The 1999-00 North Carolina
State Testing Results
Multiple-Choice
Grade 3 Pretest, End-of-Grade, High School Comprehensive,
and End-of-Course Tests
January 2001
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
Website:www.ncpublicschools.org/
Acknowledgments
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, Hope Tesh, and Ken Barbour for their assistance in
preparing all phases of this publication; George Stubblefield for supplying the statistical data;
Anthony Wells, Betty Marsh, Mary Daly, and Erin Lyjak for creating the tables and figures, and
Andrea Barefoot, Laura Taylor, and Amy Aumiller for verifying accuracy of the numbers and
editing.
Abstract
The 1999-00 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
•
Grade 3 Pretest. 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 102,000 students during the first
three weeks of the 1999-00 school year.
•
End-of-Grade Tests. 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 curriculum based tests were
administered to over 580,000 students in grades 3 through 8 during the
last three weeks of the 1999-00 school year.
•
High School Comprehensive Test. 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 77,000
students in the last three weeks of April 2000.
•
Multiple-Choice End-of-Course Tests. 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 (ELPS); English I; Geometry; Physical Science;
Physics and U. S. History or the equivalent to over 652,000 students
within the last two weeks of instruction during the 1999-00 school
year.
•
Achievement Level III or Above. These results show that 69.8 percent
of students entering third grade scored at or above Achievement Level
III on the reading pretest while 76.9 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 1999-00 increased 2.4 percentage points from 1998-
99. The percent of students scoring at or above Achievement Level III
on the grade 3 mathematics pretest in 1999-00 increased 2.2
percentage points from 1998-99.
End-of-Grade
Findings
•
Mean Scale Scores. In these data, the grade 3 reading pretest mean
scale score increased from 138.1 in 1998-1999 to 138.7 in 1999-00.
The grade 3 mathematics pretest mean scale score increased from
130.9 in 1998-99 to 131.6 in 1999-00.
•
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 (56.9%), Black
(57.4%), and Hispanic (57.4%) subgroups had lower percentages
performing at Achievement Level III or above than the Multi-Racial
(72.8%), Asian (73.0%) and White (77.0%) subgroups in these data.
In mathematics, the Black (64.4%), American Indian (64.8%), and
Hispanic (70.4%) subgroups had lower percentages performing at
Achievement Level III or above than the Multi-Racial (79.4%), White
(83.8%), and Asian (84.3%) subgroups. In comparison to 1998-99, all
subgroups have higher percentages of students performing at
Achievement Level III or above in reading and mathematics in 199900, except for the Asian subgroup which remains the same in reading.
•
Achievement Level III or Above. Data from 1999-00 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 69.9 percent in 1999-00.
•
Mean Scale Scores. In these data, mean scale scores for reading
increased at least slightly from 1998-99 to 1999-00 at every grade
level except grade 6. Mean scale scores for mathematics increased at
every grade level. On average, student performance increased on endof-grade testing every year.
•
Gender. In 1999-00, a higher percentage of females (73.0%) than
males (66.9%) 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.
•
Ethnicity. Disparities in performance were present among subgroups.
The Black (49.6%), Hispanic (56.7%), and American Indian (56.3%)
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 (71.0%), Asian (77.2%) and White (80.2%)
subgroups in these data. However, each subgroup had a higher
percentage of students scoring at Achievement Level III or above than
in 1998-99.
High School
Comprehensive
Findings
•
Students with Limited English Proficiency. At grades 3-8 combined,
35.2 percent of students identified as limited English proficient scored
at Achievement Level III or above in reading and mathematics.
•
Students with Disabilities. At grades 3-8 combined, a total of 21,640
students with disabilities (24.3 percent) were excluded from
participation in the end-of-grade tests, reading and/or mathematics, by
Individualized Education Program (IEP) teams.
•
Title I and Migrant. At grades 3-8 combined, 61.7 percent of students
who performed at Achievement Level III or above in both reading and
mathematics are in a Schoolwide Title I program. For those receiving
services in a Migrant program, 52.6 percent of students at grades 3-8
performed at Achievement Level III or above in both reading and
mathematics.
•
Achievement Level III or Above. These results show that 61.7 percent
of students taking the high school comprehensive test scored at or
above Achievement Level III in reading while 64.7 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 1999-00 increased 0.6 percentage
points from 1998-99. The percent of students scoring at or above
Achievement Level III on the high school comprehensive test in
mathematics in 1999-00 increased 3.3 percentage points from 199899.
•
Mean Scale Scores. In these data, the high school comprehensive
mean scale score in reading increased from 164.8 in 1998-99 to 164.9
in 1999-00. The high school comprehensive mean scale score in
mathematics increased from 176.3 in 1998-99 to 177.5 in 1999-00.
•
Gender. A higher percentage of females than males performed at
Achievement Level III or above in reading and mathematics in these
data. The percent of females at Achievement Level III or above in
reading increased from 65.8 in 1998-99 to 66.8 in 1999-00. The
percent of males at Achievement Level III or above in reading
increased from 56.3 in 1998-99 to 56.6 in 1999-00. The percent of
females at Achievement Level III or above in mathematics increased
from 62.4 in 1998-99 to 66.2 in 1999-00. The percent of males at
Achievement Level III or above in mathematics increased from 60.4 in
1998-99 to 63.1 in 1999-00.
•
Ethnicity. Disparities in performance among subgroups were noted in
these results. In reading, the Black (39.4%), American Indian
(42.2%), and Hispanic (48.6%) subgroups had lower percentages
performing at Achievement Level III or above than the Asian (58.0%),
Multi-Racial (70.6%), and White (71.6%) subgroups. In mathematics,
the Black (40.8%), American Indian (45.0%), and Hispanic (53.5%)
subgroups had lower percentages performing at Achievement Level III
or above than the Multi-Racial (66.0%), Asian (73.4%), and White
(74.7%) subgroups in these data. In comparison to 1998-99, all
subgroup performance increased with the exception of the American
Indian and Asian subgroup performance in reading. In comparison to
1998-99, all subgroup performance increased with the exception of the
“Other” ethnic subgroup performance in mathematics.
•
Students with Limited English Proficiency. These results show that 0.8
percent of all students taking the high school comprehensive test were
identified as limited English proficiency in 1999-00 as compared to
0.6 percent in 1998-99. The approximate percent of exclusions from
taking the test, 0.2 percent, did not change from 1998-99. 24.6 percent
of students identified as limited English proficient in 1999-00 scored
at or above Achievement Level III reading, which was an increase of
0.8 percent from 1998-99. 40.7 percent of these students scored at or
above Achievement Level III in mathematics, which was an increase
of 7.2 percent from 1998-99.
•
Students with Disabilities. In these data, 7.8 percent of all students
taking the high school comprehensive test were identified as students
with disabilities in 1999-00 as compared to 6.7 percent in 1998-99. Of
these students, approximately 2.3 percent were excluded from testing
in 1999-00 as compared to approximately 1.7 percent in 1998-99.
•
Title I and Migrant. Among the students participating in a Schoolwide
Title I program, 43.9 percent performed at Achievement Level III or
above in reading and 45.8 performed at Achievement Level III or
above in mathematics. For those students receiving services in a
Migrant program, 36.7 percent performed at Achievement Level III or
above in reading and 54.1 percent performed at Achievement Level III
or above in mathematics
.
End-of-Course
Findings
•
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 and
1999-00 school years, 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 seven of the ten
End-of-Course tests in these data. The comparison of results from
1998-99 to 1999-00 is as follows: Algebra I increased from 65.4% to
68.9%; Algebra II increased from 59.0 to 62.7%; Biology decreased
from 57.7% to 57.6%; Chemistry increased from 60.5% to 62.0%;
Economic, Legal, and Political Systems decreased from 67.4% to
67.3%; English I increased from 64.6% to 68.4%; Geometry increased
from 58.4% to 60.0%; Physical Science increased from 55.7% to
57.1%; Physics increased from 72.0% to 72.9%; and U.S. History
decreased from 51.0% to 46.9%.
•
Mean Scale Scores. The mean scale score for Algebra I is 59.5; for
Algebra II is 61.1; for Biology, 56.1; for Chemistry is 58.1; for
Economic, Legal, and Political Systems is 55.1; for English I is 55.4;
for Geometry is 59.1; for Physical Science is 54.9; for Physics is 57.1;
and for U.S. History is 55.8. The mean scale scores from 1998-99 to
1999-00 increased with the exception of U.S. History.
•
Gender. A higher percentage of females than males performed at
Achievement Level III or above in Algebra I and English I in these
data. More males than females scored at or above Achievement Level
III on Algebra II; Biology; Chemistry; Economic, Legal, and Political
Systems; Geometry; Physical Science; Physics; and U.S. History endof-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 and Algebra II. On Biology;
Chemistry; Economic, Legal, and Political Systems; English I;
Geometry; Physical Science; Physics; 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 and Black subgroups.
•
Students with Limited English Proficiency. Among students meeting
the limited English proficiency requirement in 1999-00, the highest
average performance was on Algebra I, with 66.3 percent scoring at
Achievement Level III or above. Performance on the other end-ofcourse test are as follows: Physics (65.8%); Algebra II (57.5%);
Geometry (50.8%); Chemistry (49.1%); Economic, Legal, and
Political Systems (31.0%); English I (23.4%); U.S. History (22.5%);
Physical Science (20.6%); and Biology (19.7%) test results showed
lower percentages of these students scoring at Achievement Level III
or above in these data. The percent of students classified as limited
English proficient on end-of-course tests in 1999-00 ranges from 0.3
percent in Algebra II, Chemistry, and Physics to 0.9 percent in
Physical Science.
•
Students with Disabilities. The percent of students identified as
students with disabilities in end-of-course tests in 1999-00 varied from
1.2 percent in Physics to 9.4 percent in English I. In 1998-99, the
percents varied from 1.0 in Physics to 8.7 percent in English I.
•
Title I. Among the students participating in a Schoolwide Title I
program, a higher percentage of students scored at or above
Achievement Level III in Physics (65.0%), Algebra I (64.3%), and
ELP (55.7%) than in Algebra II (49.8%), English I (49.1%), Chemistry
(44.6%), Biology (38.0%), and Geometry (36.6%). Students enrolled
in US History (35.0%) and Physical Science (32.2%) had the lowest
percentages at or above Achievement Level III.
•
Migrant. This data shows that of the students receiving services in a
Migrant program, a higher percentage of these students scored at or
above Achievement Level III in Algebra I (57.7%), and ELPS (57.4%).
53.3 percent of these students tested in English I and Biology scored at
or above Achievement Level III while Physics (52.6%), and Chemistry
(50.0%) had percentages at or above 50 percent. Students enrolled in
Geometry (49.0%), Physical Science (44.3%), US History (36.0%),
and Algebra II (23.2%) had the fewest students scoring at or above
Achievement Level III.
The 1999-00 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 ..................................................................................................................... 97
Frequency Distribution .......................................................................................................... 103
Student Performance by LEA................................................................................................ 115
High School Comprehensive Multiple-Choice Test Results................................................. 189
Statewide Summary............................................................................................................... 191
Goal Summaries ................................................................................................................... 204
Frequency Distribution .......................................................................................................... 205
Student Performance by LEA................................................................................................ 208
End-of-Course Multiple-Choice Test Results........................................................................ 233
Statewide Summary............................................................................................................... 235
Goal Summaries .................................................................................................................... 271
Frequency Distribution .......................................................................................................... 281
Student Performance by LEA................................................................................................ 291
Appendix................................................................................................................................... 417
List of Charter Schools.......................................................................................................... 419
List of Tables
Grade 3 Pretest Results
Table 1. 1996-97 to 1999-00 Grade 3 Pretest Multiple-Choice Results, Statewide Summary,
Reading and Mathematics................................................................................................... 21
Table 2. 1996-97 to 1999-00 Grade 3 Pretest Multiple-Choice Results, Percent of
Students at Each Achievement Level by Gender and Ethnicity, Reading .......................... 22
Table 3. 1996-97 to 1999-00 Grade 3 Pretest Multiple-Choice Results, Percent of
Students at Each Achievement Level by Gender and Ethnicity, Mathematics ................... 23
Table 4. 1999-00 Grade 3 Pretest Multiple-Choice Results, Performance of Academically
Gifted, Exceptional, Limited English Proficient, and Title I Students.................................30
Table 5. 1999-00 Grade 3 Pretest Multiple-Choice Results, Performance of Students Using
Accommodations..................................................................................................................31
Table 6. 1999-00 Grade 3 Pretest Multiple-Choice Results, Excluded Students ..............................32
Table 7. 1999-00 Grade 3 Pretest Goal Summary Report ................................................................. 33
Table 8. 1999-00 Grade 3 Pretest Distribution of Scale Scores - Reading........................................ 34
Table 9. 1999-00 Grade 3 Pretest Distribution of Scale Scores - Mathematics................................. 35
End-of-Grade Test Results
Table 1. 1999-00 End-of-Grade Multiple-Choice Test Results, Statewide Summary,
Reading and Mathematics................................................................................................... 45
Table 2. 1992-93 to 1999-00 End-of-Grade Multiple-Choice Test Results, Statewide
Summary of Student Performance, Reading ......................................................................46
Table 3. 1992-93 to 1999-00 End-of-Grade Multiple-Choice Test Results, Statewide
Summary of Student Performance, Mathematics ...............................................................47
Table 4. 1992-93 to 1999-00 End-of-Grade Multiple-Choice Test Results, Statewide
Summary of Student Performance, Reading.......................................................................48
Table 5. 1992-93 to 1999-00 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 1999-00 End-of-Grade Multiple-Choice Test Results,
Percent of Students at Each Achievement Level by Grade, Reading .................................53
Table 8. 1992-93 to 1999-00 End-of-Grade Multiple-Choice Test Results,
Percent of Students at Each Achievement Level by Grade, Mathematics ..........................54
Table 9. 1999-00 End-of-Grade Multiple-Choice Test Results, Percent of Students by
Achievement Level, by Grade and Ethnicity ......................................................................72
Table 10. 1999-00 End-of-Grade Multiple-Choice Test Results, Percent of Students by
Achievement Level, by Grade and Gender........................................................................73
Table 11. 1999-00 End-of-Grade Multiple-Choice Test Results, Performance of Academically
Gifted, Exceptional, Limited English Proficient, and Title I Students, Grades 3-8............74
Table 12. 1999-00 End-of-Grade Multiple-Choice Test Results, Performance of Students
Using Accommodations, Grades 3-8 ...............................................................................78
Table 13. 1999-00 End-of-Grade Multiple-Choice Test Results, Excluded Students, Grades 3-8 ...82
Table 14. 1999-00 End-of-Grade Multiple-Choice Test Results, Characteristics and
Performance of Grade 3 Students ....................................................................................85
Table 15. 1999-00 End-of-Grade Multiple-Choice Test Results, Characteristics and
Performance of Grade 4 Students ....................................................................................86
Table 16. 1999-00 End-of-Grade Multiple-Choice Test Results, Characteristics and
Performance of Grade 5 Students ....................................................................................87
Table 17. 1999-00 End-of-Grade Multiple-Choice Test Results, Characteristics and
Performance of Grade 6 Students ....................................................................................88
Table 18. 1999-00 End-of-Grade Multiple-Choice Test Results, Characteristics and
Performance of Grade 7 Students ....................................................................................89
Table 19. 1999-00 End-of-Grade Multiple-Choice Test Results, Characteristics and
Performance of Grade 8 Students ....................................................................................90
Table 20. 1999-00 Number of Students Tested, Excluded, and Absent, End-of-Grade 3 ................91
Table 21. 1999-00 Number of Students Tested, Excluded, and Absent, End-of Grade 4 ................92
Table 22. 1999-00 Number of Students Tested, Excluded, and Absent, End-of Grade 5 ................93
Table 23. 1999-00 Number of Students Tested, Excluded, and Absent, End-of Grade 6 ................94
Table 24. 1999-00 Number of Students Tested, Excluded, and Absent, End-of Grade 7 ................95
ii
Table 25. 1999-00 Number of Students Tested, Excluded, and Absent, End-of Grade 8 ................96
Table 26. 1999-00 End-of-Grade Grade 3 Goal Summary Report ................................................... 97
Table 27. 1999-00 End-of-Grade Grade 4 Goal Summary Report ................................................... 98
Table 28. 1999-00 End-of-Grade Grade 5 Goal Summary Report ................................................... 99
Table 29. 1999-00 End-of-Grade Grade 6 Goal Summary Report ...................................................100
Table 30. 1999-00 End-of-Grade Grade 7 Goal Summary Report ...................................................101
Table 31. 1999-00 End-of-Grade Grade 8 Goal Summary Report ...................................................102
Table 32. 1999-00 End-of-Grade Distribution of Scale Scores, Grade 3 Reading ...........................103
Table 33. 1999-00 End-of-Grade Distribution of Scale Scores, Grade 3 Mathematics....................104
Table 34. 1999-00 End-of-Grade Distribution of Scale Scores, Grade 4 Reading ...........................105
Table 35. 1999-00 End-of-Grade Distribution of Scale Scores, Grade 4 Mathematics................... 106
Table 36. 1999-00 End-of-Grade Distribution of Scale Scores, Grade 5 Reading .......................... 107
Table 37. 1999-00 End-of-Grade Distribution of Scale Scores, Grade 5 Mathematics....................108
Table 38. 1999-00 End-of-Grade Distribution of Scale Scores, Grade 6 Reading ...........................109
Table 39. 1999-00 End-of-Grade Distribution of Scale Scores, Grade 6 Mathematics....................110
Table 40. 1999-00 End-of-Grade Distribution of Scale Scores, Grade 7 Reading ...........................111
Table 41. 1999-00 End-of-Grade Distribution of Scale Scores, Grade 7 Mathematics....................112
Table 42. 1999-00 End-of-Grade Distribution of Scale Scores, Grade 8 Reading ...........................113
Table 43. 1999-00 End-of-Grade Distribution of Scale Scores, Grade 8 Mathematics....................114
Table 44. 1999-00 End-of-Grade Multiple-Choice Test Results, Grade 3 Mean Scale Score by
LEA - Reading .................................................................................................................115
Table 45. 1999-00 End-of-Grade Multiple-Choice Test Results, Grade 3 Mean Scale Score by
LEA - Mathematics..........................................................................................................116
Table 46. 1999-00 End-of-Grade Multiple-Choice Test Results, Grade 4 Mean Scale Score by
LEA - Reading ............................................................................................................... 117
iii
Table 47. 1999-00 End-of-Grade Multiple-Choice Test Results, Grade 4 Mean Scale Score by
LEA - Mathematics........................................................................................................ 118
Table 48. 1999-00 End-of-Grade Multiple-Choice Test Results, Grade 5 Mean Scale Score by
LEA - Reading ............................................................................................................... 119
Table 49. 1999-00 End-of-Grade Multiple-Choice Test Results, Grade 5 Mean Scale Score by
LEA - Mathematics........................................................................................................ 120
Table 50. 1999-00 End-of-Grade Multiple-Choice Test Results, Grade 6 Mean Scale Score by
LEA - Reading................................................................................................................. 121
Table 51. 1999-00 End-of-Grade Multiple-Choice Test Results, Grade 6 Mean Scale Score by
LEA - Mathematics ......................................................................................................... 122
Table 52. 1999-00 End-of-Grade Multiple-Choice Test Results, Grade 7 Mean Scale Score by
LEA - Reading................................................................................................................. 123
Table 53. 1999-00 End-of-Grade Multiple-Choice Test Results, Grade 7 Mean Scale Score by
LEA - Mathematics ......................................................................................................... 124
Table 54. 1999-00 End-of-Grade Multiple-Choice Test Results, Grade 8 Mean Scale Score by
LEA - Reading................................................................................................................. 125
Table 55. 1999-00 End-of-Grade Multiple-Choice Test Results, Grade 8 Mean Scale Score by
LEA - Mathematics ......................................................................................................... 126
Table 56a-f. 1999-00 End-of-Grade Multiple-Choice Test Results for LEAs, Grade 3 Reading
and Mathematics, by Region....................................................................................... 127
Table 57a-f. 1999-00 End-of-Grade Multiple-Choice Test Results for LEAs, Grade 4 Reading
and Mathematics, by Region....................................................................................... 134
Table 58a-f. 1999-00 End-of-Grade Multiple-Choice Test Results for LEAs, Grade 5 Reading
and Mathematics, by Region....................................................................................... 141
Table 59a-f. 1999-00 End-of-Grade Multiple-Choice Test Results for LEAs, Grade 6 Reading
and Mathematics, by Region....................................................................................... 148
Table 60a-f. 1999-00 End-of-Grade Multiple-Choice Test Results for LEAs, Grade 7 Reading
and Mathematics, by Region....................................................................................... 155
Table 61a-f. 1999-00 End-of-Grade Multiple-Choice Test Results for LEAs, Grade 8 Reading
and Mathematics, by Region....................................................................................... 162
iv
High School Comprehensive Test Results
Table 1. 1997-98 to 1999-00 North Carolina High School Comprehensive Multiple-Choice
Test Results, Statewide Summary, Reading and Mathematics ......................................... 191
Table 2. 1997-98 to 1999-00 North Carolina High School Comprehensive Multiple-Choice
Test Results, Percent of Students at Each Achievement Level by Gender and
Ethnicity, Reading............................................................................................................. 192
Table 3. 1997-98 to 1999-00 North Carolina High School Comprehensive Multiple-Choice
Test Results, Percent of Students at Each Achievement Level by Gender and
Ethnicity, Mathematics ..................................................................................................... 193
Table 4. 1999-00 North Carolina High School Comprehensive Multiple-Choice Test Results,
Performance of Academically Gifted, Exceptional, Limited English Proficient and
Title I Students....................................................................................................................200
Table 5. 1999-00 North Carolina High School Comprehensive Multiple-Choice Test Results,
Performance of Students Using Accommodations .............................................................201
Table 6. 1999-00 North Carolina High School Comprehensive Multiple-Choice Test Results,
Numbers of Excluded Students ..........................................................................................202
Table 7. 1999-00 North Carolina High School Comprehensive Multiple-Choice Test Results,
Characteristics and Performance.........................................................................................203
Table 8. 1999-00 North Carolina High School Comprehensive Test Goal Summary Report...........204
Table 9. 1999-00 North Carolina High School Comprehensive Test, Distribution of Scale
Scores – Reading.................................................................................................................205
Table 10. 1999-00 North Carolina High School Comprehensive Test, Distribution of Scale
Scores – Mathematics........................................................................................................206
Table 11. 1999-00 North Carolina High School Comprehensive Multiple-Choice Test Results,
Mean Scale Score by LEA - Reading ................................................................................208
Table 12. 1999-00 North Carolina High School Comprehensive Multiple-Choice Test Results,
Mean Scale Score by LEA - Mathematics.........................................................................209
Table 13a-f. 1999-00 Multiple-Choice Test Results for LEAs, North Carolina High School
Comprehensive Test, Reading, by Region....................................................................210
Table 14a-f. 1999-00 Multiple-Choice Test Results for LEAs, North Carolina High School
Comprehensive Test, Mathematics, by Region.............................................................217
v
End-of-Course Test Results
Table 1. 1990-91 to 1999-00 End-of-Course Multiple-Choice Test Results, Statewide
Summary........................................................................................................................... .235
Table 2. 1999-00 End-of-Course Multiple-Choice Test Results, Percent of Students at or
Above Level III, by Ethnicity..............................................................................................236
Table 3. 1999-00 End-of-Course Multiple-Choice Test Results, Achievement Level Ranges by
Course .................................................................................................................................237
Table 4. 1999-00 End-of-Course Multiple-Choice Test Results, Percent of Students by
Achievement Level, by Course and Ethnicity.....................................................................244
Table 5. 1999-00 End-of-Course Multiple-Choice Test Results, Percent of Students by
Achievement Level, by Course and Gender........................................................................246
Table 6. 1999-00 End-of-Course Multiple-Choice Test Results, Performance of Academically
Gifted, Exceptional, Limited English Proficient and Title I Students, by Course............ .247
Table 7. 1999-00 End-of-Course Multiple-Choice Test Results, Performance of Students
Using Accommodations, by Course ................................................................................. .252
Table 8. 1999-00 End-of-Course Multiple-Choice Test Results, Excluded Students, by Course .....257
Table 9. 1999-00 End-of-Course Multiple-Choice Test Results, Characteristics and
Performance of Students Taking Algebra I.........................................................................261
Table 10. 1999-00 End-of-Course Multiple-Choice Test Results, Characteristics and
Performance of Students Taking Algebra II ......................................................................262
Table 11. 1999-00 End-of-Course Multiple-Choice Test Results, Characteristics and
Performance of Students Taking Biology..........................................................................263
Table 12. 1999-00 End-of-Course Multiple-Choice Test Results, Characteristics and
Performance of Students Taking Chemistry.................................................................... .264
Table 13. 1999-00 End-of-Course Multiple-Choice Test Results, Characteristics and
Performance of Students Taking Economic, Legal and Political Systems...................... .265
Table 14. 1999-00 End-of-Course Multiple-Choice Test Results, Characteristics and
Performance of Students Taking English I...................................................................... .266
Table 15. 1999-00 End-of-Course Multiple-Choice Test Results, Characteristics and
Performance of Students Taking Geometry ......................................................................267
vi
Table 16. 1999-00 End-of-Course Multiple-Choice Test Results, Characteristics and
Performance of Students Taking Physical Science ......................................................... 268
Table 17. 1999-00 End-of-Course Multiple-Choice Test Results, Characteristics and
Performance of Students Taking Physics ........................................................................ 269
Table 18. 1999-00 End-of-Course Multiple-Choice Test Results, Characteristics and
Performance of Students Taking U.S. History ................................................................ 270
Table 19. 1999-00 End-of-Course Goal Summary Report, Algebra I ............................................ 271
Table 20. 1999-00 End-of-Course Goal Summary Report, Algebra II ........................................... 272
Table 21. 1999-00 End-of-Course Goal Summary Report, Biology............................................... 273
Table 22. 1999-00 End-of-Course Goal Summary Report, Chemistry........................................... 274
Table 23. 1999-00 End-of-Course Goal Summary Report, Economic, Legal, and Political
Systems............................................................................................................................ 275
Table 24. 1999-00 End-of-Course Goal Summary Report, English I............................................. 276
Table 25. 1999-00 End-of-Course Goal Summary Report, Geometry ........................................... 277
Table 26. 1999-00 End-of-Course Goal Summary Report, Physical Science ................................ 278
Table 27. 1999-00 End-of-Course Goal Summary Report, Physics ............................................... 279
Table 28. 1999-00 End-of-Course Goal Summary Report, U.S. History ....................................... 280
Table 29. 1999-00 End-of-Course Distribution of Scale Scores, Algebra I ................................... 281
Table 30. 1999-00 End-of-Course Distribution of Scale Scores, Algebra II .................................. 282
Table 31. 1999-00 End-of-Course Distribution of Scale Scores, Biology...................................... 283
Table 32. 1999-00 End-of-Course Distribution of Scale Scores, Chemistry.................................. 284
Table 33. 1999-00 End-of-Course Distribution of Scale Scores, Economic, Legal and Political
Systems .......................................................................................................................... 285
Table 34. 1999-00 End-of-Course Distribution of Scale Scores, English I.................................... 286
Table 35. 1999-00 End-of-Course Distribution of Scale Scores, Geometry................................... 287
Table 36. 1999-00 End-of-Course Distribution of Scale Scores, Physical Science........................ 288
vii
Table 37. 1999-00 End-of-Course Distribution of Scale Scores, Physics ...................................... 289
Table 38. 1999-00 End-of-Course Distribution of Scale Scores, U.S. History .............................. 290
Table 39. 1999-00 End-of-Course Multiple-Choice Test Results, Algebra I – Mean Scale
Score by LEA................................................................................................................. 291
Table 40. 1999-00 End-of-Course Multiple-Choice Test Results, Algebra II – Mean Scale
Score by LEA................................................................................................................. 292
Table 41. 1999-00 End-of-Course Multiple-Choice Test Results, Biology – Mean Scale Score
by LEA........................................................................................................................... 293
Table 42. 1999-00 End-of-Course Multiple-Choice Test Results, Chemistry – Mean Scale
Score by LEA................................................................................................................. 294
Table 43. 1999-00 End-of-Course Multiple-Choice Test Results, Economic, Legal and
Economic Systems – Mean Scale Score by LEA........................................................... 295
Table 44. 1999-00 End-of-Course Multiple-Choice Test Results, English I – Mean Scale
Score by LEA................................................................................................................. 296
Table 45. 1999-00 End-of-Course Multiple-Choice Test Results, Geometry – Mean Scale
Score by LEA................................................................................................................. 297
Table 46. 1999-00 End-of-Course Multiple-Choice Test Results, Physical Science – Mean
Scale Score by LEA ....................................................................................................... 298
Table 47. 1999-00 End-of-Course Multiple-Choice Test Results, Physics – Mean Scale Score
by LEA........................................................................................................................... 299
Table 48. 1999-00 End-of-Course Multiple-Choice Test Results, U.S. History – Mean Scale
Score by LEA................................................................................................................. 300
Table 49a-f. 1999-00 End-of-Course Multiple-Choice Test Results for LEAs, Algebra I, by
Region ......................................................................................................................... 301
Table 50a-f. 1999-00 End-of-Course Multiple-Choice Test Results for LEAs, Algebra II, by
Region ......................................................................................................................... 309
Table 51a-f. 1999-00 End-of-Course Multiple-Choice Test Results for LEAs, Biology, by
Region ......................................................................................................................... 316
Table 52a-f. 1999-00 End-of-Course Multiple-Choice Test Results for LEAs, Chemistry, by
Region ......................................................................................................................... 323
Table 53a-f. 1999-00 End-of-Course Multiple-Choice Test Results for LEAs, ELP, by Region... 330
viii
Table 54a-f. 1999-00 End-of-Course Multiple-Choice Test Results for LEAs, English I, by
Region ......................................................................................................................... 338
Table 55a-f. 1999-00 End-of-Course Multiple-Choice Test Results for LEAs, Geometry, by
Region ......................................................................................................................... 346
Table 56a-f. 1999-00 End-of-Course Multiple-Choice Test Results for LEAs, Physical Science,
by Region ................................................................................................................... 354
Table 57a-f. 1999-00 End-of-Course Multiple-Choice Test Results for LEAs, Physics, by
Region ......................................................................................................................... 362
Table 58a-f. 1999-00 End-of-Course Multiple-Choice Test Results for LEAs, U.S. History, by
Region ......................................................................................................................... 368
List of Figures
Introduction
Figure 1. 1996-97 to 1999-00 Grade 3 Pretest Multiple-Choice Results, Percent of Students at
Each Achievement Level in Reading.................................................................................... 3
Figure 2. 1996-97 to 1999-00 Grade 3 Pretest Multiple-Choice Results, Percent of Students at
Each Achievement Level in Mathematics............................................................................. 3
Figure 3. 1992-93 to 1999-00 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 1999-00 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 1999-00 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 1999-00 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 1999-00 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 1999-00 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
ix
Figure 9. 1992-93 to 1999-00 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. 1999-00 End-of-Grade Multiple-Choice Test Results: Minimum, Maximum,
Median, and Mean Reading Scale Scores, Grades 3-8 ...................................................... 8
Figure 11. 1999-00 End-of-Grade Multiple-Choice Test Results: Minimum, Maximum,
Median, and Mean Mathematics Scale Scores, Grades 3-8 ............................................... 9
Figure 12. 1992-93 to 1999-00 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 1999-00 North Carolina High School Comprehensive Multiple-Choice
Test Results, Percent of Students at Each Achievement Level in Reading ..................... 11
Figure 14. 1997-98 to 1999-00 North Carolina High School Comprehensive Multiple-Choice
Test Results, Percent of Students at Each Achievement Level in Mathematics.............. 11
Figure 15. 1994-95 to 1999-00 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, ELPS, English I, Geometry, Physical Science,
Physics, and U.S. History) ............................................................................................... 12
Figure 16. 1994-95 to 1999-00 End-of-Course Multiple-Choice Test Results, Percent of
Students at or Above Level III, by Course....................................................................... 16
Figure 17. 1994-95 to 1999-00 End-of-Course Multiple-Choice Test Results, Percent of
Students at or Above Level III Across the Five Core Courses (Algebra I, Biology,
ELPS, English I, and U.S. History), for Black and White Students ................................ 16
Figure 18. 1994-95 to 1999-00 End-of-Course Multiple-Choice Test Results, Percent of
Students at or Above Level III Across the Five Core Courses (Algebra I, Biology,
ELPS, English I, and U.S. History), by Ethnicity ............................................................ 17
Figure 19. 1994-95 to 1999-00 End-of-Course Multiple-Choice Test Results, Percent of
Students at or Above Level III Across the Five Core Courses (Algebra I, Biology,
ELPS, English I, and U.S. History), by Disability ........................................................... 18
Grade 3 Pretest Results
Figure 1. 1997-98 to 1999-00 Grade 3 Pretest Multiple-Choice Results, Percent of Students at
or Above Level III in Reading, by Ethnicity....................................................................... 24
Figure 2. 1997-98 to 1999-00 Grade 3 Pretest Multiple-Choice Results, Percent of Students at
or Above Level III in Mathematics, by Ethnicity................................................................ 24
x
Figure 3. 1999-00 Grade 3 Pretest Multiple-Choice Results, Percent of Students at or Above
Level III in Reading and Mathematics, by Ethnicity .......................................................... 25
Figure 4. 1999-00 Grade 3 Pretest Multiple-Choice Results, Percent of Students at or Above
Level III in Reading, by Gender and Ethnicity ................................................................... 26
Figure 5. 1999-00 Grade 3 Pretest Multiple-Choice Results, Percent of Students at or Above
Level III in Mathematics, by Gender and Ethnicity............................................................ 27
Figure 6. 1999-00 Grade 3 Pretest Multiple-Choice Results, Percent of Students at Each
Achievement Level in Reading, by Gender and Ethnicity.................................................. 28
Figure 7. 1999-00 Grade 3 Pretest Multiple-Choice Results, Percent of Students at Each
Achievement Level in Mathematics, by Gender and Ethnicity .......................................... 29
End-of-Grade Test Results
Figure 1. 1999-00 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. 1999-00 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 1999-00 End-of-Grade Multiple-Choice Test Results, Percent of Students
at or Above Levels III in Both Reading and Mathematics, Grades 3-8 .............................. 57
Figure 4. 1992-93 to 1999-00 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. 1998-99 to 1999-00 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. 1998-99 to 1999-00 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 1999-00 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 1999-00 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
xi
Figure 9. 1997-98 to 1999-00 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 1999-00 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 1999-00 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 1999-00 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 1999-00 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 5 ..................................................................................... 64
Figure 14. 1995-96 to 1999-00 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. 1999-00 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. 1999-00 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. 1999-00 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. 1999-00 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. 1999-00 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 1999-00 End-of-Grade Multiple-Choice Test Results, Gains in Mean
Scale Scores - Reading, Grades 3-8 ................................................................................. 71
Figure 21. 1992-93 to 1999-00 End-of-Grade Multiple-Choice Test Results, Gains in Mean
Scale Scores - Mathematics, Grades 3-8.......................................................................... 71
xii
High School Comprehensive Test Results
Figure 1. 1998-99 to 1999-00 North Carolina High School Comprehensive Multiple-Choice
Test Results, Percent of Students at or Above Level III in Reading, by Ethnicity ........... 194
Figure 2. 1998-99 to 1999-00 North Carolina High School Comprehensive Multiple-Choice
Test Results, Percent of Students at or Above Level III in Mathematics, by Ethnicity.... 194
Figure 3. 1999-00 North Carolina High School Comprehensive Multiple-Choice Test Results,
Percent of Students at or Above Level III in Reading and Mathematics, by Ethnicity..... 195
Figure 4. 1999-00 North Carolina High School Comprehensive Multiple-Choice Test Results,
Percent of Students at or Above Level III in Reading, by Gender and Ethnicity.............. 196
Figure 5. 1999-00 North Carolina High School Comprehensive Multiple-Choice Test Results,
Percent of Students at or Above Level III in Mathematics, by Gender and
Ethnicity............................................................................................................................ 197
Figure 6. 1999-00 North Carolina High School Comprehensive Multiple-Choice Test Results,
Percent of Students at Each Achievement Level in Reading, by Gender and Ethnicity... 198
Figure 7. 1999-00 North Carolina High School Comprehensive Multiple-Choice Test Results,
Percent of Students at Each Achievement Level in Mathematics, by Gender and
Ethnicity............................................................................................................................ 199
End of Course Test Results
Figure 1. 1998-1999 to 1999-00 End-of-Course Multiple-Choice Test Results, Percent of
Students at or Above Level III in Algebra I, by Ethnicity................................................. 238
Figure 2. 1999-00 End-of-Course Multiple-Choice Test Results, Percent of Students at or
Above Level III in Algebra II, by Ethnicity ...................................................................... 238
Figure 3. 1998-1999 to 1999-00 End-of-Course Multiple-Choice Test Results, Percent of
Students at or Above Level III in Biology, by Ethnicity................................................... 239
Figure 4. 1999-00 End-of-Course Multiple-Choice Test Results, Percent of Students at or
Above Level III in Chemistry, by Ethnicity...................................................................... 239
Figure 5. 1998-99 to 1999-00 End-of-Course Multiple-Choice Test Results, Percent of
Students at or Above Level III in Economic, Legal, and Political Systems, by
Ethnicity............................................................................................................................ 240
Figure 6. 1998-99 to 1999-00 End-of-Course Multiple-Choice Test Results, Percent of
Students at or Above Level III in English I, by Ethnicity ................................................. 240
xiii
Figure 7. 1999-00 End-of-Course Multiple-Choice Test Results, Percent of Students at or
Above Level III in Geometry, by Ethnicity....................................................................... 241
Figure 8. 1999-00 End-of-Course Multiple-Choice Test Results, Percent of Students at or
Above Level III in Physical Science, by Ethnicity............................................................ 241
Figure 9. 1999-00 End-of-Course Multiple-Choice Test Results, Percent of Students at or
Above Level III in Physics, by Ethnicity .......................................................................... 242
Figure 10. 1998-99 to 1999-00 End-of-Course Multiple-Choice Test Results, Percent of
Students at or Above Level III for U.S. History, by Ethnicity ....................................... 242
Figure 11. 1998-99 to 1999-00 End-of-Course Multiple-Choice Test Results, Percent of
Students at or Above Level III Across the Five Core Courses (Algebra I, Biology,
ELPS, English I, and U.S. History) by Ethnicity ........................................................... 243
Figure 12. 1998-99 to 1999-00 End-of-Course Multiple-Choice Test Results, Percent of
Students at or Above Level III Across the Five Core Courses (Algebra I, Biology,
ELPS, English I, and U.S. History) by Gender .............................................................. 243
xiv
Introduction
The 1999-00 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 1999-00 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 1999
test administration; the end-of-grade spring 2000 test administration; the high school
comprehensive spring 2000 test administration; and the end-of-course summer 1999, fall
1999, and spring 2000 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-of-course test data can occur when students re-take courses
and, therefore, are required to re-take the test. Test data were reconciled with school
systems’ test data through September 14, 2000 (the cutoff for the 1999-00 school year
reporting.)
The general focus of the 1999-00 State Testing Results is on student performance
on multiple-choice tests administered during the 1999-00 school year. However, many
data are reported across years in order to show gains and trends in student performance.
Student absolute performance and growth are the key components of the State Board of
Education’s ABCs of Public Education school-level accountability program. Schoollevel 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-to-grade, 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-ofgrade 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 defined in the North Carolina Standard
Course of Study. The frequency distributions provide state-level summary statistics for
1999-00.
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 (ELPS); English
I; English II; Geometry; Physical Science; Physics; and U.S. History. In 1995-96 under
1
the ABCs plan, end-of-course tests were reduced to include Algebra I, Biology,
Economic, Legal and Political Systems (ELPS), English I, and U.S. History. For the
1999-00 school year, the following ten end-of-course tests were mandated: Algebra I;
Algebra II; Biology; Chemistry; Economic, Legal, and Political Systems (ELPS); 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 1999-00 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 1997-98.
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 in grade 10, and end-of-course multiple-choice tests from
1991 to 2000 with a focus on reports of the 1999-00 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.
2
Figure 1. 1996-97 to 1999-00 Grade 3 Pretest Multiple-Choice Results
Percent of S tudents at Each Achievement Level in Reading
100
90
25.3
25.8
26.2
28.5
80
70
65.3%*
50
69.8%
67.4%
65.3%
60
39.5
40.1
41.1
23.4
23.4
22.5
41.3
40
30
20
10
0
34.7%
34.7%
21.2
32.6%
11.3
11.3
10.2
9.1
1996-97
1997-98
1998-99
1999-00
N = 94,551
N = 99,583
N = 101,394
N = 102,143
Level I
Level II
Level III
30.3%
Level IV
Figure 2. 1996-97 to 1999-00 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
35.2
70
50
40.6
74.7%
71.5%
70.3%*
60
41.3
41.8
76.9%
41.7
40
30
20
23.5
10
0
23.1
29.7%
28.5%
6.2
5.4
1996-97
N = 94,846
20.6
25.3%
19.7
1997-98
4.6
1998-99
3.3
1999-00
N = 99,801
N = 101,639
N = 102,309
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 Septem ber 14, 2000 are not included in these figures.
3
23.0%
Figure 3. 1992-93 to 1999-00 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
70
63.4%*
60
65.3%
40.2
68.0%
67.0%
41.0
41.2
50
41.6
68.9%
33.7
35.4
74.9%
73.0%
75.6%
39.8
40.0
41.2
40.1
40
30
26.3
20
24.9
24.1
34.7%
36.6%
22.6
32.0%
33.0%
10
0
23.3
31.1%
20.2
27.0%
10.3
9.8
8.9
8.7
8.5
6.8
1992-93
1993-94
1994-95
1995-96
1996-97
N=504,508
N=512,592
N=519,704
N=529,710
N=546,496
Level I
Level II
19.5
18.9
24.4%
25.1%
5.6
5.5
1997-98
1998-99
1999-00
N=554,903
N=569,177
N=580,118
Level III
Level IV
Figure 4. 1992-93 to 1999-00 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
42.2
70
60
67.0%
64.0%
61.2%*
40.4
40.2
39.9
50
69.6%
40.3
71.7%
76.1%
80.2%
79.3%
38.9
39.3
40
39.0
38.0
30
28.0
20
25.8
38.7%
24.3
33.0%
36.0%
22.3
30.4% 20.9
10
28.3% 18.5 23.9% 16.3
20.7% 15.7
19.8%
10.7
10.2
8.7
8.1
7.4
5.5
1992-93
1993-94
1994-95
1995-96
1996-97
1997-98
1998-99
1999-00
N=501,336
N=512,572
N=519,644
N=529,959
N=547,238
N=556,418
N=556,418
N=582,005
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 Septem ber 14, 2000 are not included in these figures.
4
4.5
4.1
Figure 5. 1992-93 to 1999-00 End-of-Grade Multiple-Choice Test Results
Percent of S tudents at or Above Level III
Reading and Mathematics
Grades 3-8
100
90
80
70
63.4
68.0 68.9
65.3 67.0
75.6
73.0 74.9
61.2
64.0
67.0
69.6 71.7
76.1
79.3 80.2
60
50
40
30
20
10
0
Reading
M athematics
Grades 3-8
100
1992-93
1994-95
1996-97
1998-99
1993-94
1995-96
1997-98
1999-00
Figure 6. 1992-93 to 1999-00 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
60.0 61.7
58.1
52.9 55.5
66.3
69.1 69.9
50
40
30
20
10
0
1992-93 1993-94 1994-95 1995-96 1996-97 1997-98 1998-99 1999-2000
Grades 3-8
Note: Data received from LEAs after September 14, 2000 are not included in these figures.
5
Figure 7. 1992-93 to 1999-00 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
70
69.1
69.9
L
L
1998-99
1999-00
66.3
60
55.5
52.9
50
L
L
L
L
L
61.7
60.0
58.1
L
40
0
1992-93
1993-94
1994-95
1995-96
1996-97
1997-98
Figure 8. 1992-93 to 1999-00 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
70
66.2
63.4
L
60 White
52.9
50
79.2
80.2
69.1
69.9
48.5
49.6
44.7
L
1997-98
1998-99
1999-00
76.7
L
L
55.5
L
68.9
L
58.1
L
72.7
70.9
L
L
L
66.3
61.7
60.0
L
L
L
L N*=292,587
L N=404,016
L
L
State
L N=84,693
L
40
30.1
30
0
32.0
L
L
1992-93
1993-94
34.5
38.4
36.2
L
L
L
1994-95
1995-96
Black
1996-97
Notes: *N counts equal the number of students at or above level III in both reading and mathematics for 1999-00. Previous years are com parable.
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 Septem ber 14, 2000 are not included in these figures.
6
Figure 9. 1992-93 to 1999-00 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
76.7
75.0
72.6
70
Asian
69.3
68.9
70.9
72.7
70.5
70.6
73.2
70.4
66.7
69.1
66.2
White
62.0
63.4
M ulti-Racial 61.8
60
60.0
61.7
55.6
55.5
55.5
State 52.9
50.1
Hispanic
49.5
71.0N=4,650
69.9
N=404,016
66.3
58.1
50
80.2
N*=292,587
77.2
N=7,435
52.0
50.4
48.7
48.5
47.3
56.7 N=9,929
56.3 N=4,656
49.6
N=84,693
44.7
42.9
40.7
40
American
Indian
30
0
30.7
30.1
36.9
33.3
38.4
36.2
34.5
32.0
Black
1992-93
1993-94
1994-95
1995-96
1996-97
1997-98
Notes: *N counts equal the number of students at or above level III in both reading and mathematics for 1999-00. Previous years are com parable.
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 September 14, 2000 are not included in this figure.
1998-99
1999-00
Figure 10. 1999-00 End-of-Grade Multiple-Choice Test Results
Minimum, Maximum, Median, and Mean Reading Scale Scores
Grades 3-8, by Ethnicity
210
200
190
180
170
168
169
164
160
•
150
140
164
•
•
142
140
130
163
138
•
•
136
137
167
•
170
•
144
140
8
120
110
100
90
80
0
All Students
N=580,118
American Indian
N=8,290
Asian
N=9,676
Black
N=171,677
Hispanic
N=17,587
•
90th Percentile
10th Percentile
25th Percentile 75th Percentile
Mean
Median
Multi-Racial
N=6,581
White
N=366,161
Figure 11. 1999-00 End-of-Grade Multiple-Choice Test Results
Minimum, Maximum, Median, and Mean Mathematics Scale Scores
Grades 3-8, by Ethnicity
210
200
190
180
191
184
181
176
175
178
173
170
160
•
•
•
•
•
•
•
150
145
140
145
141
139
9
130
138
136
139
120
110
100
90
80
0
All Students
N=582,005
American Indian
N=8,344
Asian
N=9,722
Black
N=172,582
Hispanic
N=17,739
•
10th Percentile
90th Percentile
25th Percentile 75th Percentile
Mean
Median
Multi-Racial
N=6,598
White
N=366,868
Figure 12. 1992-93 to 1999-00 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
66.5
61.7
60.0
58.9
60
69.1
66.3
61.3
58.1
56.5
55.9 Visually Impaired
55.5
52.9
50
70.0 Not Exceptional N*=300,729
69.9 State N=404,016
53.2
53.1
51.9
50.3
N=151
52.3 Speech-Language Im paired
N=2,889
49.5
47.8
44.1
42.5
40.6
39.4
41.2
40
39.3
38.5
35.1
32.6
30.6
30
28.6
26.4
27.4
31.8
26.4
25.2
27.2
24.2
23.1
22.0
20
22.0
21.4
18.7
17.1
19.2
14.0
15.2
15.4
12.7
11.9
32.0
30.5
29.6
12.9
36.2 Other Health Im paired
34.6
35.0
33.8
31.7
N=320
38.3
37.1
35.9
42.8 Other Exceptional Classifications
N=583
42.2 Orthopedically Impaired
N=114
42.1 Hearing Im paired
34.0
31.1
N=2,784
33.8
33.3Specific Learning Disabled
N=13,493
31.2
29.3
29.0 Traumatic Brain Inj ured
22.7
24.4
Behaviorally -Em otionally
Handicapped
N=45
27.4
22.2
N=1,307
19.5
17.5
15.0
14.8
10
0
1992-93
0.4
0.7
0.8
0.9
1993-94
1994-95
1995-96
1996-97
1.7
1997-98
2.4
3.3
Educable Mentally Handicapped
N=141
1998-99
1999-00
Notes: Orthopedically Impaired, Traumatic Brain Inj ured, 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 num ber of students at or above level III in both reading and mathematics for 1999-00. Previous years are com parable.
Figure 13. 1997-98 to 1999-00 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
16.4
80
55.6%*
70
61.1%
41.0
61.8%
45.2
60
45.4
50
40
30
32.5
10
30.2
44.4%
20
29.4
38.9%
38.2%
11.9
8.8
8.8
1997-98
N=73,976
1998-99
N=75,660
1999-00
N=77,360
0
Level I
Level II
Level III
Level IV
Figure 14. 1997-98 to 1999-00 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
22.1
80
70
60
38.8
61.4%
54.9%*
64.7%
42.0
42.6
50
40
30
30.2
20
10
26.8
45.1%
24.8
38.6%
35.3%
14.9
11.8
10.5
1997-98
N=73,635
1998-99
N=75,527
1999-00
N=77,096
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 Septem ber 14, 2000 are not included in this figure.
11
Figure 15. 1994-95 to 1999-00 End-of-Course Multiple-Choice Test Results
Percent of S cores at Each Achievement Level in the Ten Core Courses**
(Algebra I, Algebra II, Biology, Chemistry, ELPS , English I,
Geometry, Physical Science, Physics, and U.S . History)
1994-95
100
90
14.1
15.6
15.9
21.6
25.2
80
70
40.0
54.0%*
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
ELPS
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
0
15.1
35.2
28.4
44.2%
46.9%
20
10
27.7
29.2
43.1%
16.5
50.6%
41.9%
14.7
12.7
15.4
Algebra I
Biology
ELPS
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 , Phy sical Science, and Phy sics 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 September 14, 2000 are not included in these figures.
12
Figure 15. 1994-95 to 1999-00 End-of-Course Multiple-Choice Test Results
Percent of S cores at Each Achievement Level in the Ten Core Courses**
(Algebra I, Algebra II, Biology, Chemistry, ELPS , English I,
Geometry, Physical Science, 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
50.5%
41.5%
37.4%
N=78,725
13.3
12.5
15.0
ELPS
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
70
60
61.6%*
59.0%
66.9%
40.7
41.9
60.7%
49.6%
33.0
37.7
39.3
50
40
35.2
30
26.4
27.7
20
41.0%
38.4%
50.4%
39.3%
33.1%
10
14.6
10.8
0
27.8
22.4
10.7
11.4
15.2
U.S. History
Algebra I
Biology
ELPS
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 , Phy sical Science, and Phy sics 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 September 14, 2000 are not included in these figures.
13
Figure 15. 1994-95 to 1999-00 End-of-Course Multiple-Choice Test Results
Percent of S cores at Each Achievement Level in the Ten Core Courses**
(Algebra I, Algebra II, Biology, Chemistry, ELPS , English I,
Geometry, Physical Science, 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
ELPS
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 , Phy sical Science, and Phy sics 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 September 14, 2000 are not included in these figures.
14
Figure 15. 1994-95 to 1999-00 End-of-Course Multiple-Choice Test Results
Percent of S cores at Each Achievement Level in the Ten Core Courses**
(Algebra I, Algebra II, Biology, Chemistry, ELPS , English I,
Geometry, Physical Science, Physics, and U.S . History) (continued)
1999-00
100
16.7
90
22.8
26.7
30.1
28.8
80
62.6%
70
68.9%*
57.6%
62.1%
39.3
35.9
50
67.3%
40.9
60
38.5
38.8
40
30
20
29.3
22.1
28.3
31.1%
10
0
26.4
42.4%
37.3%
37.9%
23.3
32.7%
13.1
11.5
Algebra II
Biology
Chemistry
ELPS
N=52,451
N=80,549
N=42,605
N=78,992
9.0
9.0
Algebra I
N=90,109
9.4
100
90
28.0
14.3
16.0
23.6
28.0
80
60.0%
70
68.4%*
60
50
46.9%
57.0%
32.6
72.9%
41.0
36.4
40.4
44.9
40
36.5
30
30.3
20
24.2
31.8
39.9%
31.6%
21.5
10
0
53.1%
42.9%
7.4
9.6
11.1
English I
Geometry
Physical Science
N=93,434
N=64,572
N=67,066
27.0%
16.6
5.5
Physics
N=11,429
U.S. History
N=70,930
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 , Phy sical Science, and Phy sics 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 September 14, 2000 are not included in these figures.
15
Level I
Level II
Level III
Level IV
Figure 16. 1994-95 to 1999-00 End-of-Course Multiple-Choice Test Results
Percent of S tudents at or Above Level III
by Course**
100
90
80
70
68.9
68.4
67.3
67.4
66.9
65.4
64.6
62.6
ELPS 61.7
60
English I 58.2
Biology * 56.1
54.0
Algebra I*
58.1
57.0
55.8
61.6
60.7
59.0
58.5
57.0
55.5
57.7
57.6
53.1
51.0
50
49.7
49.4
49.6
49.5
U.S. History
46.9
0
1994-95
1995-96
1996-97
1997-98
1998-99
1999-00
Figure 17. 1994-95 to 1999-00 End-of-Course Multiple-Choice Test Results
Percent of S tudents at or Above Level III Across the Five Core Courses**
(Algebra I, Biology, ELPS , English I, and U.S . History)
for Black and White S tudents
100
90
80
70
White
66.4
60
69.8
65.5
59.8
54.9
72.2 N=188,613
61.6
62.5 N=247,550
39.9
40.9
1998-99
1999-00
67.1
State
56.2
71.4
56.9
50
40
Black
33.5
30
0
1994-95
37.7
32.0
1995-96
N=45,373
34.4
1996-97
1997-98
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 num ber of students at or above level III across the five courses for 1998-99. Previous years are comparable.
Data received from LEAs after Septem ber 14, 2000 are not included in these figures.
16
100
Figure 18. 1994-95 to 1999-00 End-of-Course Multiple-Choice Test Results
Percent of S tudents at or Above Level III Across the Five Core Courses*
(Algebra I, Biology, ELPS , English I, and U.S . History)
By Ethnicity
90
80
70
Asian 68.1
White 66.4
State 56.2
50
72.2
66.4
66.6 N=1,955
69.8
65.5
65.2
M ulti-Racial 61.0
60
71.4
67.1
65.6
62.3
66.2
61.9
66.1
61.6
N=196,965
66.3 N=5,489
62.5
N=258,711
59.8
56.9
54.9
Hispanic
50.7
50.5
51.6
51.1
N=4,841
47.0
45.4
40
45.0
American
Indian
38.2
Black 33.5
41.5
37.7
33.6
32.0
39.9
42.4 N=2,433
40.9
N=46,898
34.4
33.7
30
0
1994-95
Notes:
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.
Multi-Racial results were not reported in 1994-95.
N counts equal the num ber of students at or above level III across the five core courses for 1998-99. Previous years are comparable.
Data received from LEAs after Septem ber 14, 2000 are not included in this figure.
1999-00
100
Figure 19. 1994-95 to 1999-00 End-of-Course Multiple-Choice Test Results
Percent of S tudents at or Above Level III Across the Five Core Courses*
(Algebra I, Biology, ELPS , English I, and U.S . History)
By Disability
61.6
99
60
59.8
56.9
56.2
54.9
62.5 State
59.6
59.1
57.4
N=258,711
60.9 Not Exceptional
N=206,972
56.9
Visually Impaired
N=128
54.1
52.9
51.8
51.0
51.2
50
49.2
48.7
45.1
41.7
41.3
40
45.2
40.6
39.9
39.6
42.0 Orthopedically Impaired
N=94
40.3 Other Exceptional Classifications
N=405
38.0
36.3
35.2
34.9
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
36.6
36.1
Hearing Im paired N=154
Other Health Impaired N=946
33.8 Speech-Language Im paired
N=103
31.0
30.4
31.5 Specific Learning Disabled
N=6,037
26.7
25.1
24.2
23.4
24.6
23.5
22.4
22.2 Traumatic Brain Injured
21.8 Behaviorally -Emotionally
20.6
20
Handicapped
N=22
N=495
19.0
16.9
17.3
15.3
10
3.1
5.3
4.6
4.3
1997-98
1998-99
3.6
1.9
0
1994-95
Notes:
1995-96
1996-97
Educable Mentally Handicapped
N=164
1999-00
*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 num ber of students at or above level III across the five core courses for 1998-99. Previous years are comparable.
Data received from LEAs after September 14, 2000 are not included in this figure.