ESEA Flexibility: School Progress Index Overview

Maryland Accountability ProgramPresentation 3 of 8

2

Lillian M. Lowery, Ed.D.State Superintendent of Schools

Dr. Charlene M. DukesPresident, Maryland State Board of Education

Martin O'MalleyGovernor

Carolyn M. Wood, Ph.D.Assistant Superintendent

Division of Accountability, Assessment, and Data Systems

Maryland State Department of EducationDivision of Accountability, Assessment, and Data Systems

200 West Baltimore StreetBaltimore, Maryland 21201

410.767.0073MarylandPublicSchools.org

3

Maryland Accountability Program School Progress

Reduce by half the percentage of students in the “all students” group and in each subgroup who are not proficient within six years

School Progress Index Achievement Growth Gap Reduction College & Career Readiness

Differentiated Recognition Reward Priority Focus

4

What is the School Progress Index? Continuous scale based on measures MSDE deems important indicators of

adequacy: Achievement Growth Gap Reduction College & Career Readiness

Each indicator is individually weighted based on importance in assessing overall school progress

Content Areas within indicators individually weighted

Measured at the Elementary, Middle, and High School Levels (span codes) Combined schools with multiple span codes are measured at each level and then

combined to create a single score

DRAFT• 33.3%- Mathematics Proficiency (Algebra/

Data Analysis HSA)• 33.3%- English Proficiency (English HSA)• 33.3%- Science Proficiency (Biology HSA)

Achievement* 40%

Gap*

College-and Career-Readiness**

40%

20%• 60%- Cohort Graduation Rate • 40%- College and Career Preparation (CCP)

• Advanced Placement• Career and Technology Education (CTE)

Concentrators • College Enrollment

Gap between lowest subgroup and highest subgroup within a school:• 20%- Mathematics Proficiency (Algebra/

Data Analysis HSA)• 20%- English Proficiency (English HSA)• 20%- Science Proficiency (Biology HSA)• 20%- Cohort Graduation Rate• 20%- Cohort Dropout Rate

Gap* 40%

• 33.3%- Mathematics Proficiency (MSA)• 33.3%- Reading Proficiency (MSA)• 33.3%- Science Proficiency (MSA)

• 50%- Mathematics Proficiency (MSA)• 50%- Reading Proficiency (MSA)

Gap between lowest subgroup and highest subgroup within a school:

Achievement* 30%

Growth* 30%

• 33.3%- Mathematics Proficiency (MSA)• 33.3%- Reading Proficiency (MSA)• 33.3%- Science Proficiency (MSA)

Percent of students making one year’s growth:

*ALT-MSA is included in the index component**Revised 9/17/2012: To be submitted to USDE for Approval

Maryland School Progress Index**

Grades 9-12Grades PreK-8Meeting

Performance Targets (AMO)

Meeting Performance

Targets (AMO)

5

6

SPI Indicator: Achievement

PreK-8 Grades 9-12

MSA Math Proficiency MSA Reading Proficiency MSA Science Proficiency

HSA Algebra Proficiency HSA English Proficiency HSA Biology Proficiency

Percentage of “all students” group scoring proficient or advanced on Maryland standardized assessments progressing toward targets

7

SPI Indicator: Gap Reduction

PreK-8 Grades 9-12

MSA Math Proficiency MSA Reading Proficiency MSA Science Proficiency

HSA Algebra Proficiency HSA English Proficiency HSA Biology Proficiency 4-Year Adjusted Cohort

Graduation Rate 4-Year Adjusted Cohort

Dropout Rate

Decrease in the performance gap between the highest and lowest performing subgroups

10 Subgroup Categories

8

SPI Indicator: Growth

PreK-8

MSA Math Proficiency MSA Reading Proficiency

The change in student performance for the “all students” group between the current year and prior year

9

SPI Indicator: College & Career Readiness

Grades 9-12

Four-Year Adjusted Cohort Graduation Rate College and Career Preparation (CCP)

Advance Placement Career and Technology Education (CTE) Concentrators College Enrollment

Met annual targets on measures that assure students are ready for college or career upon graduation

10

SPI Calculation Example: Elementary SchoolVariable Achievement Gap Growth

Assessment Math Read Sci Math Read Sci Math Read

% Proficient CY 0.920 0.930 0.860 0.950 0.990 0.98 0.620 0.820

Target 0.954 0.945 0.872 0.927 0.927 0.863 0.597 0.945

% Prof of Target 0.964 0.984 0.986 1.025 1.068 1.136 1.039 0.868

Content Weight 0.330 0.330 0.330 0.330 0.330 0.33 0.500 0.500

Weighted % Prof of Target 0.318 0.325 0.325 0.338 0.352 0.375 0.520 0.434

Indicator Weight 0.30 0.40 0.30

Indicator Contribution 0.291 0.426 0.286

School Index 1.003

% Prof of Target = % Proficient CY ÷ TargetWeighted % Prof of Target = % Prof of Target x Content WeightIndicator Contribution = (Math + Read + Sci) x Indicator WeightSchool Index = (Achievement + Growth + Gap)

Strand Categorization

Number of Indicators Met includes: indicators where the Percent Proficient of Target for the overall indicator is greater than or equal to 1 indicators that were not evaluated due small population

E, M, H defines a particular grade span for a school. E – Elementary M – Middle H – High

Some schools may have multiple grade spans (i.e. a school containing grades 6-12 would be a MH school).

Strand Overall ScoreNumber of Indicators Met

E, M, H EM, MH, EH EMH1 1.0 or greater All 3 All 6 All 92

Greater than or equal to 0.9

2 of 3 4-5 of 6 6-8 of 93 1 of 3 2-3 of 6 3-5 of 94 0 of 3 0-1 of 6 0-2 of 95 Less than 0.9 0-2 of 3 0-4 of 6 0-6 of 9

12

Maryland Accountability Program School Progress

Reduce by half the percentage of students in the “all students” group and in each subgroup who are not proficient within six years

School Progress Index Achievement Growth Gap Reduction College & Career Readiness

Differentiated Recognition Reward Priority Focus

13

Questions?

Please forward questions and comments to:

Doug Strader, Ed.D.dstrader@msde.state.md.us410-767-2055