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Excellence. Every School. Every Student. Every Day.
R e p o r t t o t h e S c h o o l B o a r d 2 0 1 1 M C A, G R A D A s s e s s m e n t , and Young Learner Chinese Test R e s u l ts O c to b e r 1 8 , 2 0 1 1 D i a n e S ch im e lp fe n ig , E d .D . a n d Z h in i n g C h in , P h .D .
Overview In the spring of 2011, Hopkins students in grades 3-11 took components of the Minnesota Comprehensive Assessments (MCA) Reading, Math, and Science tests. The Reading and Math MCA tests in grades 9-11 are also used as a means to assess student achievement of the Graduation Required Assessment for Diploma (GRAD) requirements. Primary Issues to Consider
• MCA and GRAD test instruments • Student testing profile and demographics • Analysis of MCA and GRAD test results • Uses of assessment results
• YCT Results Supporting Documents The full report begins on the next page.
2 Report to the School Board
2011 MCA and GRAD Assessment Results October 18, 2011
Excellence. Every School. Every Student. Every Day.
I. Introduction of Test Instruments The MCA tests are given to public school students in Minnesota as
an accountability measure mandated by the Minnesota Department of
Education to meet the requirements of the federal No Child Left
Behind (NCLB) Act. The tests were administered in April of 2011.
• Students in grades 3-8 take both the reading and mathematics
tests, students in grade 10 take the reading test, and students
in grade 11 take the math test. The reading and mathematics
tests are used to determine whether schools and districts have
made Adequate Yearly Progress (AYP) towards the NCLB goal
of all students being proficient in 2014.
• The MCA Science test is given to students in grades 5, 8, and
to high school biology students; Science results are not used
for AYP determinations.
• Students taking the MCAII Reading test in grades 3-8 and
grade 10 use a paper/pencil format.
• Students in grades 3-8 took the MCAIII, which is a new online
version of the math assessments. This new test instrument is
aligned to higher Minnesota standards designed to help all
students become college and career ready. Students in grade
11 took the paper/pencil earlier version. The MCAIII Math test
was given to grade 3 -8 using a new, more rigorous math
assessment aligned to higher standards designed to prepare all
students to be career and college ready. The MDE is studying
the results of the new test, as compared to the previous
3 Report to the School Board 2011 MCA and GRAD Assessment Results October 18, 2011
Excellence. Every School. Every Student. Every Day
version; they are also looking into the MCAIII Math results of
districts using the recommended online version as compared to
districts that took the paper/pencil option.
• GRAD tests are items that measure proficiency on the Minnesota
Academic Standards and other essential skills. Students must
pass these tests in order to be eligible to graduate from a Minnesota
public high school. The Written Composition GRAD is a stand-alone
test. The Reading and Mathematics GRAD tests are components of
the Reading and Mathematics MCA tests that students take in
grades 10 and 11 respectively. They are also stand-alone
mathematics and reading tests that students take online when they
have not passed the GRAD component of the high school MCA
tests.
II. Student Testing Profile and Demographics
This is the fifth year that the State has administered the MCAII and III
tests for all grades specified. Test participation for our District
remained high, with from 99%-100% of students participating. A total
of 3751 students took the math test, and 3799 students took the
reading test.
Our District mission defines our community as one, “rich in diversity”.
Within the richness of our student body we are increasingly noting the
presence of poverty in the lives of our students and families. As we
compare the percentage of students qualifying for Free/Reduced
Lunch benefits over the past several years by level, we note:
4 Report to the School Board
2011 MCA and GRAD Assessment Results October 18, 2011
Excellence. Every School. Every Student. Every Day.
• The elementary percentage of students qualifying for
Free/Reduced lunch has grown from 30% in 2008-2009 to 38%
in 2010-2011. The 2011-2012 data indicates that our
elementary schools range from 18.8% to 57.54% Free/Reduced
lunch participation.
• The junior high percentage of students qualifying for
Free/Reduced lunch has grown from 27% in 2008-2009 to 36%
in 2010-2011.
• The high school percentage of students qualifying for
Free/Reduced Lunch has grown from 20% in 2008-2009 to
30% in 2010-2011.
As we serve the students in each of our schools, increases in student
poverty may have implications on student mobility and its impacts on
the continuity of student school experiences in curriculum and
instruction. We are noting an increase in student and family
homelessness that can also impact learning through related impacts
on student nutrition, healthcare, and readiness to learn.
III. Testing Results and Analysis
A. Hopkins Student Performance in Comparison to State
Results (Figures 1 to 3)
Hopkins students in most grade levels performed better than the
State overall in both Reading and Mathematics. In particular,
Hopkins students in grades 7, 8 and 10 had 6%-7% more students
Meet or Exceed Reading Standards than was reflected in the State
5 Report to the School Board 2011 MCA and GRAD Assessment Results October 18, 2011
Excellence. Every School. Every Student. Every Day
results (Figure 1). In Mathematics, students in grades 5,6,8, and
11 had more students meeting or exceeding proficiency than the
State results.
Reading results:
• The percentage of Hopkins students meeting or exceeding
standards ranged from 73% to 85% for third through tenth
grades. Comparable State ranges are from 68% to 80%.
Mathematics results:
• The percentage of Hopkins students meeting or exceeding
the math standards ranged from 43.1% to 63% for grades 3
through 8, whereas the State range is from 48% to 70%.
This year is the first year the MCAIII math test was aligned
with the new Minnesota standards. These results need to be
considered as the baseline year for the assessment of the
2007 State math standards. Because the MCAII Math test
given in 2010 is a very different test instrument than the
MCAIII given in 2011, it is not appropriate to compare results
in grades 3-8 with those of previous years.
B. A Historical Perspective
Figure 2 displays a comparison of the Hopkins MCA Reading
percent of students meeting or exceeding proficiency, combining
all grade levels, as compared to that of the State from 2006 to
2011. These results reflect both successes and challenges in test
6 Report to the School Board
2011 MCA and GRAD Assessment Results October 18, 2011
Excellence. Every School. Every Student. Every Day.
results and the testing requirements. Figure 3 provides a picture of
MCA Reading results for each grade level over time.
• The score changes in Reading have been steady, with a 2%
increase as compared with 2010 results, which grew from
75.9% to 77.9% of students meeting or exceeding
proficiency.
• We’re pleased to note that 2010 MCAII results reflected the
highest performance of ELL students since 2006, which was
the year in which students living in the United States for a
minimum of one year were included in the MCA Reading
test.
• As noted earlier, while the economic diversity of our students
continues to grow, our students continue to steadily improve.
We’re encouraged that attention to each student and all
student groups is expanding our success.
C. Comparison of Hopkins and other Metro Districts
Hopkins student performance is in the middle range among the
districts in the metro area in Reading. When compared to districts
with similar student populations, such as Bloomington, Burnsville,
and Robbinsdale, our results in Reading are strong (Figure 4). In
Math, Hopkins students did better than districts such as Burnsville
and Robbinsdale, however, fell below the State average (Figure
5).
7 Report to the School Board 2011 MCA and GRAD Assessment Results October 18, 2011
Excellence. Every School. Every Student. Every Day
D. Disaggregated analysis for MCAII 2011 Reading and MCAIII mathematics (Figures 6-8)
Disaggregated analysis was conducted by overall proficiency, as
well as by grade levels. The analysis was done for the following
groups of students: total, male, female, American Indian, Asian,
Hispanic, Black, White, Special Education, LEP (Limited English
Proficient), Free/Reduced lunch, Same School Students (enrolled
before Oct. 1 of the 2010-2011 school year). Hopkins data were
compared with the State data presented for each group. Hopkins
students did better than the State for every category within MCA
Reading. However, in Math, the student groups that compared
favorably with State results were White, American Indian, Asian,
and Special Education students.
When comparing student performance by gender, ethnicity, and
special needs, it is noted that the achievement gap between Black,
Hispanic and White students still exists in both reading and math
(Figure 6).
To further examine how different ethnicity groups did in each
grade level, the performance levels were then divided into four
categories: does not meet standards, partially meet the standards,
meets the standards, and exceeds the standards (Figures 7 and
8). The charts show that the gaps among the ethnicity groups exist
across grade levels in both reading and math. It is important to
remember that other factors such as ELL and Special Education
status may impact groups of students and their test scores.
8 Report to the School Board
2011 MCA and GRAD Assessment Results October 18, 2011
Excellence. Every School. Every Student. Every Day.
E. Growth Analysis for Reading from 2010 and 2011 (Figures 9
and 10)
Since all students from grades 3 through 8 have been tested in
Reading each year over a number of years, we can now measure
growth across years using MCAII test data. The cohort group used
in this analysis consists of those students from grades 4 through 8
who were tested in both 2010 and 2011 on the MCAII tests; a total
of 2444 students in reading.
• A scaled score, beginning with the grade level number,
measures student proficiency. For each grade, if the
numerals after the grade level number reach 50 or higher,
the score indicates that the students meet or exceed the
proficiency standard. For instance, a third grade student
who is proficient will have a scaled score of 350 or above.
• A growth target is met when students have the same or
higher scaled score than they attained the previous year.
For instance, if a student score grows from a score in third
grade of 352 to a fourth grade score of 453, that student has
met both their level of proficiency and their growth target.
The categories used for analysis within figures 9 are:
1. Below growth target, and not proficient
2. Above growth target, and not proficient
9 Report to the School Board 2011 MCA and GRAD Assessment Results October 18, 2011
Excellence. Every School. Every Student. Every Day
3. Below growth target, and proficient
4. Above growth target, and proficient
Reading Growth Analysis: (overall performance in Figure 9)
• 36% of total students are in category 4; they are proficient
and also met the growth target from last year to this year;
• In category 3, 40% of students are proficient, but did not
meet their growth target;
• In category 2, 16.8 % (6% more than last year’s group) have
met their growth target, but are not yet proficient;
• Within category 1, 6.7% of students remained not proficient,
and did not meet their growth target. (8% fewer than last
year).
This analysis demonstrates our ongoing challenge in meeting our
equity goals, along with the NCLB requirements. We’re pleased to
see increases in student growth and proficiency, but hope to see
accelerated increases in this growth for all students.
(Because 2011 is the first year in which the MCAIII Math test was
administered, we do not have data available to conduct a growth
analysis.)
IV. MCAII Science 2011 results
In May of 2011 Hopkins students took the MCA Science assessment,
a computer based test. This is the third year of the MCA Science test.
10 Report to the School Board
2011 MCA and GRAD Assessment Results October 18, 2011
Excellence. Every School. Every Student. Every Day.
In grade 5, 512 Hopkins students were tested, along with 545 grade 8
students, and 571 students in grade 10.
• Hopkins High School noted a significant increase in the
percentage of students meeting or exceeding the Science
Standards, when compared to the State (11% more).
Performance also improved from the 2010 performance of 59%
of students meeting or exceeding proficiency to 2011 results
with 64% meeting or exceeding proficiency. Significant
progress in Science proficiency has been made at Hopkins
High School for two consecutive years. Grade 8 student results
reflected 49% of students meeting proficiency, which was 5%
more than the State results, yet a decline of 9% in Hopkins from
2010. Hopkins grade 5 students also declined as compared to
2010; 42.6% of Hopkins grade 5 students met or exceeded
proficiency, which is 4% lower than 2010, and also lower than
the State. (Figure 10).
• When comparing Hopkins with other metro districts, Hopkins
High School and grade 8 students did better than those districts
having similar student populations, such as Bloomington,
Burnsville, Robbinsdale, and St. Louis Park. (Figure 11). It is
important to note that districts vary in the grade level in which
the MCA Science test is administered, depending on when
Biology is offered. For example, Hopkins tested a majority of
Biology students in grade 10, whereas in Edina and
Minnetonka, grade 11 students were tested, and in Wayzata
11 Report to the School Board 2011 MCA and GRAD Assessment Results October 18, 2011
Excellence. Every School. Every Student. Every Day
students were tested in grade 12. These circumstances may
impact results related to the length of student time spent in
Science learning, along with Science background knowledge.
• In a comparison of student groups within Hopkins High School
over three years, significant improvement can be found in every
student group; this includes Black students, students with
special needs, and students eligible for Free/Reduced Lunch.
These groups made from a 4 to 10% of increase as compared
with 2010 (Figure 12).
V. Hopkins Graduation-Required Assessment for Diploma
(GRAD)
GRAD tests, or Graduation-Required Assessments for Diploma,
refers to tests required by the Minnesota Department of Education in
order to graduate from a Minnesota public high school. Students take
the GRAD test of Written Composition in grade 9, and the GRAD
Reading test in grade 10. Student motivation in taking the Math
GRAD test appears to have been impacted by the option of
participating in school interventions and graduating without having
passed the test, per legislative rule.
The GRAD Writing Test The GRAD Test of Written Composition is a writing test that requires
students to write to a prompt, and their essay is given a score of
between 1 and 6. A score of 3 or more is passing. An analysis of
Hopkins results reflects the following:
12 Report to the School Board
2011 MCA and GRAD Assessment Results October 18, 2011
Excellence. Every School. Every Student. Every Day.
• Hopkins students performed well on the grade 9 Written
Composition test. In 2010 94% of Hopkins students passed,
which compares well with 89.1% passing at the State level
(Figure 13).
• Hopkins students maintained the second highest average score
of 4.0 among the 9 surrounding districts. When compared with
districts in the metro area, the passing rate of Hopkins students
is better than that of Bloomington, Burnsville, St. Louis Park,
and Robbinsdale.
• When comparing the passing rate of the previous two years
with that of this year, every student group had a slight drop from
last year performance; this was particularly true of male and
Hispanic students, who had a 6% drop, while Hispanic female
students maintained the same performance of last year (Figure
14).
The GRAD Reading Test
The GRAD reading test has been developed to measure proficiency
on Minnesota reading standards. The reading test require students to
read a variety of passages and answer multiple-choice and
constructed-response, or short-answer, questions. A student’s first
administration of the Reading GRAD is embedded within the Grade
10 Reading MCAII. Students obtaining an achievement level
equivalent to or greater than proficient on the reading MCAII meet the
graduation requirement for reading. Students who do not reach
proficiency, must meet the passing score 50 on the GRAD in a scale
13 Report to the School Board 2011 MCA and GRAD Assessment Results October 18, 2011
Excellence. Every School. Every Student. Every Day
score range of 15-85. The addition of this requirement for graduation
impacted student motivation toward taking the test.
• When compared to the State performance, 85% (7% higher
than last year) of Hopkins students passed the GRAD reading
test, 6% higher that of the state performance that was 78.7% of
students passing.
• When compared with other metro school districts, Hopkins
students did better than most of the districts that have similar
student populations, including Bloomington, Burnsville,
Robbinsdale, and St. Louis Park (Figure 15).
• When comparing student groups within Hopkins, every student
group did better than last year including White students (6%),
student at the same school (7% higher), female students (8%
higher), Hispanic students (5% higher) and Black students 8%
higher. (Figure 16).
The GRAD Math Test
The GRAD math test has been developed to measure proficiency on
Minnesota math standards. The first administration of the math
GRAD was embedded in the MCAII math assessment for grade 11.
The math test requires students to use the knowledge and skills to
solve math problems in four areas: 1) number sense, 2) patterns,
functions and algebra, 3) data, statistics, and probability, 4) spatial
sense, geometry and measurement. Students obtaining an
achievement level equivalent to or greater than proficient on the math
MCAII meet the graduation requirement for math. Students who do
14 Report to the School Board
2011 MCA and GRAD Assessment Results October 18, 2011
Excellence. Every School. Every Student. Every Day.
not reach proficiency must meet the passing score 50 on the GRAD
in a scale score range of 15-85.
Hopkins 11th grade MCAII and MCAIII Math tests have been
considered one of the most challenging in terms of proficiency among
all grade levels. In 2008, 76% of Hopkins students passed the GRAD
math tests, 19% higher than the State average. In 2009 the
Minnesota legislature lifted the passing requirement related to high
school graduation for the GRAD math test. At this time, students who
do not pass the GRAD math test, but who have taken the retest two
times and have met all district mathematics graduation requirements,
may be awarded a diploma. It appears that this legislative change
may have impacted “the motivation effect” provided by the Math
GRAD passing requirement for graduation.
We are concerned that only 58% Hopkins grade 11 students passed
the GRAD math test in 2011, which reflects a 10% decline as
compared with 2010. Compared with both the State and surrounding
metro school districts, Hopkins grade 11 students passed the GRAD
Math test at a lower rate than the State, and did not compare
favorably with other metro districts (Figure 17). When compared
within the student groups in Hopkins grade 11, a drop was found
within a number of student groups, including White, female, and
Hispanic students (Figure 18).
Retesting
Students who do not pass the GRAD tests must be given multiple
opportunities for remediation and retesting. The GRAD reading
retests are offered online, approximately every 8 weeks. We have
15 Report to the School Board 2011 MCA and GRAD Assessment Results October 18, 2011
Excellence. Every School. Every Student. Every Day
implemented the communication, technological, instructional, staffing,
and record systems necessary to respond to the GRAD
requirements. The resources needed to create and implement these
systems – in terms of time, technology, and staffing, have not been
provided by the MDE
Conclusion
The Hopkins Department of Teaching and Learning, along with
principals and teachers, will examine these results in greater detail,
and work to expand the successes and address the needs identified.
Some of the District, school, and classroom based activities that will
be employed to focus on our results include:
• Professional Learning Community analysis and action planning
• An elementary work group focused on the delivery of math and
science at our elementary schools in terms of instructional
consistency, time spent on instruction, professional
development, curriculum, and other pertinent factors.
• A secondary work group focused on 7-12 math course
alignment, student assessment, and data access.
• District, school, and departmental staff development
• School site planning
• Equity team targeted efforts
• Response to Intervention work at the elementary and junior
high levels
16 Report to the School Board
2011 MCA and GRAD Assessment Results October 18, 2011
Excellence. Every School. Every Student. Every Day.
• Continue to pursue Early Childhood options for students, such
as Ready4K, in order to increase the preparation for school of
our earliest learners.
• The development of new Hopkins High School intervention
models
• Involvement of principals, District curriculum coordinators,
literacy and math coaches, and departmental leaders focused
on the needs of individual learners, students groups, and
school populations
• Enhanced parent partnerships focused on enhanced student
learning.
Youth Chinese Test (YCT) 2011 Results On May 20, 2011, XinXing Academy grade 2 and grade 3 students
took the Youth Chinese Test (YCT) in their classroom; this test is the
only international standardized Chinese proficiency test in the world.
The Chinese government developed this test and it has been used in
more than one hundred countries for those learning the Chinese
language. The Confucius Institute at the University of Minnesota
hosted the YCT tests. Many schools in Minnesota, including five
Chinese Immersion Schools, participated in the YCT tests this year.
All XinXing Grade 2 students took YCT 3 tests that have two parts:
listening skills and reading skills. Each part has 60 points as the
passing score; the maximum score for each part is 100. The total
17 Report to the School Board 2011 MCA and GRAD Assessment Results October 18, 2011
Excellence. Every School. Every Student. Every Day
combined passing score is 120 points, and the highest combined
score is 200. XinXing grade 2 students have an average score 99 for
listening, and the average score is 95 for Reading. The total score
average is 194. All XinXing students have at least 50 points higher
than the passing score of 120.
Grade 3 students took the YCT4, the highest level of the Youth
Chinese Test. There are three parts to this test; listening skills,
reading skills, and writing skills. Each component has 60 points as
the passing score; the maximum score for each part is 100. The total
combined passing score is 180 points, and the highest combined
score is 300. XinXing Grade 3 students have an average of 96 for
listening, 85 for reading, and 91 for writing. The total score average is
272. The XInXIng student average is 90 points higher than the
passing score 180. This is the second year that XinXing students
demonstrated such a marvelous achievement.
Based on information provided with the YCT Test:
• “The students who passed the YCT3 tests, are able to use
Chinese to conduct simple and direct communication on
daily topics they are familiar with and meet the excellent
level for Chinese beginners.
• The students who passed the YCT4 tests are able to use
Chinese to accomplish basic communication tasks in life
and study. When travelling in China, they can handle most
the communication tasks they encounter.”
18 Report to the School Board
2011 MCA and GRAD Assessment Results October 18, 2011
Excellence. Every School. Every Student. Every Day.
The strong YCT test results from XinXing students indicates clearly
that the XinXing Chinese immersion program has a strong
foundation of curriculum and instruction, along with an excellent
teaching staff. Our XinXIng students have mastered Chinese
language skills to a degree that surpasses initial expectations.
Thanks to the efforts of our XinXing students, staff members,
leadership, and parents, the program is providing exceptional
learning opportunities that prepare our students for their futures in a
global environment!
grade 3 grade 4 grade 5 grade 6 grade 7 grade 8 grade 10 grade 11Reading 2011 Hopkins 73.4 76.4 85 79.4 73.8 75.3 81.7Reading 2011 State 78.5 75.2 80.3 75.1 69.6 68.1 75.3Math 2011 Hopkins 61.5 62.9 54 59.6 43.1 55.1 50.5Math 2011 State 70.1 67.2 53.6 50.3 51.7 53.2 48.6
0
10
20
30
40
50
60
70
80
90
Percen
t of P
roficiency
Figure 1. MCAII 2011 Proficiency in Reading and Mathematics Hopkins vs. State
4
2006 2007 2008 2009 2010 2011Hopkins Reading 81.1% 75.9% 77.4% 77.6% 75.93% 77.9%State Reading 71.5% 68.2% 70.7% 72.0% 72.40% 74.0%
60.0%
65.0%
70.0%
75.0%
80.0%
85.0%Pe
rcen
t of P
roficiency
Figure 2. MCAII Student Reading Proficiency Hopkins vs. StateCombined Grade Levels
grade 3 grade 4 grade 5 grade 6 grade 7 grade 8 grade 10Reading 07 81.5 74.8 78.6 73.2 68.1 80.1 75.5Reading 08 84.5 73.5 78.5 77.7 72.3 73.2 82.7Reading 09 80.1 77.5 73.4 76 74.9 76.4 84.7Reading 10 78.8 71.9 79.8 74.1 72.2 79.4 75.3Reading11 73.4 76.4 85 79.4 73.8 75.3 81.7
0
10
20
30
40
50
60
70
80
90
Percen
t of P
roficiey
Figure 3. Hopkins Schools MCAII Proficiency by Grade: Reading
40.0
50.0
60.0
70.0
80.0
90.0
100.0
Percen
t of Stude
ntFigure 4. MCA 2009‐11 Reading Proficiency by District in the Metro Area
HOPKINS BLOOMINGTON
BURNSVILLE EDEN PRAIRIE
EDINA MINNETONKA
ROBBINSDALE
ST. LOUIS PARK
WAYZATA State
2009 77.6 76.7 71.9 83.2 90.4 90.1 65.9 75.4 88.6 71.92010 75.9 75.1 72.4 85.9 90.2 90.6 64.9 74.9 89.7 72.32011 77.86 76.74 73.14 87.3 91.56 92 65.16 79.03 90.26 74.59
0.0
10.0
20.0
30.0
40.0P
55.
56.5 52
70.53
79.63
78.43
58.97
76.83
56.330.00
40.00
50.00
60.00
70.00
80.00
90.00
Percen
t of Stude
ntFigure 5. MCA 2011 Math Proficiency by Districts in the Metro Area
55.24
56.53
52.64
53
44.00
58.97
56.39
0.00
10.00
20.00
30.00
Mea
n pr
ofic
ienc
y
100.0%
80.0%
60.0%
40.0%
20.0%
0.0%
Same SchoolFree/Reduced
ELLSepcial Ed
FemaleMale
WhiteBlack
HispanicAsian
Am IndianAll Student
Mea
n pr
ofic
ienc
y
100.0%
80.0%
60.0%
40.0%
20.0%
0.0%
Subject
MR
57.8
36.9
22.7
25.8
55.7
57.1
63.4
27.4
30.9
53.6
30.3
56.4
56.8
34.3
15.6
30.0
55.0
55.4
67.4
24.9
30.1
63.4
36.1
55.2
75.7
58.1
35.3
39.9
77.971.3
80.9
51.8
52.9
65.2
54.2
74.6
78.1
60.1
29.9
45.2
80.875.0
86.7
60.254.1
70.9
86.177.9
Statewide PublicHOPKINS PUBLIC SCHOOL DISTRICT
District Name
Figure 6 MCA 2011 Hopkins Vs State by Student Groups
Perc
ent
100.0%
80.0%
60.0%
40.0%
20.0%
0.0%
Perc
ent
100.0%
80.0%
60.0%
40.0%
20.0%
0.0%
Perc
ent
100.0%
80.0%
60.0%
40.0%
20.0%
0.0%
Grade11876543
Perc
ent
100.0%
80.0%
60.0%
40.0%
20.0%
0.0%
Ethnicity
White
Black
Hispanic
Asian
65.42%
41.75%47.20%
33.08%40.54%36.80%
27.08%
21.50%
27.18%
38.40%
37.69%
36.04%34.40%
37.50%
9.35%
24.27%
11.20%
22.31%18.92%
19.20%29.17%
6.80%6.92%9.60%6.25% 3.74%3.20%4.50%
58.82%52.38%48.65%
36.11%36.00%31.58%33.33%
11.76%26.19%35.14%
25.00%30.00%
26.32%33.33%
23.53%16.67%
13.51%
25.00%24.00%
31.58%
28.21%
5.88%13.89%10.00%10.53%
4.76%2.70%5.13%
17.39%6.45%
30.00%
6.45%12.20%12.90%11.76%
26.09%
32.26%
20.00%
25.81%
31.71%
12.90%9.80%
39.13%38.71%
33.33%
41.94%
36.59%
45.16%
37.25%
17.39%22.58%
16.67%25.81%
19.51%29.03%
41.18%
21.43%12.53%14.75%
8.65%9.66%7.34%14.56%
17.35%24.04%
29.79%
18.91%23.99%
14.68%
14.56%
30.87%42.71%
33.92%
35.58%
42.99%
39.14%36.25%
30.36%20.72%21.53%
36.86%
23.36%
38.84%34.63%
Not MeetPartially Meet
Meet StandardsExceed Standards
Proficiency Level
Figure 7 Hopkins MCA 2011 Math Proficiency by Ethinicity in Grade Level
Perc
ent
100.0%
80.0%
60.0%
40.0%
20.0%
0.0%
Perc
ent
100.0%
80.0%
60.0%
40.0%
20.0%
0.0%
Perc
ent
100.0%
80.0%
60.0%
40.0%
20.0%
0.0%
Grade10876543
Perc
ent
100.0%
80.0%
60.0%
40.0%
20.0%
0.0%
Ethnicity
Asian
Hispanic
Black
White
13.68%12.38%16.94%
12.50%16.36%21.77%19.79%
28.21%30.48%27.42%
21.09%23.64%
20.97%17.71%
44.44%32.38%
33.87%
41.41%34.55%
40.32%
30.21%
13.68%
24.76%21.77%25.00%25.45%16.94%
32.29%
15.63%17.07%
30.56%25.00%
12.00%
26.32%25.64%
37.50%34.15%16.67%
13.89%
18.00%
28.95%
17.95%
31.25%24.39%36.11%
27.78%46.00%
36.84%
33.33%
15.63%24.39%
16.67%
33.33%24.00%
7.89%
23.08%
6.41%10.75% 6.62%
12.24%10.50%9.29%
6.23%9.17%
10.75%
39.71%26.79%26.24%24.04%35.83%
35.47%18.24%
51.96%56.38%56.85%
63.14%55.76%
51.38%60.26%
4.59%
8.70%9.68%
31.03%
6.45%9.38%13.73%
26.09%19.35%
13.79%
25.81%
12.50%12.50%
9.80%
21.74%
19.35%
31.03%
19.35%
27.50%
46.88%
21.57%
43.48%51.61%
24.14%
48.39%55.00%
31.25%
54.90%
5.00%
Not MeetPartially MeetMeet StandardsExceed StandardsProficiency Level
Figure. 8 Hopkins MCA Reading 2011 Proficiency by Ethnicity in Grade Level
6.8
16.5
19.5
9.8
14.2
11.3
8.8
15.0
14.8
6.7
13.9
8.1
9.4
15.8
9.3
9.1
15.6
8.9
9.6
16.8
39.2
40.5
34.9
36.8
32.4
36.8
36.7
42.4
39.3
40.1
40.1
34.9
36.2
37.6
44.2
42.8
38.8
33.8
36.3
36.5
2011
2009
2010
2011
2009
2010
2011
2009
2010
2011
Grade
7Grade
8Total
Figure. 9 Hopkins MCAII Reading Growth Status by Grade 2009‐11
Target not met, not prof Target met, not prof Target not met, prof Met target and prof
15.7
20.0
3.8
13.7
8.9
3.9
14.9
14.4
5.7
8.0
17.8
12.9
10.2
21.1
8.2
11.2
59.3
53.3
59.0
38.6
37.8
27.8
43.2
35.0
17.2
19.3
19.4
34.9
43.1
47.2
33.7
39.4
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
2009
2010
2011
2009
2010
2011
2009
2010
Grade
4Grade
5Grade
6
30
40
50
60
70
ercent of P
roficiency
Figure 10. MCAII Science Proficiency by Grade Hopkins Vs. State 2008‐11
Grade 5 Grade 8 Grade 10 Grade 5 Grade 8 Grade 10 Grade 5 Grade 8 Grade 10 Grade 5 (512)
Grade 8 (545)
HighSch (571)
2008 2009 2010 2011Hopkins 41.6 45.6 48.5 44.7 52.6 48.1 46.5 58 59.1 42.6 49.3 64.3State 39.1 38.2 42.7 45 42.6 49.5 46.1 47.9 51.9 46 44.4 53.8
0
10
20
P
30
40
50
60
70
80
90
ercent of Stude
nt
Figure 11. MCA II Science 2011 Proficiency by Grade in Metro Districts
HOPKINS BLOOMINGTON
BURNSVILLE
EDEN PRAIRIE EDINA MINNETON
KA ROBBINSDA
LE ST. LOUIS PARK WAYZATA
Grade 5 42.6 48.7 55.5 49.5 64.5 70.3 31.5 53.3 65.1Grade 8 49.3 44.2 39.1 67.4 58.9 69.7 33.1 39.9 67.6High School 64.3 52.3 54.1 68.3 80.5 73.8 46.2 44.5 77.7
0
10
20
30
Pe
Mea
n Pr
ofic
ienc
y
7065605550454035302520151050
Mea
n Pr
ofic
ienc
y
7065605550454035302520151050
Report OrderSame SchoolFree/ReducedELLSepcial EdFemaleMaleWhiteBlackHispanicAsianAll Student
Mea
n Pr
ofic
ienc
y
7065605550454035302520151050
Grade
58
HS
49.7
22.1
13.9
45.353
.358.8
19.425
.7
53.4
49.3 59
.2
24.3
9.1
29.6
55.560
.770.5
24.7
24.1
53.358
.0
53.6
19.526
.0
51.5
53.664
.3
21.3
8.0
45.052
.6
46.5
17.7
17.0
42.848
.554.7
16.925
.0
36.345
.6
0.0
0.0
0.0
43.3
17.9
31.137
.646.955
.7
12.4
29.534
.242.6 47
.7
27.3
20.5
47.1
45.9
59.9
15.425
.0
40.046
.5
45.6
13.2
5.7
20.4
38.4
50.260
.4
13.7
15.6
34.644
.7
42.7
17.2
17.5
37.844
.949.9
17.7
13.2
39.5
41.6
4.5
0.0
2.6
64.8
37.1
33.4
61.167
.676.3
28.0
29.6
60.964
.3
59.5
30.8
10.6
23.4
59.6
58.4
70.8
24.5
37.8
50.059
.1
49.9
13.018
.8
47.7
48.2
60.8
7.1
19.3
34.7
48.1
48.9
17.8
9.1
22.4
50.5
46.455
.8
13.622
.2
44.848
.5
0.0
0.0
10-1109-1008-0907-08
DataYear
Figure. 12 Hopkins MCA Science Proficienct by Student Groups
85
90
95
100
Percen
t of Stude
nts
Figure. 13 GRAD Written Composition Passing Status in Metro Districts
HOPKINS BURNSVILLE BLOOMINGTON
EDEN PRAIRIE EDINA MINNETONK
A ROBBINSDAL
E ST. LOUIS PARK WAYZATA STATE
2009 94 91.35 91.2 96 97.9 97.3 84.8 90.4 93.8 89.52010 96.79 93.25 92.09 95.4 98.08 96.94 86.18 87.11 96.8 90.582011 93.8 92.97 88.9 94.7 98.4 97.9 81 85.3 97.3 89.1
75
80
30
40
50
60
70
80
90
100
Percen
t of Stude
ntFigure. 14 Hopkins GRAD Written Composition Passing Status by
Student Groups
All Students(5
16)Asian(25) Hispanic(29
)Black(93) White(368) Male(242) Female(274
)Spec ED(27)
ELL(3) SES(137) Stable (511)
2009 94 77.8 80.6 85.9 98.2 92.1 96 68.8 30.8 81.3 94.72010 96.8 95 96.3 89.5 99 97.2 96.3 80 68.8 89.4 96.92011 93.8 86.2 90.6 86.1 96.8 91.3 96.1 73 30 85.6 94.5
0
10
20
30
40Pe
75
80
85
90
95
100
cent of Studd
nts
Figure. 15 GRAD Reading Passing Status in the West Metro Area 2009‐11
HOPKINS Burnsiville BLOOMINGTON EDEN PRAIRIE EDINA MINNETONKA ROBBINSDALE ST. LOUIS
PARK WAYZATA STATE
2009 86.6 80.9 79.9 88.7 94.6 94.2 73.4 78.9 92 752010 78.5 80.8 80.0 88.4 96.2 93.3 74.5 78.7 91.8 78.12011 84.8 81.1 82.1 90.7 95.9 93.9 72.2 81.4 92.4 78.7
50
55
60
65
70Perc
40
50
60
70
80
90
100
Percen
t of Stude
nts
Figure 16. Hopkins GRAD Reading Passing Status by Student Groups 2009‐2011
All Students (585) Asian (45) Hispanic
(30) Black (109) White (397) Male (292) Female (293)
Special Ed (49) ELL (15) Free/Reduc
ed (170)Same School
(547)2009 86.6 72.7 78.6 55.1 95 85.6 87.7 59.2 26.7 59.5 88.52010 78.5 64 55.3 54.2 88.3 79.4 77.6 40.4 5.3 56.9 79.52011 84.8 73.3 60 62.4 94.5 84.6 85 55.1 13.3 63.5 86.1
0
10
20
30
40Perce
40
50
60
70
80
90
100
Percen
t of Stude
nts
Figure 17. GRAD Math Passing Status in the Metro Area 2009‐2011
HOPKINS BURNSVILLE BLOOMINGTON EDEN PRAIRIE EDINA MINNETONKA ROBBINSDALE ST. LOUIS
PARK WAYZATA Statewide Public
2009 76.3 62.3 66.5 78.7 85 78.6 55.1 70.9 82.6 57.32010 67.83 58.3 62.9 77.22 84.12 82.44 53.87 66.78 83.14 57.832011 57.8 57.8 63.6 75.9 85.4 81.7 49.6 62.5 79.9 59.2
0
10
20
30
40
40
50
60
70
80
90
100
Percen
t of Stude
nts
Figure 18. Hopkins GRAD Math Passing Status by Student Groups 2009‐2011
All Students (543) Asian (22) Hispanic
(34) Black (103) White (381) Male (272) Female (271)
Special Ed (36) ELL (18) Free/Reduc
ed (161)Same School
(526)2009 76.3 87.5 31.3 30 84.6 75.7 76.8 33.3 42 77.52010 67.8 78.9 64 26 77.4 65.1 70.7 19.1 33.3 39.4 68.62011 57.8 77.3 38.2 20.4 68.5 59.2 56.5 22.2 5.6 31.7 58.7
0
10
20
30
40Percen
97.098.9
96.295.7 95.0
84.5
91.4
50
60
70
80
90
100
Average Score
Figure 19. Hopkins XinXing Academy YCT Tests ReportListening Reading Writing
passing score
0
10
20
30
40
2010 Grade 2 (41) 2011 Grade 2 (48) 2011 Grade3 (38)