference of the averages and divide by
    the SD.

11
Comparing trends in tests NAEP and SAT
  • SAT math, comparing NC in 1990 and 2008.
  • ..Eff.Size (511-470)/100 0.41
  • NAEP Grade 4 math, comparing NC in 1992 and 2007.
  • ..Eff.Size (242-213)/30 0.97

12
Is that a Big-un?
  • General use Effect Size Indexes
  • 0.20 Small
  • 0.50 Medium
  • 0.80 Large
  • From A Power Primer, Jacob Cohen, Psychological
    Bulletin, 1992, Vol 112, No. 1, 155-159.

13
While were talking SAT,
  • SAT puts an official question of the day on its
    web site.
  • The math questions are great thinking questions
    and they are mostly within our 8th grade
    territory. Why not have 8th graders use them as
    formative assessment for problem solving?
  • www.collegeboard.com

14
Effect Size and NC Tests
  • Effect size can provide a comparison across test
    editions or subjects.
  • See the attached table for some examples.
  • . The 3rd Edition Math EOG had much more
    rigor than the 2nd.
  • . Effect size enables continuous comparison.

15
Obtaining Av. Scale Scores
  • The disag report is on-line.
  • Go to the Accountability web page.
  • www.ncpublicschools.org/accountability
  • then scroll way down to Data and Reports,
    chose State, School System (LEA) and school
    performance disaggregated data report.
  • Now choose location, test, grade, subj.

16
Green Book
  • Find out about getting data from the Green Book
    and its online brother
  • both in its standard form
  • and its interactive, electronic form.
  • http//www.ncpublicschools.org/accountability/test
    ing/
  • Scroll down to State Testing Results

17
Questions to pose ..
  • In your LEA (or school) which grades, courses,
    SAT results are stronger?
  • In your LEA how do schools compare on average
    EOG, EOC, SAT?
  • How does your LEA (school) compare with similar
    LEAs (schools)?
  • What is the effect of what youve been trying to
    improve?

18
Current Research
  • The Problem With Proficiency Limitations of
    Statistics and Policy Under No Child Left Behind.
    By Andrew Dean Ho, Educational Researcher, 2008
    37, 351
  • The limitations of the Percentage of Proficient
    Students (PPS) statistic are unpredictable,
    dramatic, and difficult to correct. . From
    abstract.

19
Part BFuture Ready Core
20
ACT Study
  • found that whether planning to enter college
    or workforce training programs after graduation,
    high school students need to be educated in a
    comparable level in reading and mathematics.
  • Ready for College and Ready for Work Same or
    Different? 2006. Available on the web.

21
Future Ready Core - Goals
  • On September 7, 2006, the NC Board of Ed approved
    goals Future Ready Students for the 21st
    Century.
  • Note the first goal and the 1st item in that
    goal.
  • Goal NC public schools will produce globally
    competitive students.
  • Every student excels in rigorous and relevant
    core curriculum that reflects what students need
    to know and demonstrate in a global 21st Century
    environment

22
Future-Ready Core Course of Study
  • The State Board of Education in June 2007
    approved the Future-Ready Core Course of Study
    with the goal that all students would graduate
    prepared for post-secondary education and careers.

23
Future Ready Core Timeline
  • Beginning with the 2009-2010 ninth grade class,
    all students will be expected to meet the
    requirements outlined in the Future Ready Core
    Course of Study.

24
FRC Primary Differences.
  • An additional math course for those students who
    previously did not pursue the College/University
    Prep Course of Study.
  • An increase from 20 to 21 for the total number of
    credits required for graduation.
  • A recommended 4 elective credits in a
    concentrated area.

25
FRC Mathematics
  • 4 Credits(Algebra I, Geometry, Algebra II) OR
    (Integrated Math I, II, III) 4th Math Course to
    be aligned with the students post high school
    plans A student, in rare instances, may be able
    to take an alternative math course sequence as
    outlined under State Board of Education policy.
    Please see your school counselor for more
    details.

26
FRC - Information
  • Information resources are linked from
  • www.ncpublicschools.org/gradrequirements
  • click Resources.

27
RESOURCES (on dpi web site)
  • Course Credit Requirements Chart
  • Course and Credit Requirements Checklists for
    Parents
  • Graduating Future Ready
  • Making the Grade Future Ready Graduates
  • Math Sequence
  • Questions and Answers
  • Student Accountability Standards Brochure
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