The 1998-99 North Carolina
State Testing Results
Multiple-Choice
Grade 3 Pretest, End-of-Grade, High School Comprehensive,
and End-of-Course Tests
March 2000
Public Schools of North Carolina
State Board of Education
Department of Public Instruction
Office of Instructional and Accountability Services
Division of Accountability Services / Testing Section
Acknowledgements
The development of a comprehensive document that contains student and school system
performance on grade 3 pretests, end-of-grade tests, high school comprehensive tests, and endof-course tests requires the skill and efforts of many individuals. We would like to thank
Mildred Bazemore, Monica Geary, and Ken Barbour for their assistance in preparing all phases
of this publication; George Stubblefield and Betty Marsh for supplying the statistical data;
Karen Eller, for creating the tables and figures, and Andrea Barefoot, Anthony Wells, Kathleen
Snyder, and Katie McCann for verifying accuracy of the numbers and editing.
Abstract
The 1998-99 North Carolina State Testing Results
Grade 3 Pretest, End-of-Grade, High School Comprehensive, and End-of Course
Multiple-Choice Tests
Background
Grade 3 Pretest
Findings
•
Initially implemented during the 1996-97 school year, the North
Carolina Pretest-Grade 3 is a multiple-choice reading and mathematics
test administered to students during the first three weeks of the third
grade. Student scores on this test are used to measure student growth
in performance when compared to the end-of-grade test results at the
end of the third grade year in the areas of reading and mathematics.
The pretest at grade 3 measures the knowledge and skills specified for
grade 2 from the reading and mathematics goals and objectives of the
North Carolina Standard Course of Study.
The pretest was
administered to more than 101,000 students in the beginning of the
1998-99 school year.
•
Beginning in the 1992-93 school year, the North Carolina State Board
of Education authorized administration of North Carolina-developed
end-of-grade tests aligned with the Standard Course of Study. These
state-normed tests were administered to over 569,000 students in
grades 3 through 8 during the last three weeks of the 1998-99 school
year.
•
The North Carolina High School Comprehensive Test in reading and
mathematics was first administered in 1997-98 to all students in grade
10. It assesses the English Language Arts and Mathematics
competencies the typical student should master by the end of grade 10.
The test is used to measure student growth in achievement in reading
and mathematics since completion of grade 8. It was administered to
more than 75,000 students in the last three weeks of April 1999.
•
End-of-course tests measure achievement on curricular goals and
objectives with an emphasis on higher-order thinking skills. Multiple
choice tests were administered in Algebra I; Algebra II; Biology;
Chemistry; Economic, Legal and Political Systems (ELP); English I;
Geometry; Physical Science; Physics and U.S. History to over 631,000
students within the last two weeks of instruction during the 1998-99
school year.
•
Achievement Level III or Above. These results show that 67.4 percent
of students entering third grade scored at or above Achievement Level
III on the reading pretest while 74.7 percent scored at or above
Achievement Level III on the mathematics pretest. The percent of
students scoring at or above Achievement Level III on the grade 3
reading pretest in 1998-99 increased 2.1 percentage points from 199798. The percent of students scoring at or above Achievement Level III
on the grade 3 mathematics pretest in 1998-99 increased 3.2
percentage points from 1997-98.
End-of-Grade
Findings
•
Mean Scale Scores. In these data, the grade 3 reading pretest mean
scale score increased from 137.7 in 1997-98 to 138.1 in 1998-99. The
grade 3 mathematics pretest mean scale score increased from 130.2 in
1997-98 to 130.9 in 1998-99.
•
Gender. A higher percentage of females than males performed at
Achievement Level III or above in the grade 3 reading pretest and the
grade 3 mathematics pretest.
•
Ethnicity. Disparities in performance among subgroups were noted in
these results. In reading, the American Indian (53.7%), Black
(53.8%), and Hispanic (54.1%) subgroups had lower percentages
performing at Achievement Level III or above than the Multi-Racial
(70.5%), Asian (73.0%) and White (74.8%) subgroups in these data.
In mathematics, the Black (60.8%), American Indian (61.3%), and
Hispanic (64.8%) subgroups had lower percentages performing at
Achievement Level III or above than the Multi-Racial (77.2%), White
(82.1%), and Asian (83.8%) subgroups. In comparison to 1997-98, all
subgroups have higher percentages of students performing at
Achievement Level III or above in reading and mathematics in 199899, except for the Asian subgroup which decreased slightly.
•
Achievement Level III or Above. Data from 1998-99 suggest the
percentage of students in grades 3-8 performing at Achievement Level
III and above in both reading and mathematics continues to grow, from
52.9 percent in 1992-93 to an estimated 69.1 percent in 1998-99.
•
Mean Scale Scores. In these data, mean scale scores for reading
increased at least slightly from 1997-98 to 1998-99 at every grade
level except grade 5 (remained the same). Mean scale scores for
mathematics increased somewhat at every grade level. On average,
student performance increased on end-of-grade testing every year.
•
Gender. In 1998-99, a higher percentage of females (72.1%) than
males (66.2%) scored at or above Achievement Level III in both
reading and mathematics in grades 3-8 combined. Although the
number of females and males performing at Achievement Level III
continues to rise across the years, the females consistently outperform
males in a trend established with the 1992-93 school year’s testing.
•
Ethnicity. Disparities in performance were present among subgroups.
The Black (48.5%), Hispanic (55.5%), and American Indian (55.6%)
subgroups had lower percentages performing at Achievement Level III
or above in both reading and mathematics in grades 3-8 combined than
the Multi-Racial (70.4%), Asian (75.0%) and White (79.2%)
subgroups in these data. However, each subgroup had a higher
percentage of students scoring at Achievement Level III or above than
in 1997-98.
High School
Comprehensive
Findings
End-of-Course
Findings
•
Achievement Level III or Above. These results show that 61.1 percent
of students taking the high school comprehensive test scored at or
above Achievement Level III in reading while 61.4 percent scored at
or above Achievement Level III in mathematics. The percent of
students scoring at or above Achievement Level III on the high school
comprehensive test in reading in 1998-99 increased 5.5 percentage
points from 1997-98. The percent of students scoring at or above
Achievement Level III on the high school comprehensive test in
mathematics in 1998-99 increased 6.5 percentage points from 199798.
•
Mean Scale Scores. In these data, the high school comprehensive
mean scale score in reading increased from 163.3 in 1997-98 to 164.8
in 1998-99. The high school comprehensive mean scale score in
mathematics increased from 174.3 in 1997-98 to 176.3 in 1998-99.
•
Gender. A higher percentage of females than males performed at
Achievement Level III or above in reading and mathematics. The
percent of females at Achievement Level III or above in reading
increased from 62.0 in 1997-98 to 65.8 in 1998-99. The percent of
males at Achievement Level III or above in reading increased from
49.0 in 1997-98 to 56.3 in 1998-99. The percent of females at
Achievement Level III or above in mathematics increased from 57.1 in
1997-98 to 62.4 in 1998-99. The percent of males at Achievement
Level III or above in mathematics increased from 52.6 in 1997-98 to
60.4 in 1998-99.
•
Ethnicity. Disparities in performance among subgroups were noted in
these results. In reading, the Black (38.4%), American Indian
(42.8%), and Hispanic (48.5%) subgroups had lower percentages
performing at Achievement Level III or above than the Asian (60.2%),
Multi-Racial (65.8%), and White (71.1%) subgroups. In mathematics,
the Black (36.8%), American Indian (44.9%), and Hispanic (50.2%)
subgroups had lower percentages performing at Achievement Level III
or above than the Multi-Racial (60.5%), Asian (70.7%), and White
(71.9%) subgroups.
In comparison to 1997-98, all subgroup
performance increased with the exception of the Asian subgroup
performance in mathematics. In 1997-98, 73.3% of Asian students
performed at Achievement Level III or above in mathematics in
comparison to 70.7% in 1998-99.
•
During the 1997-98 school year, school systems had the option of
administering the end-of-course tests of Algebra II, Chemistry,
Geometry, Physical Science, and Physics. Although statewide
administrations of these tests were mandated for the 1998-99 school
year, comparisons across years are not available.
•
Achievement Level III or Above. Student performance at Achievement
Level III or above in end-of-course tests increased in four of the five
tests reported to the State in 1997-98. The comparison of results from
1997-98 to 1998-99 is as follows: Algebra I increased from 61.6% to
65.4%; Biology decreased from 59.0% to 57.7%; ELP increased from
66.9% to 67.4%; English I increased from 60.7% to 64.6%; and U.S.
History increased from 49.6% to 51.0%.
Students with
Limited English
Proficiency
•
Mean Scale Scores. The mean scale score for Algebra I is 58.0; for
Biology, 56.0; for ELP, 55.0; for English I, 54.5; and for U.S. History,
56.6. The mean scale scores from 1997-98 to 1998-99 increased with
the exception of Biology. In 1997-98, the mean scale score for 78,804
students was 56.2. In 1998-99 the mean scale score for 76,872
students was 56.0.
•
Gender. A higher percentage of females than males performed at
Achievement Level III or above in Algebra I and English I. More
males than females scored at or above Achievement Level III on
Algebra II, Biology, Chemistry, ELP, Geometry, Physical Science,
Physics, and U.S. History end-of-course testing.
•
Ethnicity. Performance among subgroups varied while tending to be
relatively consistent across subjects in these data. The Asian subgroup
had the highest performance on Algebra I, Algebra II, Chemistry, and
Physics. On Biology, ELP, English I, Geometry, Physical Science, and
U.S. History, the White subgroup had the largest percentage scoring at
Achievement Level III or above. On most of the end-of-course tests
the Hispanic, American Indian, and Black subgroups had the lowest
percentages of students performing at or above Achievement Level III.
Generally, the Hispanic subgroup had somewhat better performance
than the American Indian subgroup, which in turn had somewhat
better performance than the Black subgroup.
•
Among students meeting the limited English proficiency requirement,
the highest average performance was on Physics, with 68.8 percent
scoring at Achievement Level III or above. Performance on Algebra I
was very similar, with 68.3 percent scoring Level III or above.
Algebra II (59.3%), Chemistry (46.0%), Geometry (39.2%), U.S.
History (26.2%), ELP (25.0%), Biology (24.3%), English I (23.5%)
and Physical Science (23.0%) test results showed lower percentages of
these students scoring at Achievement Level III or above.
The 1998-99 North Carolina State Testing Results
Grade 3 Pretest, End-of-Grade, High School Comprehensive, and End-of Course
Multiple-Choice Tests
Table of Contents
List of Tables ............................................................................................................................... i
List of Figures .............................................................................................................................. ix
Introduction...................................................................................................................................1
Grade 3 Pretest Multiple-Choice Results................................................................................. 19
Statewide Summary................................................................................................................. 21
Goal Summaries ...................................................................................................................... 33
Frequency Distribution ............................................................................................................ 34
End-of-Grade Multiple-Choice Test Results ........................................................................... 43
Statewide Summary................................................................................................................. 45
Goal Summaries ..................................................................................................................... 88
Frequency Distribution ............................................................................................................ 94
Student Performance by LEA................................................................................................ 106
High School Comprehensive Multiple-Choice Test Results................................................. 173
Statewide Summary............................................................................................................... 175
Goal Summaries ................................................................................................................... 188
Frequency Distribution .......................................................................................................... 189
Student Performance by LEA................................................................................................ 192
End-of-Course Multiple-Choice Test Results........................................................................ 215
Statewide Summary............................................................................................................... 217
Goal Summaries .................................................................................................................... 253
Frequency Distribution .......................................................................................................... 263
Student Performance by LEA................................................................................................ 273
Appendix................................................................................................................................... 383
List of Charter Schools.......................................................................................................... 385
List of Tables
Grade 3 Pretest Results
Table 1. 1996-97 to 1998-99 Grade 3 Pretest Multiple-Choice Results, Statewide Summary,
Reading and Mathematics................................................................................................... 21
Table 2. 1996-97 to 1998-99 Grade 3 Pretest Multiple-Choice Results, Percent of
Students at Each Achievement Level by Gender and Ethnicity, Reading .......................... 22
Table 3. 1996-97 to 1998-99 Grade 3 Pretest Multiple-Choice Results, Percent of
Students at Each Achievement Level by Gender and Ethnicity, Mathematics ................... 23
Table 4. 1998-99 Grade 3 Pretest Multiple-Choice Results, Performance of Exceptional and
Limited English Proficient Students.....................................................................................30
Table 5. 1998-99 Grade 3 Pretest Multiple-Choice Results, Performance of Students Using
Accommodations/Modifications ..........................................................................................31
Table 6. 1998-99 Grade 3 Pretest Multiple-Choice Results, Numbers of Exempt Students with
Disabilities or Limited English Proficiency .........................................................................32
Table 7. 1998-99 Grade 3 Pretest Goal Summary Report ................................................................. 33
Table 8. 1998-99 Grade 3 Pretest Distribution of Scale Scores - Reading ........................................ 34
Table 9. 1998-99 Grade 3 Pretest Distribution of Scale Scores - Mathematics................................. 35
End-of-Grade Test Results
Table 1. 1998-99 End-of-Grade Multiple-Choice Test Results, Statewide Summary,
Reading and Mathematics................................................................................................... 45
Table 2. 1992-93 to 1998-99 End-of-Grade Multiple-Choice Test Results, Statewide
Summary of Student Performance, Reading ......................................................................46
Table 3. 1992-93 to 1998-99 End-of-Grade Multiple-Choice Test Results, Statewide
Summary of Student Performance, Mathematics ...............................................................47
Table 4. 1992-93 to 1998-99 End-of-Grade Multiple-Choice Test Results, Statewide
Summary of Student Performance, Reading.......................................................................48
Table 5. 1992-93 to 1998-99 End-of-Grade Multiple-Choice Test Results, Statewide
Summary of Student Performance, Mathematics ...............................................................50
Table 6. End-of-Grade Multiple-Choice Tests, Achievement Level Ranges by Subject and
Grade...................................................................................................................................52
i
Table 7. 1992-93 to 1998-99 End-of-Grade Multiple-Choice Test Results,
Percent of Students at Each Achievement Level by Grade, Reading .................................53
Table 8. 1992-93 to 1998-99 End-of-Grade Multiple-Choice Test Results,
Percent of Students at Each Achievement Level by Grade, Mathematics ..........................54
Table 9. 1998-99 End-of-Grade Multiple-Choice Test Results, Percent of Students by
Achievement Level, by Grade and Ethnicity ...................................................................... 72
Table 10. 1998-99 End-of-Grade Multiple-Choice Test Results, Percent of Students by
Achievement Level, by Grade and Gender........................................................................ 73
Table 11. 1998-99 End-of-Grade Multiple-Choice Test Results, Performance of Exceptional
and Limited English Proficient Students, Grades 3-8......................................................... 74
Table 12. 1998-99 End-of-Grade Multiple-Choice Test Results, Performance of Students
Using Accommodations/Modifications, Grades 3-8........................................................ 77
Table 13. 1998-99 End-of-Grade Multiple-Choice Test Results, Numbers of Exempt Students
with Disabilities or Limited English Proficiency, Grades 3-8........................................... 80
Table 14. 1998-99 End-of-Grade Multiple-Choice Test Results, Characteristics and
Performance of Grade 3 Students .................................................................................... 82
Table 15. 1998-99 End-of-Grade Multiple-Choice Test Results, Characteristics and
Performance of Grade 4 Students .................................................................................... 83
Table 16. 1998-99 End-of-Grade Multiple-Choice Test Results, Characteristics and
Performance of Grade 5 Students .................................................................................... 84
Table 17. 1998-99 End-of-Grade Multiple-Choice Test Results, Characteristics and
Performance of Grade 6 Students .................................................................................... 85
Table 18. 1998-99 End-of-Grade Multiple-Choice Test Results, Characteristics and
Performance of Grade 7 Students .................................................................................... 86
Table 19. 1998-99 End-of-Grade Multiple-Choice Test Results, Characteristics and
Performance of Grade 8 Students .................................................................................... 87
Table 20. 1998-99 End-of-Grade Grade 3 Goal Summary Report ................................................... 88
Table 21. 1998-99 End-of-Grade Grade 4 Goal Summary Report ................................................... 89
Table 22. 1998-99 End-of-Grade Grade 5 Goal Summary Report ................................................... 90
Table 23. 1998-99 End-of-Grade Grade 6 Goal Summary Report ................................................... 91
ii
Table 24. 1998-99 End-of-Grade Grade 7 Goal Summary Report ................................................... 92
Table 25. 1998-99 End-of-Grade Grade 8 Goal Summary Report ................................................... 93
Table 26. 1998-99 End-of-Grade Distribution of Scale Scores, Grade 3 Reading ........................... 94
Table 27. 1998-99 End-of-Grade Distribution of Scale Scores, Grade 3 Mathematics.................... 95
Table 28. 1998-99 End-of-Grade Distribution of Scale Scores, Grade 4 Reading ........................... 96
Table 29. 1998-99 End-of-Grade Distribution of Scale Scores, Grade 4 Mathematics................... 97
Table 30. 1998-99 End-of-Grade Distribution of Scale Scores, Grade 5 Reading .......................... 98
Table 31. 1998-99 End-of-Grade Distribution of Scale Scores, Grade 5 Mathematics....................99
Table 32. 1998-99 End-of-Grade Distribution of Scale Scores, Grade 6 Reading ......................... 100
Table 33. 1998-99 End-of-Grade Distribution of Scale Scores, Grade 6 Mathematics.................. 101
Table 34. 1998-99 End-of-Grade Distribution of Scale Scores, Grade 7 Reading ......................... 102
Table 35. 1998-99 End-of-Grade Distribution of Scale Scores, Grade 7 Mathematics.................. 103
Table 36. 1998-99 End-of-Grade Distribution of Scale Scores, Grade 8 Reading ......................... 104
Table 37. 1998-99 End-of-Grade Distribution of Scale Scores, Grade 8 Mathematics.................. 105
Table 38. 1998-99 End-of-Grade Multiple-Choice Test Results, Grade 3 Mean Scale Score by
LEA - Reading ............................................................................................................... 106
Table 39. 1998-99 End-of-Grade Multiple-Choice Test Results, Grade 3 Mean Scale Score by
LEA - Mathematics........................................................................................................ 107
Table 40. 1998-99 End-of-Grade Multiple-Choice Test Results, Grade 4 Mean Scale Score by
LEA - Reading ............................................................................................................... 108
Table 41. 1998-99 End-of-Grade Multiple-Choice Test Results, Grade 4 Mean Scale Score by
LEA - Mathematics........................................................................................................ 109
Table 42. 1998-99 End-of-Grade Multiple-Choice Test Results, Grade 5 Mean Scale Score by
LEA - Reading ............................................................................................................... 110
Table 43. 1998-99 End-of-Grade Multiple-Choice Test Results, Grade 5 Mean Scale Score by
LEA - Mathematics........................................................................................................ 111
iii
Table 44. 1998-99 End-of-Grade Multiple-Choice Test Results, Grade 6 Mean Scale Score by
LEA - Reading................................................................................................................. 112
Table 45. 1998-99 End-of-Grade Multiple-Choice Test Results, Grade 6 Mean Scale Score by
LEA - Mathematics ......................................................................................................... 113
Table 46. 1998-99 End-of-Grade Multiple-Choice Test Results, Grade 7 Mean Scale Score by
LEA - Reading................................................................................................................. 114
Table 47. 1998-99 End-of-Grade Multiple-Choice Test Results, Grade 7 Mean Scale Score by
LEA - Mathematics ......................................................................................................... 115
Table 48. 1998-99 End-of-Grade Multiple-Choice Test Results, Grade 8 Mean Scale Score by
LEA - Reading................................................................................................................. 116
Table 49. 1998-99 End-of-Grade Multiple-Choice Test Results, Grade 8 Mean Scale Score by
LEA - Mathematics ......................................................................................................... 117
Table 50a-f. 1998-99 End-of-Grade Multiple-Choice Test Results for LEAs, Grade 3 Reading
and Mathematics, by Region....................................................................................... 118
Table 51a-f. 1998-99 End-of-Grade Multiple-Choice Test Results for LEAs, Grade 4 Reading
and Mathematics, by Region....................................................................................... 124
Table 52a-f. 1998-99 End-of-Grade Multiple-Choice Test Results for LEAs, Grade 5 Reading
and Mathematics, by Region....................................................................................... 130
Table 53a-f. 1998-99 End-of-Grade Multiple-Choice Test Results for LEAs, Grade 6 Reading
and Mathematics, by Region....................................................................................... 136
Table 54a-f. 1998-99 End-of-Grade Multiple-Choice Test Results for LEAs, Grade 7 Reading
and Mathematics, by Region....................................................................................... 142
Table 55a-f. 1998-99 End-of-Grade Multiple-Choice Test Results for LEAs, Grade 8 Reading
and Mathematics, by Region....................................................................................... 148
High School Comprehensive Test Results
Table 1. 1997-98 to 1998-99 North Carolina High School Comprehensive Multiple-Choice
Test Results, Statewide Summary, Reading and Mathematics ......................................... 175
Table 2. 1997-98 to 1998-99 North Carolina High School Comprehensive Multiple-Choice
Test Results, Percent of Students at Each Achievement Level by Gender and
Ethnicity, Reading............................................................................................................. 176
Table 3. 1997-98 to 1998-99 North Carolina High School Comprehensive Multiple-Choice
Test Results, Percent of Students at Each Achievement Level by Gender and
Ethnicity, Mathematics .................................................................................................... 177
iv
Table 4. 1998-99 North Carolina High School Comprehensive Multiple-Choice Test Results,
Performance of Exceptional and Limited English Proficient Students...............................184
Table 5. 1998-99 North Carolina High School Comprehensive Multiple-Choice Test Results,
Performance of Students Using Accommodations/Modifications......................................185
Table 6. 1998-99 North Carolina High School Comprehensive Multiple-Choice Test Results,
Numbers of Exempt Students with Disabilities or Limited English Proficiency................186
Table 7. 1998-99 North Carolina High School Comprehensive Multiple-Choice Test Results,
Characteristics and Performance.........................................................................................187
Table 8. 1998-99 North Carolina High School Comprehensive Test Goal Summary Report...........188
Table 9. 1998-99 North Carolina High School Comprehensive Test, Distribution of Scale
Scores – Reading.................................................................................................................189
Table 10. 1998-99 North Carolina High School Comprehensive Test, Distribution of Scale
Scores – Mathematics........................................................................................................190
Table 11. 1998-99 North Carolina High School Comprehensive Multiple-Choice Test Results,
Mean Scale Score by LEA - Reading ................................................................................192
Table 12. 1998-99 North Carolina High School Comprehensive Multiple-Choice Test Results,
Mean Scale Score by LEA - Mathematics.........................................................................193
Table 13a-f. 1998-99 Multiple-Choice Test Results for LEAs, North Carolina High School
Comprehensive Test, Reading, by Region....................................................................194
Table 14a-f. 1998-99 Multiple-Choice Test Results for LEAs, North Carolina High School
Comprehensive Test, Mathematics, by Region.............................................................200
End-of-Course Test Results
Table 1. 1990-91 to 1998-99 End-of-Course Multiple-Choice Test Results, Statewide
Summary ........................................................................................................................... .217
Table 2. 1998-99 End-of-Course Multiple-Choice Test Results, Percent of Students at or
Above Level III, by Ethnicity..............................................................................................218
Table 3. 1998-99 End-of-Course Multiple-Choice Test Results, Achievement Level Ranges by
Course .................................................................................................................................219
Table 4. 1998-99 End-of-Course Multiple-Choice Test Results, Percent of Students by
Achievement Level, by Course and Ethnicity.....................................................................226
v
Table 5. 1998-99 End-of-Course Multiple-Choice Test Results, Percent of Students by
Achievement Level, by Course and Gender...................................................................... 228
Table 6. 1998-99 End-of-Course Multiple-Choice Test Results, Performance of Exceptional
and Limited English Proficient Students, by Course ........................................................ 229
Table 7. 1998-99 End-of-Course Multiple-Choice Test Results, Performance of Students
Using Accommodations/Modifications, by Course.......................................................... 234
Table 8. 1998-99 End-of-Course Multiple-Choice Test Results, Numbers of Exempt Students
with Disabilities or Limited English Proficiency, by Course ........................................... 239
Table 9. 1998-99 End-of-Course Multiple-Choice Test Results, Characteristics and
Performance of Students Taking Algebra I....................................................................... 243
Table 10. 1998-99 End-of-Course Multiple-Choice Test Results, Characteristics and
Performance of Students Taking Algebra II .................................................................... 244
Table 11. 1998-99 End-of-Course Multiple-Choice Test Results, Characteristics and
Performance of Students Taking Biology........................................................................ 245
Table 12. 1998-99 End-of-Course Multiple-Choice Test Results, Characteristics and
Performance of Students Taking Chemistry.................................................................... 246
Table 13. 1998-99 End-of-Course Multiple-Choice Test Results, Characteristics and
Performance of Students Taking ELP ............................................................................. 247
Table 14. 1998-99 End-of-Course Multiple-Choice Test Results, Characteristics and
Performance of Students Taking English I...................................................................... 248
Table 15. 1998-99 End-of-Course Multiple-Choice Test Results, Characteristics and
Performance of Students Taking Geometry .................................................................... 249
Table 16. 1998-99 End-of-Course Multiple-Choice Test Results, Characteristics and
Performance of Students Taking Physical Science ......................................................... 250
Table 17. 1998-99 End-of-Course Multiple-Choice Test Results, Characteristics and
Performance of Students Taking Physics ........................................................................ 251
Table 18. 1998-99 End-of-Course Multiple-Choice Test Results, Characteristics and
Performance of Students Taking U.S. History ................................................................ 252
Table 19. 1998-99 End-of-Course Goal Summary Report, Algebra I ............................................ 253
Table 20. 1998-99 End-of-Course Goal Summary Report, Algebra II ........................................... 254
Table 21. 1998-99 End-of-Course Goal Summary Report, Biology............................................... 255
vi
Table 22. 1998-99 End-of-Course Goal Summary Report, Chemistry........................................... 256
Table 23. 1998-99 End-of-Course Goal Summary Report, Economic, Legal, and Political
Systems............................................................................................................................ 257
Table 24. 1998-99 End-of-Course Goal Summary Report, English I............................................. 258
Table 25. 1998-99 End-of-Course Goal Summary Report, Geometry ........................................... 259
Table 26. 1998-99 End-of-Course Goal Summary Report, Physical Science ................................ 260
Table 27. 1998-99 End-of-Course Goal Summary Report, Physics ............................................... 261
Table 28. 1998-99 End-of-Course Goal Summary Report, U.S. History ....................................... 262
Table 29. 1998-99 End-of-Course Distribution of Scale Scores, Algebra I ................................... 263
Table 30. 1998-99 End-of-Course Distribution of Scale Scores, Algebra II .................................. 264
Table 31. 1998-99 End-of-Course Distribution of Scale Scores, Biology...................................... 265
Table 32. 1998-99 End-of-Course Distribution of Scale Scores, Chemistry.................................. 266
Table 33. 1998-99 End-of-Course Distribution of Scale Scores, ELP ........................................... 267
Table 34. 1998-99 End-of-Course Distribution of Scale Scores, English I .................................... 268
Table 35. 1998-99 End-of-Course Distribution of Scale Scores, Geometry................................... 269
Table 36. 1998-99 End-of-Course Distribution of Scale Scores, Physical Science........................ 270
Table 37. 1998-99 End-of-Course Distribution of Scale Scores, Physics ...................................... 271
Table 38. 1998-99 End-of-Course Distribution of Scale Scores, U.S. History .............................. 272
Table 39. 1998-99 End-of-Course Multiple-Choice Test Results, Algebra I – Mean Scale
Score by LEA................................................................................................................. 273
Table 40. 1998-99 End-of-Course Multiple-Choice Test Results, Algebra II – Mean Scale
Score by LEA................................................................................................................. 274
Table 41. 1998-99 End-of-Course Multiple-Choice Test Results, Biology – Mean Scale Score
by LEA........................................................................................................................... 275
Table 42. 1998-99 End-of-Course Multiple-Choice Test Results, Chemistry – Mean Scale
Score by LEA................................................................................................................. 276
vii
Table 43. 1998-99 End-of-Course Multiple-Choice Test Results, ELP – Mean Scale Score by
LEA................................................................................................................................ 277
Table 44. 1998-99 End-of-Course Multiple-Choice Test Results, English I – Mean Scale
Score by LEA................................................................................................................. 278
Table 45. 1998-99 End-of-Course Multiple-Choice Test Results, Geometry – Mean Scale
Score by LEA................................................................................................................. 279
Table 46. 1998-99 End-of-Course Multiple-Choice Test Results, Physical Science – Mean
Scale Score by LEA ....................................................................................................... 280
Table 47. 1998-99 End-of-Course Multiple-Choice Test Results, Physics – Mean Scale Score
by LEA........................................................................................................................... 281
Table 48. 1998-99 End-of-Course Multiple-Choice Test Results, U.S. History – Mean Scale
Score by LEA................................................................................................................. 282
Table 49a-f. 1998-99 End-of-Course Multiple-Choice Test Results for LEAs, Algebra I, by
Region ......................................................................................................................... 283
Table 50a-f. 1998-99 End-of-Course Multiple-Choice Test Results for LEAs, Algebra II, by
Region ......................................................................................................................... 289
Table 51a-f. 1998-99 End-of-Course Multiple-Choice Test Results for LEAs, Biology, by
Region ......................................................................................................................... 295
Table 52a-f. 1998-99 End-of-Course Multiple-Choice Test Results for LEAs, Chemistry, by
Region ......................................................................................................................... 301
Table 53a-f. 1998-99 End-of-Course Multiple-Choice Test Results for LEAs, ELP, by Region... 307
Table 54a-f. 1998-99 End-of-Course Multiple-Choice Test Results for LEAs, English I, by
Region ......................................................................................................................... 313
Table 55a-f. 1998-99 End-of-Course Multiple-Choice Test Results for LEAs, Geometry, by
Region ......................................................................................................................... 319
Table 56a-f. 1998-99 End-of-Course Multiple-Choice Test Results for LEAs, Physical Science,
by Region ................................................................................................................... 325
Table 57a-f. 1998-99 End-of-Course Multiple-Choice Test Results for LEAs, Physics, by
Region ......................................................................................................................... 331
Table 58a-f. 1998-99 End-of-Course Multiple-Choice Test Results for LEAs, U.S. History, by
Region ......................................................................................................................... 337
viii
List of Figures
Introduction
Figure 1. 1996-97 to 1998-99 Grade 3 Pretest Multiple-Choice Results, Percent of Students at
Each Achievement Level in Reading.................................................................................... 3
Figure 2. 1996-97 to 1998-99 Grade 3 Pretest Multiple-Choice Results, Percent of Students at
Each Achievement Level in Mathematics............................................................................. 3
Figure 3. 1992-93 to 1998-99 End-of-Grade Multiple-Choice Test Results, Percent of Students
at Each Achievement Level in Reading, Across All Grades (3-8)........................................ 4
Figure 4. 1992-93 to 1998-99 End-of-Grade Multiple-Choice Test Results, Percent of Students
at Each Achievement Level in Mathematics, Across All Grades (3-8) ................................ 4
Figure 5. 1992-93 to 1998-99 End-of-Grade Multiple-Choice Test Results, Percent of Students
at or Above Achievement Level III, Reading and Mathematics, Grades 3-8 ....................... 5
Figure 6. 1992-93 to 1998-99 End-of-Grade Multiple-Choice Test Results, Percent of Students
at or Above Level III in Both Reading and Mathematics, Grades 3-8.................................. 5
Figure 7. 1992-93 to 1998-99 End-of-Grade Multiple-Choice Test Results, Percent of Students
at or Above Level III in Both Reading and Mathematics, Grades 3-8.................................. 6
Figure 8. 1992-93 to 1998-99 End-of-Grade Multiple-Choice Test Results, Percent of Students
at or Above Level III in Both Reading and Mathematics, Grades 3-8, for Black and
White Students ...................................................................................................................... 6
Figure 9. 1992-93 to 1998-99 End-of-Grade Multiple-Choice Test Results, Percent of Students
at or Above Level III in Both Reading and Mathematics, Grades 3-8, by Ethnicity ............ 7
Figure 10. 1998-99 End-of-Grade Multiple-Choice Test Results: Minimum, Maximum,
Median, and Mean Reading Scale Scores, Grades 3-8 ...................................................... 8
Figure 11. 1998-99 End-of-Grade Multiple-Choice Test Results: Minimum, Maximum,
Median, and Mean Mathematics Scale Scores, Grades 3-8 ............................................... 9
Figure 12. 1992-93 to 1998-99 End-of-Grade Multiple-Choice Test Results, Percent of
Students at or Above Level III in Both Reading and Mathematics, Grades 3-8, by
Disability.......................................................................................................................... 10
Figure 13. 1997-98 to 1998-99 North Carolina High School Comprehensive Multiple-Choice
Test Results, Percent of Students at Each Achievement Level in Reading ..................... 11
ix
Figure 14. 1997-98 to 1998-99 North Carolina High School Comprehensive Multiple-Choice
Test Results, Percent of Students at Each Achievement Level in Mathematics.............. 11
Figure 15. 1994-95 to 1998-99 End-of-Course Multiple-Choice Test Results, Percent of
Students at Each Achievement Level in The Ten Core Courses (Algebra I,
Algebra II, Biology, Chemistry, ELP, English I, Geometry, Physical Science,
Physics, and U.S. History) ............................................................................................... 12
Figure 16. 1994-95 to 1998-99 End-of-Course Multiple-Choice Test Results, Percent of
Students at or Above Level III, by Course ....................................................................... 15
Figure 17. 1994-95 to 1998-99 End-of-Course Multiple-Choice Test Results, Percent of
Students at or Above Level III Across the Five Core Courses (Algebra I, Biology,
ELP, English I, and U.S. History), for Black and White Students................................... 15
Figure 18. 1994-95 to 1998-99 End-of-Course Multiple-Choice Test Results, Percent of
Students at or Above Level III Across the Five Core Courses (Algebra I, Biology,
ELP, English I, and U.S. History), by Ethnicity............................................................... 16
Figure 19. 1994-95 to 1998-99 End-of-Course Multiple-Choice Test Results, Percent of
Students at or Above Level III Across the Five Core Courses (Algebra I, Biology,
ELP, English I, and U.S. History), by Disability ............................................................. 17
Grade 3 Pretest Results
Figure 1. 1997-98 to 1998-99 Grade 3 Pretest Multiple-Choice Results, Percent of Students at
or Above Level III in Reading, by Ethnicity....................................................................... 24
Figure 2. 1997-98 to 1998-99 Grade 3 Pretest Multiple-Choice Results, Percent of Students at
or Above Level III in Mathematics, by Ethnicity................................................................ 24
Figure 3. 1998-99 Grade 3 Pretest Multiple-Choice Results, Percent of Students at or Above
Level III in Reading and Mathematics, by Ethnicity .......................................................... 25
Figure 4. 1998-99 Grade 3 Pretest Multiple-Choice Results, Percent of Students at or Above
Level III in Reading, by Gender and Ethnicity ................................................................... 26
Figure 5. 1998-99 Grade 3 Pretest Multiple-Choice Results, Percent of Students at or Above
Level III in Mathematics, by Gender and Ethnicity ............................................................ 27
Figure 6. 1998-99 Grade 3 Pretest Multiple-Choice Results, Percent of Students at Each
Achievement Level in Reading, by Gender and Ethnicity.................................................. 28
Figure 7. 1998-99 Grade 3 Pretest Multiple-Choice Results, Percent of Students at Each
Achievement Level in Mathematics, by Gender and Ethnicity .......................................... 29
x
End-of-Grade Test Results
Figure 1. 1998-99 End-of-Grade Multiple-Choice Test Results, Percent of Students at Each
Achievement Level in Reading, Grades 3-8 Combined, by Ethnicity ................................ 55
Figure 2. 1998-99 End-of-Grade Multiple-Choice Test Results, Percent of Students at Each
Achievement Level in Mathematics, Grades 3-8 Combined, by Ethnicity......................... 56
Figure 3. 1994-95 to 1998-99 End-of-Grade Multiple-Choice Test Results, Percent of Students
at or Above Levels III in Reading and Mathematics, Grades 3-8 ....................................... 57
Figure 4. 1992-93 to 1998-99 End-of-Grade Multiple-Choice Test Results, Percent of Students
at or Above Level III in Both Reading and Mathematics, Grades 3-8................................ 58
Figure 5. 1997-98 to 1998-99 End-of-Grade Multiple-Choice Test Results, Percent of Students
at or Above Level III in Both Reading and Mathematics, Grades 3-8 Combined, by
Ethnicity .............................................................................................................................. 59
Figure 6. 1997-98 to 1998-99 End-of-Grade Multiple-Choice Test Results, Percent of Students
at or Above Level III in Both Reading and Mathematics, Grades 3-8 Combined, by
Gender................................................................................................................................. 59
Figure 7. 1993-94 to 1998-99 End-of-Grade Multiple-Choice Test Results, Percent of Students
at or Above Level III in Both Reading and Mathematics, Grade 4, by Ethnicity ............... 60
Figure 8. 1997-98 to 1998-99 End-of-Grade Multiple-Choice Test Results, Percent of Students
at or Above Level III in Both Reading and Mathematics, Grade 4, by Ethnicity ............... 61
Figure 9. 1997-98 to 1998-99 End-of-Grade Multiple-Choice Test Results, Percent of Students
at or Above Level III in Both Reading and Mathematics, Grade 4, by Gender .................. 61
Figure 10. 1993-94 to 1998-99 End-of-Grade Multiple-Choice Test Results, Percent of
Students at or Above Level III in Both Reading and Mathematics, Grade 8, by
Ethnicity ........................................................................................................................... 62
Figure 11. 1997-98 to 1998-99 End-of-Grade Multiple-Choice Test Results, Percent of
Students at or Above Level III in Both Reading and Mathematics, Grade 8, by
Ethnicity ........................................................................................................................... 63
Figure 12. 1997-98 to 1998-99 End-of-Grade Multiple-Choice Test Results, Percent of
Students at or Above Level III in Both Reading and Mathematics, Grade 8, by
Gender.............................................................................................................................. 63
Figure 13. 1997-98 to 1998-99 End-of-Grade Multiple-Choice Test Results, Percent of
Students at or Above Level III in Both Reading and Mathematics, Cohort
Comparison, Grade 3 to Grade 4 ..................................................................................... 64
xi
Figure 14. 1994-95 to 1998-99 End-of-Grade Multiple-Choice Test Results, Percent of
Students at or Above Level III in Both Reading and Mathematics, Cohort
Comparison, Grade 4 to Grade 8 ..................................................................................... 65
Figure 15. 1998-99 End-of-Grade Multiple-Choice Test Results, Percent of Students at or
Above Level III in Both Reading and Mathematics, Grades 3-8, by Gender and
Ethnicity ........................................................................................................................... 66
Figure 16. 1998-99 End-of-Grade Multiple-Choice Test Results, Percent of Students at or
Above Level III in Both Reading and Mathematics, Grade 4, by Gender and
Ethnicity ........................................................................................................................... 67
Figure 17. 1998-99 End-of-Grade Multiple-Choice Test Results, Percent of Students at or
Above Level III in Both Reading and Mathematics, Grade 8, by Gender and
Ethnicity ........................................................................................................................... 68
Figure 18. 1998-99 End-of-Grade Multiple-Choice Test Results, Percent of Students at Each
Achievement Level in Reading, Grades 3-8 Combined, by Gender and Ethnicity.......... 69
Figure 19. 1998-99 End-of-Grade Multiple-Choice Test Results, Percent of Students at Each
Achievement Level in Mathematics, Grades 3-8 Combined, by Gender and
Ethnicity ........................................................................................................................... 70
Figure 20. 1992-93 to 1998-99 End-of-Grade Multiple-Choice Test Results, Gains in Mean
Scale Scores - Reading, Grades 3-8 ................................................................................. 71
Figure 21. 1992-93 to 1998-99 End-of-Grade Multiple-Choice Test Results, Gains in Mean
Scale Scores - Mathematics, Grades 3-8.......................................................................... 71
High School Comprehensive Test Results
Figure 1. 1997-98 to 1998-99 North Carolina High School Comprehensive Multiple-Choice
Test Results, Percent of Students at or Above Level III in Reading, by Ethnicity ........... 178
Figure 2. 1997-98 to 1998-99 North Carolina High School Comprehensive Multiple-Choice
Test Results, Percent of Students at or Above Level III in Mathematics, by Ethnicity .... 178
Figure 3. 1998-99 North Carolina High School Comprehensive Multiple-Choice Test Results,
Percent of Students at or Above Level III in Reading and Mathematics, by Ethnicity..... 179
Figure 4. 1998-99 North Carolina High School Comprehensive Multiple-Choice Test Results,
Percent of Students at or Above Level III in Reading, by Gender and Ethnicity.............. 180
Figure 5. 1998-99 North Carolina High School Comprehensive Multiple-Choice Test Results,
Percent of Students at or Above Level III in Mathematics, by Gender and
Ethnicity ............................................................................................................................ 181
xii
Figure 6. 1998-99 North Carolina High School Comprehensive Multiple-Choice Test Results,
Percent of Students at Each Achievement Level in Reading, by Gender and Ethnicity ... 182
Figure 7. 1998-99 North Carolina High School Comprehensive Multiple-Choice Test Results,
Percent of Students at Each Achievement Level in Mathematics, by Gender and
Ethnicity ............................................................................................................................ 183
End of Course Test Results
Figure 1. 1997-98 to 1998-99 End-of-Course Multiple-Choice Test Results, Percent of
Students at or Above Level III in Algebra I, by Ethnicity................................................. 220
Figure 2. 1998-99 End-of-Course Multiple-Choice Test Results, Percent of Students at or
Above Level III in Algebra II, by Ethnicity ...................................................................... 220
Figure 3. 1997-98 to 1998-99 End-of-Course Multiple-Choice Test Results, Percent of
Students at or Above Level III in Biology, by Ethnicity................................................... 221
Figure 4. 1998-99 End-of-Course Multiple-Choice Test Results, Percent of Students at or
Above Level III in Chemistry, by Ethnicity ...................................................................... 221
Figure 5. 1997-98 to 1998-99 End-of-Course Multiple-Choice Test Results, Percent of
Students at or Above Level III in ELP, by Ethnicity......................................................... 222
Figure 6. 1997-98 to 1998-99 End-of-Course Multiple-Choice Test Results, Percent of
Students at or Above Level III in English I, by Ethnicity ................................................. 222
Figure 7. 1998-99 End-of-Course Multiple-Choice Test Results, Percent of Students at or
Above Level III in Geometry, by Ethnicity....................................................................... 223
Figure 8. 1998-99 End-of-Course Multiple-Choice Test Results, Percent of Students at or
Above Level III in Physical Science, by Ethnicity............................................................ 223
Figure 9. 1998-99 End-of-Course Multiple-Choice Test Results, Percent of Students at or
Above Level III in Physics, by Ethnicity .......................................................................... 224
Figure 10. 1997-98 to 1998-99 End-of-Course Multiple-Choice Test Results, Percent of
Students at or Above Level III for U.S. History, by Ethnicity ....................................... 224
Figure 11. 1997-98 to 1998-99 End-of-Course Multiple-Choice Test Results, Percent of
Students at or Above Level III Across the Five Core Courses (Algebra I, Biology,
ELP, English I, and U.S. History) by Ethnicity.............................................................. 225
Figure 12. 1997-98 to 1998-99 End-of-Course Multiple-Choice Test Results, Percent of
Students at or Above Level III Across the Five Core Courses (Algebra I, Biology,
ELP, English I, and U.S. History) by Gender ................................................................ 225
xiii
Introduction
The 1998-99 North Carolina State Testing Results document provides information on student
performance at the state, regional, and school system levels on the following multiple-choice
tests administered as components of the 1998-99 North Carolina Testing Program: grade 3
pretest (reading and mathematics), end-of-grade tests (grades 3-8 in reading and
mathematics), high school comprehensive test (grade 10 in reading and mathematics), and
end-of-course tests (high school subjects). The figures and tables in this document were
generated using student test data from the grade 3 pretest fall 1998 test administration; the
end-of-grade spring 1999 test administration; the high school comprehensive spring 1999 test
administration; and the end-of-course summer 1998, fall 1998, and spring 1999 test
administrations. These test data were generated from raw data files provided by each local
education agency (LEA), including charter schools. Some minor duplication for end-ofcourse test data can occur when students re-take courses and, therefore, are required to retake the test. Test data were reconciled with school systems’ test data through October 15,
1999 (the cutoff for the 1998-99 school year reporting.)
The general focus of the State Testing Results is on student performance on multiple-choice
tests administered during the 1998-99 school year. However, many data are reported across
years in order to show gains in student performance. Student performance and growth are
the key components of the State Board of Education’s ABCs of Public Education schoollevel accountability program. School-level accountability results are found in the State
Report Card, which is published annually.
State and system-level results contained within this document may be used to make grade-tograde, subject-to-subject, and year-to-year comparisons. In addition, comparisons of
developmental scale scores of cohort groups as they move through grades 3-8 in reading and
mathematics can be made. A variety of statistical descriptions, test scores, and formats have
been used to present the aggregate student data. Mean scores, the percent of students
identified at the four achievement levels, and the percent of students identified as
Achievement Level III or above on the grade 3 pretest, end-of-grade tests in grades 3-8, the
high school comprehensive test, or end-of-course tests are also presented. Information in this
document may be used as a reference for school systems and schools interested in making
similar comparisons, analyses, and reports.
In addition to the summary statistics, this document contains disaggregated test results for
subgroups for the grade 3 pretest, end-of-grade tests, high school comprehensive test, and
end-of-course multiple-choice tests. The state-level goal summary reports serve as a
curriculum reference of student performance on the curriculum goals across grades and
subjects.
These results represent average student performance on the curriculum
competencies measured in the revised North Carolina Standard Course of Study. The
frequency distributions provide state-level summary statistics for 1998-99.
End-of-course testing began as a part of the North Carolina Testing Program in 1985-86 with
the first Algebra I administration. Other high school subject tests were added over time until
1994-95 when the program included eleven tests: Algebra I; Algebra II; Biology; Chemistry;
Economic, Legal, and Political Systems (ELP); English I; English II; Geometry; Physical
Science; Physics; and U.S. History. In 1995-96 under the ABCs plan, end-of-course tests
were reduced to include Algebra I, Biology, ELP, English I, and U.S. History. For the 199899 school year, the following ten end-of-course tests were mandated: Algebra I; Algebra II;
xv
Biology; Chemistry; Economic, Legal, and Political Systems (ELP); English I; Geometry;
Physical Science; Physics; and U.S. History.
End-of-grade testing was implemented initially in 1992-93 when more challenging
assessment strategies replaced the California Achievement Tests (1978-92). During the
1997-98 school year, end-of-grade tests administered as a component of the statewide
accountability program included reading and mathematics multiple-choice tests in grades 3
through 8.
The administration of the North Carolina Pretest-Grade 3 began in 1996-97. The High
School Comprehensive Test began as a part of the North Carolina Testing Program in 199798.
The purpose of this publication is to provide a longitudinal, comprehensive compendium of
test results from grade 3 pretest, end-of-grade tests in grades 3-8, high school comprehensive
test, and end-of-course multiple-choice tests from 1991 to 1999 with a focus on reports of the
1998-99 school year performance. As the public schools of North Carolina continue to
implement the ABCs of public education, the State Testing Results documents student
performance and provides the reader an opportunity to develop an overall perspective on
absolute student achievement in North Carolina.
xvi
Figure 1. 1996-97 to 1998-99 Grade 3 Pretest Multiple-Choice Results
Percent of S tudents at Each Achievement Level in Reading
100
90
25.3
25.8
26.2
80
70
65.3%*
50
67.4%
65.3%
60
39.5
40.1
41.1
23.4
23.4
22.5
40
30
20
10
0
34.7%
34.7%
32.6%
11.3
11.3
10.2
1996-97
1997-98
1998-99
N = 94,551
N = 99,583
N = 101,394
Level I
Level II
Level III
Level IV
Figure 2. 1996-97 to 1998-99 Grade 3 Pretest Multiple-Choice Results
Percent of S tudents at Each Achievement Level in Mathematics
100
90
29.7
30.2
32.9
80
70
50
40.6
74.7%
71.5%
70.3%*
60
41.3
41.8
40
30
20
23.5
10
0
23.1
29.7%
6.2
20.6
28.5%
5.4
1996-97
1997-98
4.6
1998-99
N = 94,846
N = 99,801
N = 101,639
Notes: Due to rounding, data for some years may not add to 100%.
*Level I/II and Level III/IV percents are calculated based on actual N-counts and are not the sum of each percent.
Data received from LEAs after October 15, 1999 are not included in these figures.
25.3%
Figure 3. 1992-93 to 1998-99 End-of-Grade Multiple-Choice Test Results
Percent of S tudents at Each Achievement Level in Reading
Across All Grades (3-8)
100
90
23.2
24.3
25.8
26.4
29.1
33.3
80
33.7
70
65.3%
63.4%*
60
40.2
68.0%
67.0%
41.0
41.2
50
41.6
73.0%
68.9%
74.9%
39.8
40.0
41.2
40
30
26.3
20
24.9
24.1
23.3
34.7%
36.6%
33.0%
10
10.3
0
9.8
22.6
31.1%
32.0%
8.9
8.7
8.5
20.2
19.5
27.0%
6.8
5.6
1992-93
1993-94
1994-95
1995-96
1996-97
1997-98
1998-99
N=504,508
N=512,592
N=519,704
N=529,710
N=546,496
N=554,903
N=569,177
Level I
Level II
Level III
25.1%
Level IV
Figure 4. 1992-93 to 1998-99 End-of-Grade Multiple-Choice Test Results
Percent of S tudents at Each Achievement Level in Mathematics
Across All Grades (3-8)
100
90
20.8
23.8
27.1
29.3
32.8
80
36.7
40.3
70
61.2%*
60
40.4
64.0%
67.0%
40.2
39.9
50
71.7%
69.6%
40.3
76.1%
79.3%
38.9
39.3
40
39.0
30
28.0
20
25.8
38.7%
24.3
33.0%
36.0%
22.3
30.4%
20.9
28.3%
10
10.7
10.2
8.7
8.1
0
7.4
18.5
5.5
23.9% 16.3
4.5
1992-93
1993-94
1994-95
1995-96
1996-97
1997-98
1998-99
N=501,336
N=512,572
N=519,644
N=529,959
N=547,238
N=556,418
N=571,041
Notes: Due to rounding, data for some years may not add to 100%.
*Level I/II and Level III/IV percents are calculated based on actual N-counts and are not the sum of each percent.
Data received from LEAs after October 15, 1999 are not included in these figures.
20.7%
100
Figure 5. 1992-93 to 1998-99 End-of-Grade Multiple-Choice Test Results
Percent of S tudents at or Above Achievement Level III
Reading and Mathematics
Grades 3-8
90
80
70
67.0 68.0 68.9
63.4 65.3
73.0 74.9
61.2
64.0
71.7
67.0 69.6
76.1
79.3
60
50
40
30
20
10
0
Reading
1992-93
100
1993-94
M athematics
Grades 3-8
1994-95
1995-96
1996-97
1997-98
Figure 6. 1992-93 to 1998-99 End-of-Grade Multiple-Choice Test Results
Percent of S tudents at or Above Level III in Both Reading and Mathematics
Grades 3-8
90
80
70
60
52.9
55.5
58.1
60.0
61.7
50
40
30
20
10
0
Grades 3-8
Note: Data received from LEAs after October 15, 1999 are not included in these figures.
66.3
69.1
1998-99
Figure 7. 1992-93 to 1998-99 End-of-Grade Multiple-Choice Test Results
Percent of S tudents at or Above Level III in Both Reading and Mathematics
Grades 3-8
100
90
80
69.1
70
66.3
60
55.5
52.9
61.7
60.0
58.1
L
L
L
L
L
L
L
50
40
0
1992-93
1993-94
1994-95
1995-96
1996-97
1997-98
1998-99
Figure 8. 1992-93 to 1998-99 End-of-Grade Multiple-Choice Test Results
Percent of S tudents at or Above Level III in Both Reading and Mathematics
Grades 3-8, for Black and White S tudents
100
90
80
76.7
70
60
50
66.2
63.4
WhiteL
52.9
StateL
L
55.5
L
68.9
L
58.1
L
70.9
L
60.0
L
72.7
L
L
66.3
61.7
L
30
0
30.1
BlackL
1992-93
32.0
L
1993-94
36.2
L
L
1994-95
1995-96
34.5
L
69.1 N=391,870
L
L
44.7
L
40
79.2 N*=288,048
48.5
L N=80,745
38.4
L
1996-97
1997-98
1998-99
Notes: *N counts equal the number of students at or above level III in both reading and mathematics for 1998-99. Previous years are comparable.
The inclusion of Black and White ethnic groups in this figure reflects their status as the largest ethnic groups in the state.
Data received from LEAs after October 15, 1999 are not included in these figures.
Figure 9. 1992-93 to 1998-99 End-of-Grade Multiple-Choice Test Results
Percent of S tudents at or Above Level III in Both Reading and Mathematics
Grades 3-8, By Ethnicity
100
90
80
79.2 N*=288,048
76.7
75.0 N=6,795
70
Asian 69.3
72.6
70.9
68.9
70.6
72.7
70.5
73.2
66.7
70.4 N=3,487
69.1 N=391,870
66.2
62.0
White 63.4
M ulti-Racial
60
61.8
60.0
66.3
61.7
58.1
55.6 N=4,504
55.5 N=8,185
55.5
State 52.9
50
50.1
Hispanic
49.5
52.0
50.4
48.7
48.5 N=80,745
47.3
44.7
42.9
40.7
40
American
Indian
30
0
30.7
30.1
38.4
36.9
33.3
32.0
34.5
1993-94
1994-95
36.2
Black
1992-93
1995-96
1996-97
Notes: *N counts equal the number of students at or above level III in both reading and mathematics for 1998-99. Previous years are comparable.
Asian and Hispanic results were not reported in 1992-93. Multi-Racial results were not reported in 1992-93, 1993-94, and 1994-95.
Data received from LEAs after October 15, 1999 are not included in this figure.
1997-98
1998-99
Figure 10. 1998-99 End-of-Grade Multiple-Choice Test Results
Minimum, Maximum, Median, and Mean Reading Scale Scores
Grades 3-8
210
200
190
180
170
168
169
164
160
•
150
140
164
•
•
142
140
8
130
163
137
•
•
136
136
Black
167,197
Hispanic
14,799
166
•
169
•
143
140
120
110
100
90
80
0
All Students
N=569,177
American Indian
N=8,121
Asian
N=9,093
•
90th Percentile
10th Percentile
25th Percentile 75th Percentile
Mean
Median
Multi-Racial
4,971
White
364,800
Figure 11. 1998-99 End-of-Grade Multiple-Choice Test Results
Minimum, Maximum, Median, and Mean Mathematics Scale Scores
Grades 3-8
210
200
190
180
185
182
180
176
175
177
172
170
160
•
•
•
•
•
•
•
150
9
144
140
140
130
138
144
137
135
139
120
110
100
90
80
0
All Students
N=571,041
American Indian
N=8,177
Asian
N=9,150
Black
168,117
Hispanic
14,939
•
10th Percentile
90th Percentile
25th Percentile 75th Percentile
Mean
Median
Multi-Racial
4,986
White
365,473
Figure 12. 1992-93 to 1998-99 End-of-Grade Multiple-Choice Test Results
Percent of S tudents at or Above Level III in Both Reading and Mathematics
Grades 3-8, By Disability
100
99
70
69.4 Not Exceptional
69.1 State
N*=295,420
N=391,870
66.5
66.3
61.7
60
58.1
55.5
52.9
60.0
58.9
61.3
56.5
53.2
53.1
51.9
50
50.3
Visually Impaired
N=140
49.5 Speech-Language Impaired
N=2,742
47.8
44.1
42.5 Orthopedically Impaired
N=111
41.2
40
39.3
38.5
38.3
40.6 Hearing Impaired N=306
39.4 Other Exceptional Classifications
N=389
37.1
35.9
35.1
35.0
30.6
32.0
30.5
29.6
33.8
31.7
30
28.6
26.4
27.4
32.6
31.8
24.2
20
18.7
17.1
15.4
10
0
12.7
11.9
1992-93
22.0
21.4
31.1
31.2 Specific Learning Disabled
N=2,171
N=12,299
N=41
23.1
22.0
33.8 Other Health Impaired
29.3 Traumatic Brain Injured
26.4
25.2
27.2
34.6
34.0
27.4
22.2
22.7 Behaviorally-Emotionally
Handicapped N=1,216
19.5
19.2
17.5
15.0
14.8
14.0
15.2
0.4
0.7
0.8
0.9
1993-94
1994-95
1995-96
1996-97
12.9
1.7
1997-98
2.4 Educable Mentally Handicapped
N=107
1998-99
Notes: Orthopedically Impaired, Traumatic Brain Injured, and Other Exceptional Classifications were not reported in 1992-93 and 1993-94. Educable Mentally Handicapped was not reported in 1992-93.
*N counts equal the number of students at or above level III in both reading and mathematics for 1998-99. Previous years are comparable.
Figure 13. 1997-98 to 1998-99 North Carolina High S chool Comprehensive Multiple-Choice Test Results
Percent of S tudents at Each Achievement Level in Reading
100
90
14.6
15.9
80
55.6%*
70
61.1%
41.0
45.2
60
50
40
30
32.5
10
30.2
44.4%
20
38.9%
11.9
8.8
1997-98
N=73,976
1998-99
N=75,660
0
Level I
Level II
Level III
Level IV
Figure 14. 1997-98 to 1998-99 North Carolina High S chool Comprehensive Multiple-Choice Test Results
Percent of S tudents at Each Achievement Level in Mathematics
100
90
16.0
19.4
80
70
60
38.8
54.9%*
61.4%
42.0
50
40
30
30.2
20
10
26.8
45.1%
38.6%
14.9
11.8
1997-98
N=73,635
1998-99
N=75,527
0
Notes: Due to rounding, data for some years may not add to 100%.
*Level I/II and Level III/IV percents are calculated based on actual N-counts and are not the sum of each percent.
Data received from LEAs after October 15, 1999 are not included in this figure.
Figure 15. 1994-95 to 1998-99 End-of-Course Multiple-Choice Test Results
Percent of S tudents at Each Achievement Level in the Ten Core Courses**
(Algebra I, Algebra II, Biology, Chemistry, ELP, English I,
Geometry, Physical S cience, Physics, and U.S . History)
1994-95
100
90
14.1
15.6
15.9
21.6
25.2
80
70
54.0%*
40.0
56.1%
40.5
60
49.7%
58.2%
61.7%
33.8
36.7
36.5
50
40
30
32.1
46.0%
20
10
0
34.4
27.9
25.1
43.9%
50.3%
41.8%
38.3%
16.0
13.9
29.6
13.2
12.2
15.9
Algebra I
Biology
ELP
English I
U.S. History
N=80,370
N=62,480
N=83,597
N=67,748
N=53,160
1995-96
100
90
14.4
15.8
15.9
21.1
22.7
80
70
49.4%
38.7
53.1%*
57.0%
55.8%
40.1
60
58.1%
33.5
37.0
34.3
50
40
30
31.8
46.9%
20
10
0
27.7
15.1
35.2
28.4
44.2%
29.2
43.1%
16.5
50.6%
41.9%
14.7
12.7
15.4
Algebra I
Biology
ELP
English I
U.S. History
N=82,635
N=77,420
N=82,577
N=85,411
N=65,725
Level I
Level II
Level III
Level IV
Notes: *Level I/II and Level III/IV percents are calculated based on actual N-counts and are not the sum of each percent.
**Beginning in the 1998-99 school year, Algebra II, Chemistry, Geometry, Physical Science, and Physics were mandated statewide. Data for
these tests are not available for 1994-95 through 1997-98.
Due to rounding, data for some courses may not add to 100%.
Data received from LEAs after October 15, 1999 are not included in these figures.
Figure 15. 1994-95 to 1998-99 End-of-Course Multiple-Choice Test Results
Percent of S tudents at Each Achievement Level in the Ten Core Courses**
(Algebra I, Algebra II, Biology, Chemistry, ELP, English I,
Geometry, Physical S cience, Physics, and U.S . History) (continued)
1996-97
100
90
15.8
17.4
15.6
21.4
24.7
80
70
60
55.5%*
57.0%
39.7
49.5%
62.6%
39.6
58.5%
33.8
37.1
37.9
50
40
30
30.6
44.6%
20
10
0
35.5
27.2
42.9%
14.0
15.7
Algebra I†
Biology †
N=83,777
N=78,725
50.5%
41.5%
37.4%
13.3
12.5
15.0
ELP
English I
U.S. History
N=82,611
N=89,500
N=68,613
1997-98
100
90
29.0
24.1
18.3
19.6
16.5
23.0
27.6
80
49.6%
70
60
61.6%*
59.0%
66.9%
40.7
41.9
60.7%
33.0
37.7
39.3
50
40
35.2
30
26.4
27.7
20
10
0
41.0%
38.4%
27.8
22.4
50.4%
39.3%
33.1%
14.6
10.8
10.7
11.4
15.2
U.S. History
Algebra I
Biology
ELP
English I
N=83,124
N=78,804
N=77,348
N=88,307
Level I
Level II
Level III
N=68,341
Level IV
Notes: *Level I/II and Level III/IV percents are calculated based on actual N-counts and are not the sum of each percent.
**Beginning in the 1998-99 school year, Algebra II, Chemistry, Geometry, Physical Science, and Physics were mandated statewide. Data for
these tests are not available for 1994-95 through 1997-98.
†Data for 1996-97 Algebra I and Biology reflect changes made after publication of the 1996-97 Report Card.
Due to rounding, data for some courses may not add to 100%.
Data received from LEAs after October 15, 1999 are not included in these figures.
Figure 15. 1994-95 to 1998-99 End-of-Course Multiple-Choice Test Results
Percent of S tudents at Each Achievement Level in the Ten Core Courses**
(Algebra I, Algebra II, Biology, Chemistry, ELP, English I,
Geometry, Physical S cience, Physics, and U.S . History) (continued)
1998-99
100
90
22.0
15.9
23.0
22.8
28.3
80
59.0%
70
60
57.7%
65.4%*
67.4%
41.8
36.0
43.4
60.5%
37.7
39.1
50
40
30
20
28.2
31.0
25.5
41.0%
34.6%
10
0
26.7
42.3%
22.5
39.5%
32.6%
14.1
12.9
Algebra II
Biology
Chemistry
ELP
N=48,956
N=76,872
N=41,261
N=77,740
9.1
10.0
Algebra I
N=87,404
10.1
100
90
16.1
20.9
25.2
17.3
28.2
80
58.4%
70
64.6%*
33.7
72.0%
39.5
37.5
60
51.0%
55.7%
39.4
50
43.8
40
30
20
26.1
34.6
31.7
30.6
41.6%
49.0%
44.3%
21.4
35.4%
28.0%
10
9.3
11.0
12.7
English I
Geometry
Physical Science
0
N=89,679
N=67,397
N=60,764
Level I
Level II
14.4
6.6
Physics
U.S. History
N=11,221
N=70,187
Level III
Level IV
Notes: *Level I/II and Level III/IV percents are calculated based on actual N-counts and are not the sum of each percent.
**Beginning in the 1998-99 school year, Algebra II, Chemistry, Geometry, Physical Science, and Physics were mandated statewide. Data for
these tests are not available for 1994-95 through 1997-98.
Due to rounding, data for some courses may not add to 100%.
Data received from LEAs after October 15, 1999 are not included in these figures.
Figure 16. 1994-95 to 1998-99 End-of-Course Multiple-Choice Test Results
Percent of S tudents at or Above Level III
by Course**
100
90
80
70
67.4
66.9
65.4
64.6
ELP
60
62.6
61.7
60.7
English I 58.2
Biology* 56.1
Algebra I* 54.0
58.1
58.5
57.0
55.8
57.0
59.0
57.7
55.5
53.1
51.0
50 U.S. History49.7
0
61.6
1994-95
49.4
49.5
49.6
1995-96
1996-97
1997-98
1998-99
Figure 17. 1994-95 to 1998-99 End-of-Course Multiple-Choice Test Results
Percent of S tudents at or Above Level III Across the Five Core Courses**
(Algebra I, Biology, ELP, English I, and U.S . History)
for Black and White Students
100
90
80
70
69.8
White 66.4
65.5
67.1
60
59.8
State 56.2
54.9
71.4 N=188,613
61.6 N=247,550
56.9
50
40
Black 33.5
30
0
1994-95
34.4
37.7
39.9 N=45,373
32.0
1995-96
1996-97
1997-98
1998-99
Notes: *Data for 1996-97 Algebra I and Biology reflect changes made after publication of the 1996-97 Report Card.
**As of 1998-99, five additional courses were mandated. Since there is no data available from 1994-95 through 1997-98 for these five courses, they are not
included in these figures.
The inclusion of Black and White ethnic groups in this figure reflects their status as the largest ethnic groups in the state.
N counts equal the number of students at or above level III across the five courses for 1998-99. Previous years are comparable.
Data received from LEAs after October 15, 1999 are not included in these figures.
100
Figure 18. 1994-95 to 1998-99 End-of-Course Multiple-Choice Test Results
Percent of S tudents at or Above Level III Across the Five Core Courses*
(Algebra I, Biology, ELP, English I, and U.S . History)
By Ethnicity
90
80
70
71.4 N=188,613
Asian 68.1
White 66.4
65.5
65.2
M ulti-Racial 61.0
60
State
50
69.8
56.2
67.1
65.6
66.2
66.4N=1,590
66.1 N=5,231
62.3
61.9
59.8
61.6 N=247,550
56.9
54.9
Hispanic 50.7
50.5
51.6 N=4,062
47.0
45.4
40
45.0N=2,398
41.5
American
Indian 38.2
Black 33.5
37.7
33.6
32.0
39.9 N=45,373
34.4
33.7
30
0
Notes:
1994-95
1995-96
1996-97
1997-98
*As of 1998-99, five additional courses were mandated. Since there is no data available from 1994-95 through 1997-98 for these five courses, they are not included in this figure.
Data for 1996-97 Algebra I and Biology reflect changes made after publication of the 1996-97 Report Card.
Multi-Racial results were not reported in 1994-95.
N counts equal the number of students at or above level III across the five core courses for 1998-99. Previous years are comparable.
Data received from LEAs after October 15, 1999 are not included in this figure.
1998-99
100
Figure 19. 1994-95 to 1998-99 End-of-Course Multiple-Choice Test Results
Percent of S tudents at or Above Level III Across the Five Core Courses*
(Algebra I, Biology, ELP, English I, and U.S . History)
59.8
By Disability
99
60
56.9
56.2
61.6 State
N=247,550
59.6 Not Exceptional
59.1 Visually Impaired
N=196,167
N=127
57.4
54.9
54.1
52.9
51.8
51.0
51.2
50
49.2
48.7
45.1
41.7 Other Exceptional Classifications
41.3
40
45.2 Orthopedically Impaired N=94
N=374
40.6
39.9
39.6
38.0
36.3 Other Health Impaired
35.2 Traumatic Brain Injured
34.9 Hearing Impaired
36.0
34.5
33.3
33.2
32.8
32.3
30
28.3
31.7
31.5
30.4
31.9
31.9
29.3
28.9
28.6
N=818
N=37
N=152
Speech-Language Impaired
31.0
N=77
30.4 Specific Learning Disabled
N=5,165
26.7
25.1
24.2
23.4
24.6
23.5
22.4
20.6
20
19.0
16.9
Behaviorally-Emotionally
N=444
Handicapped
17.3
15.3
10
4.6
3.1
3.6
4.3 Educable Mentally Handicapped
N=136
1.9
0
Notes:
1994-95
1995-96
1996-97
1997-98
1998-99
*As of 1998-99, five additional courses were mandated. Since there is no data available from 1994-95 through 1997-98 for these five courses, they are not included in this figure.
Data for 1996-97 Algebra I and Biology reflect changes made after publication of the 1996-97 Report Card.
N counts equal the number of students at or above level III across the five core courses for 1998-99. Previous years are comparable.
Data received from LEAs after October 15, 1999 are not included in this figure.