Grade 3 Pretest
Multiple-Choice
Test Results
Table 1. 1996-97 to 2000-01 Grade 3 Pretest Multiple-Choice Results
Statewide Summary
Reading and Mathematics
Reading
Mathematics
Number
Tested
Percent Students at
Achievement Levels
III, IV
Number
Tested
Percent Students at
Achievement Levels
III, IV
Mean Scale
Score
Standard
Deviation
Mean Scale
Score
Standard
Deviation
94,551
65.3%
94,846
70.3%
137.8
8.6
130.0
8.2
99,583
65.3%
99,801
71.5%
137.7
8.5
130.2
8.0
101,394
67.4%
101,639
74.7%
138.1
8.5
130.9
7.9
1999-00
102,143
138.7
69.8%
8.6
102,309
131.6
76.9%
7.8
2000-01
102,200
71.1%
102,484
79.2%
138.9
8.4
236.1
8.1
1996-97
25
1997-98
1998-99
Notes: The North Carolina mathematics tests measure the competencies in the 1998 North Carolina mathematics curriculum beginning in the 2000-01 school year.
Prior to 2000-01, the grade 3 pretest mathematics scale score range was 105 to 154; beginning in 2000-01, the grade 3 pretest mathematics scale score
range is 211 to 260. The adjusted achievement level ranges for mathematics generated in September 2001 were used to calculate all 2001 data in this publication.
Data received from LEAs and charter schools after August 2001 are not included in this table.
Prepared by the NCDPI Division of Accountability Services/Testing Section.
Table 2. 1996-97 to 2000-01 Grade 3 Pretest Multiple-Choice Results
Percent of Students at Each Achievement Level by Gender and Ethnicity
Reading
Achievement Levels
All Students Female Male
Level I
Level II
Students performing at Achievement Level II demonstrate
inconsistent mastery of knowledge and skills in the subject area and
are minimally prepared to be successful at the next grade level.
26
Level III
Students performing at Achievement Level III consistently
demonstrate mastery of the grade level subject matter and skills
and are well-prepared for the next grade level.
Level IV
Students performing at Achievement Level IV consistently
perform in a superior manner clearly beyond that required to be
proficient at grade level work.
Asian
Black
MultiHispanic Racial White
1998
11.3
11.3
8.8
8.9
13.7
13.7
17.6
17.8
8.4
7.3
17.4
17.5
16.0
17.9
12.2
10.5
8.2
7.9
1999
10.2
7.7
12.5
15.2
7.7
15.3
14.4
8.7
7.4
2000
9.1
7.1
11.1
13.4
7.5
13.8
14.2
8.0
6.4
2001
8.2
6.3
10.1
13.7
5.2
12.6
11.4
7.9
5.9
1997
1998
23.4
23.4
20.6
20.8
26.2
25.9
31.7
30.4
18.7
19.6
32.3
32.2
33.9
30.6
23.1
21.9
18.8
18.7
1999
22.5
20.0
24.8
31.1
19.3
30.8
31.5
20.8
17.9
2000
21.1
18.3
23.7
29.8
19.5
28.8
28.5
19.2
16.6
2001
20.6
17.8
23.3
26.0
19.0
29.2
30.2
19.0
15.7
1997
1998
39.5
40.1
41.5
42.4
37.5
37.8
39.0
39.7
40.7
42.1
39.0
39.2
36.8
38.7
43.2
41.6
39.7
40.5
1999
41.1
42.6
39.7
39.7
39.5
41.6
40.3
42.2
41.0
2000
41.3
42.7
39.8
40.9
38.3
43.3
42.0
43.2
40.2
2001
42.7
44.4
41.1
45.4
42.0
44.3
44.8
43.1
41.9
1997
1998
25.8
25.3
29.1
27.9
22.7
22.7
11.7
12.1
32.2
31.1
11.3
11.1
13.4
12.8
21.5
25.9
33.3
32.8
1999
26.2
29.6
23.0
14.0
33.6
12.3
13.8
28.3
33.7
2000
28.5
31.8
25.3
15.9
34.7
14.1
15.4
29.7
36.8
2001
28.5
31.6
25.5
15.0
33.8
13.8
13.7
30.0
36.5
1997
Students performing at Achievement Level I do not have
sufficient mastery of knowledge and skills in the subject area to be
successful at the next grade level.
American
Indian
Grade 3 Pretest Achievement Level Ranges - Reading
Level I
Level II
Level III
Level IV
119-127
128-132
133-144
145-162
Notes: Percents are rounded to the nearest tenth. Due to rounding, data may not add to 100%.
Data received from LEAs and charter schools after August 2001 are not included in this table.
Prepared by the NCDPI Division of Accountability Services/Testing Section
Table 3. 1996-97 to 2000-01 Grade 3 Pretest Multiple-Choice Results
Percent of Students at Each Achievement Level by Gender and Ethnicity
Mathematics
Achievement Levels
All Students Female Male
American
Indian
Asian
Black
MultiHispanic Racial White
1997
6.2
5.4
6.9
8.6
2.6
10.9
9.7
5.2
3.8
1998
5.4
4.7
6.1
7.6
2.8
9.6
7.4
4.0
3.3
1999
4.6
4.0
5.2
7.5
1.8
8.3
6.7
4.7
2.7
2000
3.3
2.9
3.8
6.6
1.4
5.9
4.8
1.8
2.0
2001
2.0
1.6
2.4
3.3
1.0
3.7
2.8
1.6
1.1
1997
23.5
22.5
24.6
37.2
16.4
35.4
32.0
24.7
17.5
Students performing at Achievement Level II demonstrate
1998
inconsistent mastery of knowledge and skills in the subject area
and are minimally prepared to be successful at the next grade level.
23.1
22.2
24.0
33.8
16.2
34.3
33.2
23.5
17.1
1999
20.6
19.5
21.7
31.1
14.4
31.0
28.5
18.1
15.1
2000
19.7
18.6
20.8
28.6
14.3
29.8
24.8
18.9
14.2
2001
18.9
40.6
17.8
41.6
19.9
39.5
28.4
41.2
13.5
40.0
31.1
41.8
25.2
42.9
18.3
44.0
12.4
39.9
41.3
42.6
40.0
43.5
38.4
44.1
43.1
45.3
39.8
1999
41.8
42.9
40.8
43.5
40.5
46.1
46.3
44.3
39.5
2000
41.7
42.7
40.7
42.2
36.4
47.4
48.0
44.4
38.5
1997
43.4
29.7
44.9
30.5
41.9
28.9
46.6
13.0
40.6
41.0
49.7
11.9
50.3
15.5
44.4
26.1
40.1
38.7
1998
30.2
30.5
39.9
15.2
42.6
12.0
16.2
27.2
39.7
1999
32.9
33.6
32.3
17.9
43.3
14.7
18.5
32.8
42.7
2000
35.3
35.8
34.7
22.7
47.9
16.9
22.4
35.0
45.3
2001
35.8
35.7
35.9
21.7
44.9
15.5
21.7
35.7
46.5
Level I
Students performing at Achievement Level I do not have
sufficient mastery of knowledge and skills in the subject area to be
successful at the next grade level.
Level II
Level III
1997
Students performing at Achievement Level III consistently
demonstrate mastery of the grade level subject matter and skills and 1998
are well-prepared for the next grade level.
2001
Level IV
Students performing at Achievement Level IV consistently
perform in a superior manner clearly beyond that required to be
proficient at grade level work.
Grade 3 Pretest Achievement Level Ranges - Mathematics
Level I
211-219
Level II
220-229
Level III
Level IV
230-239
240-260
Notes: Percents are rounded to the nearest tenth. Due to rounding, data may not add to 100%.
Data received from LEAs and charter schools after August 2001 are not included in this table.
Prepared by the NCDPI Division of Accountability Services/Testing Section.
Table 4. 2000-01 Grade 3 Pretest Multiple-Choice Results
Performance of Academically Gifted, Exceptional, Limited English Proficient and Title I Students
Category
All Students
Not Exceptional
Academically Gifted
Percent At or
Percent At or
Number
Above Level III Above Level III
Tested Percent**
Reading
Mathematics
Average
Average
Scale Score
Scale Score
Reading Mathematics***
102,200
100.0
71.1
79.2
138.9
236.1
87,312
85.7
73.1
80.3
139.0
236.1
4,304
4.2
98.5
99.3
149.3
246.4
10,247
563
135
905
4,602
2,819
54
970
60
15
109
1
13
1
410
10.1
0.6
0.1
0.9
4.5
2.8
0.1
1.0
0.1
0.0
0.1
0.0
0.0
0.0
0.4
43.4
36.1
55.6
18.8
35.4
64.5
50.0
43.4
60.0
*
50.5
*
*
*
58.5
61.5
54.1
62.1
17.0
64.5
73.0
72.2
61.4
59.0
*
57.1
*
*
*
71.8
133.4
132.2
134.8
129.3
132.1
137.1
134.9
133.1
135.5
*
134.3
*
*
*
135.9
232.1
230.5
231.9
224.4
232.4
234.7
233.8
231.5
230.5
*
231.7
*
*
*
233.7
2,150
2.1
46.2
65.9
133.3
232.0
Not Served by Title1
57,285
56.1
76.4
84.3
140.3
237.6
Schoolwide Title 1 Program
40,741
39.9
65.2
73.2
137.2
234.3
3,425
3.4
55.7
66.2
135.5
232.9
859
0.8
55.2
66.2
135.0
232.8
Students with Disabilities
Behaviorally-Emotionally Handicapped
Hearing Impaired
Educable Mentally Handicapped
Specific Learning Disabled
Speech-Language Impaired
Visually Impaired
Other Health Impaired
Orthopedically Impaired
Traumatic Brain Injured
Autistic
Severe/Profound Mentally Disabled
Multihandicapped
Deaf-Blind
Section 504
Limited English Proficient
Targeted Assistance
Migrant
101,863
Notes: *No scores are reported for groups with fewer than thirty students.
**Percent for "Not Exceptional" through "Deaf-Blind" is based on the sum of the students in those categories.
Percent for "Section 504" through "Migrant" is based on the number tested in the "All Students" category.
"Not Exceptional," "Academically Gifted" and "Students with Disabilities" do not sum to "All Students" because some answer sheets did not
indicate whether or not students were classified as exceptional. The "All Students" and "Not Exceptional" categories are added for
comparison purposes.
Data received from LEAs and charter schools after August 2001 are not included in this table.
***The adjusted achievement level ranges for mathematics generated in September 2001 were used to calculate all 2001 data.
Prepared by the NCDPI Division of Accountability Services/Testing Section.
34
Table 5. 2000-01 Grade 3 Pretest Multiple-Choice Results
Performance of Students Using Accommodations
Category
All Students
Braille Edition
Large Print
Assistive Technology
Cranmer Abacus
Dictation to Scribe
Interpreter Signs Test**
Magnification Devices
Student Marks in Test Book
Test Administrator Reads Test Aloud**
Use of Typewriter or Word Processor
Hospital/Home Testing
Multiple Test Sessions
Scheduled Extended Time
Testing in a Separate Room
English/Native Language Dictionary/
Electronic Translator
Percent At or Percent At or Average
Average
Scale Score
Above Level III Above Level III Scale Score
Number
Reading
Mathematics Reading Mathematics***
Tested Percent
102,200
100.0
71.1
79.2
138.9
236.1
5
63
34
4
120
22
16
4,072
5,441
4
3
1,710
6,186
6,142
92
0.0
0.3
0.1
0.0
0.5
0.1
0.1
17.0
22.8
0.0
0.0
7.2
25.9
25.7
0.4
*
50.8
32.4
*
30.8
*
*
36.1
30.4
*
*
33.9
36.1
35.5
41.3
*
66.7
62.9
*
55.3
*
*
62.8
63.2
*
*
60.0
62.9
62.0
80.4
*
135.2
131.8
*
131.1
*
*
132.1
131.2
*
*
131.8
132.0
132.0
132.7
*
233.3
231.0
*
231.0
*
*
232.0
232.0
*
*
231.7
232.0
231.8
233.9
Notes: * No scores are reported for groups with fewer than thirty students.
**The "Interpreter Signs Test" and "Test Administrator Reads Test Aloud" accommodations are prohibited from use during the
administration of state tests that measure reading skills.
Accommodations are available for students with disabilities, limited English proficiency or temporary disabilities.
***The adjusted achievement level ranges for mathematics generated in September 2001 were used to calculate all 2001 data.
All data are rounded to the nearest tenth, therefore, accommodation categories may not sum to 100%.
Data received from LEAs and charter schools after August 2001 are not included in this table.
Prepared by the NCDPI Division of Accountability Services/Testing Section.
35
Table 6. 2000-01 Grade 3 Pretest Multiple-Choice Test Results
Participation of Students with Special Needs**
Grade 3 Pretest
Statewide*
All Students with IEPs
Standard Administration
With Accommodations
Alternate Assessments
NCAAP***
Behaviorally-Emotionally Disabled
Hearing Impaired
Educable Mentally Disabled
Specific Learning Disabled
Speech-Language Impaired
Visually impaired
Other Health Impaired
Orthopedically Impaired
Traumatic Brain Injured
Autistic
Severe/Profound Mentally Disabled
Multihandicapped
Deaf-Blind
Trainable Mentally Disabled
All Students Identified Only Under Section 504**
Standard Administration
With Accommodations
Alternate Assessments
NCAAP***
All Limited English Proficient Students**
Standard Administration
With Accommodations
Not Participating
First Year
Second Year
Reading
Tested
Percent
Mathematics
Tested
Percent
106,621
100.0
106,621
100.0
12,398
10,247
6,150
11.6
9.6
5.8
12,398
10,247
6,150
11.6
9.6
5.8
140
6
4
31
7
1
0
5
1
0
32
38
15
0
0
0.1
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
140
6
4
31
7
1
0
5
1
0
32
38
15
0
0
0.1
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
436
410
285
0.4
0.4
0.3
436
411
285
0.4
0.4
0.3
4
0.0
4
0.0
3,007
2,150
1,107
2.8
2.0
1.0
3,007
2,165
1,107
2.8
2.0
1.0
536
330
0.5
0.3
536
330
0.5
0.3
Notes: *Actual student membership is used for the statewide N-counts.
**Due to miscoding or rounding, some columns may not add up to the total. These data represent coding on the 2000-01 grade 3 pretest answer sheets.
These data do not reflect the actual number of alternate assessments scored in the 2000-01 school year.
***NCAAP is the North Carolina Alternate Assessment Portfolio.
Data received from LEAs and charter schools after August 2001 are not included in this table.
Prepared by the NCDPI Division of Accountability Services/Testing Section.
36
Table 7. 2000-01 Grade 3 Pretest Goal Summary Report
Developmental Score
Number of
Mean
Observations*
READING (Average of Averages)
138.9
102,200
GOAL 1: Use strategies and processes that enhance control
of communications skills development.
# of
Items
Percent
Correct**
28
0
GOAL 2: Use language for the acquisition, interpretation,
and application of information.
70
53.2
Obj 2.1: Identify, collect or select information
and ideas.
31
57.6
Obj 2.2: Analyze, synthesize, and organize information
and ideas and discover related ideas, concepts
or generalizations.
33
50.9
Obj 2.3: Apply, extend and expand on information and
concepts.
6
42.6
14
35.6
GOAL 3: Use language for critical analysis and
evaluation.
MATHEMATICS (Average of Averages)
236.1
102,484
40
Math Calculator Inactive
36
63.7
Math Calculator Active
84
59.3
GOAL 1: Identify and use numbers to less than 10,000.
45
64.6
GOAL 2: Understand and use basic geometric properties and
standard units of measurement.
42
59.2
GOAL 3: Understand classification, pattern
and seriation.
21
58.9
GOAL 4: Understand data collection, display and interpretation.
12
53.4
NUMBER OF
STUDENTS
TAKING FORM
D
------34,139
E
------34,386
F
------33,959
Notes: * “Number of Observations” includes students who attempted at least one item on the test.
**“ Percent Correct” is the number of correct responses to an item divided by the number of students who took that item summed over all
items for a goal or objective divided by the number of items for that goal or objective.
Data received from LEAs and charter schools after August 2001 are not included in this table.
Prepared by the NCDPI Division of Accountability Services/Testing Section.
37
Table 8. 2000-01 Grade 3 Pretest Distribution of Scale Scores - Reading
NUMBER OF
STUDENTS WITH
VALID SCORES*
138.9
MEAN
HIGH SCORE
162
LOW SCORE
119
102,200
STANDARD
DEVIATION
8.4
VARIANCE
71.1
STATE
PERCENTILES
90
75
50 (MEDIAN)
25
10
SCALE
SCORE
150.51
145.53
138.67
131.18
127.90
FREQUENCY DISTRIBUTION
SCALE
SCORE
162
160
158
157
156
155
154
153
152
151
150
149
148
147
146
145
144
143
142
141
140
139
138
137
136
135
134
133
132
131
130
129
128
127
126
125
124
123
122
121
120
LESS THAN 120
FREQUENCY
12
59
443
484
1008
1599
316
2306
2162
1856
1658
4135
2651
1992
5004
3401
2057
5709
4142
4424
1932
4519
4611
1724
4605
4153
1986
3764
2108
5644
3679
5135
4502
4907
2008
244
675
308
161
65
14
38
CUMULATIVE
FREQUENCY
102200
102188
102129
101686
101202
100194
98595
98279
95973
93811
91955
90297
86162
83511
81519
76515
73114
71057
65348
61206
56782
54850
50331
45720
43996
39391
35238
33252
29488
27380
21736
18057
12922
8420
3513
1505
1261
586
278
117
52
38
PERCENT
CUMULATIVE
PERCENT
1996 STATE
PERCENTILE
0.01
0.06
0.43
0.47
0.99
1.56
0.31
2.26
2.12
1.82
1.62
4.05
2.59
1.95
4.90
3.33
2.01
5.59
4.05
4.33
1.89
4.42
4.51
1.69
4.51
4.06
1.94
3.68
2.06
5.52
3.60
5.02
4.41
4.80
1.96
0.24
0.66
0.30
0.16
0.06
0.01
0.04
100.00
99.99
99.93
99.50
99.02
98.04
96.47
96.16
93.91
91.79
89.98
88.35
84.31
81.71
79.76
74.87
71.54
69.53
63.94
59.89
55.56
53.67
49.25
44.74
43.05
38.54
34.48
32.54
28.85
26.79
21.27
17.67
12.64
8.24
3.44
1.47
1.23
0.57
0.27
0.11
0.05
0.04
99
99
99
99
99
98
97
96
94
92
90
88
85
83
79
76
73
70
65
62
59
56
52
49
46
42
40
37
34
30
25
20
14
8
4
2
1
1
1
1
1
1
Notes: *Students with valid scores are those students who attempted at least one item on the test.
Data received from LEAs and charter schools after August 2001 are not included in this table.
Prepared by the NCDPI Division of Accountability Services/Testing Section.
38
Table 9. 2000-01 Grade 3 Pretest Distribution of Scale Scores - Mathematics
NUMBER OF
STUDENTS WITH
VALID SCORES*
236.1
MEAN
HIGH SCORE
260
LOW SCORE
211
102,484
STANDARD
DEVIATION
8.1
VARIANCE
65.5
STATE
PERCENTILES
90
75
50 (MEDIAN)
25
10
SCALE
SCORE
246.80
241.90
235.83
230.59
225.33
FREQUENCY DISTRIBUTION
SCALE
SCORE
FREQUENCY
CUMULATIVE
FREQUENCY
260
259
257
256
255
253
252
251
250
249
248
247
246
245
244
243
242
241
240
239
238
237
236
235
234
233
232
231
230
229
228
227
226
225
224
223
222
221
220
219
218
217
216
215
214
213
212
211
74
64
270
212
535
391
944
620
2160
1721
965
3263
2374
1243
3967
4180
4374
4506
4798
4846
3265
3214
4895
4860
4767
6085
4489
4161
3878
3662
3280
1964
1815
2373
2080
1260
1035
813
1048
728
378
399
204
128
83
32
29
52
102484
102410
102346
102076
101864
101329
100938
99994
99374
97214
95493
94528
91265
88891
87648
83681
79501
75127
70621
65823
60977
57712
54498
49603
44743
39976
33891
29402
25241
21363
17701
14421
12457
10642
8269
6189
4929
3894
3081
2033
1305
927
528
324
196
113
81
52
PERCENT
0.07
0.06
0.26
0.21
0.52
0.38
0.92
0.60
2.11
1.68
0.94
3.18
2.32
1.21
3.87
4.08
4.27
4.40
4.68
4.73
3.19
3.14
4.78
4.74
4.65
5.94
4.38
4.06
3.78
3.57
3.20
1.92
1.77
2.32
2.03
1.23
1.01
0.79
1.02
0.71
0.37
0.39
0.20
0.12
0.08
0.03
0.03
0.05
CUMULATIVE
PERCENT
100.00
99.93
99.87
99.60
99.40
98.87
98.49
97.57
96.97
94.86
93.18
92.24
89.05
86.74
85.52
81.65
77.57
73.31
68.91
64.23
59.50
56.31
53.18
48.40
43.66
39.01
33.07
28.69
24.63
20.85
17.27
14.07
12.16
10.38
8.07
6.04
4.81
3.80
3.01
1.98
1.27
0.90
0.52
0.32
0.19
0.11
0.08
0.05
Notes: *Students with valid scores are those students who attempted at least one item on the test.
Data received from LEAs and charter schools after August 2001 are not included in this table.
Prepared by the NCDPI Division of Accountability Services/Testing Section.
39
2000 STATE
PERCENTILE
99
99
99
99
99
99
98
97
96
94
93
91
88
86
84
80
75
71
67
62
58
55
51
46
41
36
31
27
23
19
16
13
11
9
7
5
4
3
2
2
1
1
1
1
1
1
1
1