14-038
AGENDA
Student Achievement Monitoring
Report: Part 2 (Spring)
Student expectation: Students demonstrate proficiency
and understanding of a rigorous core curriculum
This report monitors the Des Moines Public School Board’s expectation of students demonstrating proficiency
and understanding of a rigorous core curriculum. The expectations of demonstrating proficiency in reading and
mathematics, including algebra and geometry, are specifically monitored.
Overall Health of the District
Below are the district’s 2013-14 school year goals in reading and mathematics. These goals are set by school
level: elementary (grades 3-5), middle school (grades 6-8), and high school (grades 9-11). Each school level set
a goal for all students and a priority performance (area in high need of improvement) goal in reading and
mathematics. The priority performance areas were English language learner (ELL) at the elementary level,
grade 6 at the middle school level, and special education at the high school level. Goals that were met are
shaded in green, goals that were not met but progress was made in that area are shaded in yellow, and goals that
were not met and achievement decreased in that area are shaded in red in the chart below.
2013-14 Des Moines Public Schools District SMART Goals
Elementary
Schools
Middle
Schools
High
Schools
Reading
Mathematics
Increase grades 3-5 all students percent proficient
on the Iowa Assessments by 2 percent (from 60.2%
in 2013 to 62.2% in 2014).
• Increased by 1.7% (61.9%)
Increase grades 3-5 ELL percent proficient on the
Iowa Assessments by 3 percent (from 41.6% in
2013 to 44.6% in 2014).
• Increased by 1.1% (42.7%)
Increase grades 6-8 all students percent proficient
on the Iowa Assessments by 3 percent (from 48.5%
in 2013 to 51.5% in 2014).
• Increased by 9.2% (57.7%)
Increase grade 6 all students percent proficient on
the Iowa Assessments by 4 percent (from 47.3% in
2013 to 51.3% in 2014).
• Increased by 10.7% (58.0%)
Increase grades 9-11 all students percent proficient
on the Iowa Assessments by 2 percent (from 65.0%
in 2013 to 67.0% in 2014).
• Increased by 3.2% (68.2%)
Increase grades 9-11 special education percent
proficient on the Iowa Assessments by 3 percent
(from 25.2% in 2013 to 28.2% in 2014).
• Increased by 4.8% (30.0%)
Increase grades 3-5 all students percent proficient on
the Iowa Assessments by 2 percent (from 61.3% in
2013 to 63.3% in 2014).
• Increased by 1.0% (62.3%)
Increase grades 3-5 ELL percent proficient on the
Iowa Assessments by 3 percent (from 49.8% in 2013
to 52.8% in 2014).
• Decreased by 0.3% (49.5%)
Increase grades 6-8 all students percent proficient on
the Iowa Assessments by 3 percent (from 57.6% in
2013 to 60.6% in 2014).
• Increased by 1.7% (59.3%)
Increase grade 6 all students percent proficient on
the Iowa Assessments by 4 percent (from 53.7% in
2013 to 57.7% in 2014).
• Increased by 1.8% (55.5%)
Increase grades 9-11 all students percent proficient
on the Iowa Assessments by 2 percent (from 60.3%
in 2013 to 62.3% in 2014).
• Increased by 4.0% (64.3%)
Increase grades 9-11 special education percent
proficient on the Iowa Assessments by 3 percent
(from 21.5% in 2013 to 24.5% in 2014).
• Increased by 4.7% (26.2%)
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Student Achievement Monitoring
Report: Part 2 (Spring)
Student Achievement in Reading
Elementary Schools: Over the past three years, DMPS has experienced steady gains in grades 3-5 elementary
reading proficiency rates on the Iowa Assessment, increasing by 2.8 percent (from 59.1 percent of the spring of
2012 to 61.9 percent of the spring of 2014). However, grade 3-5 achievement on the Scholastic Reading
Inventory (SRI) remained relatively unchanged from 2013 to 2014, with 72.3 percent of students scoring at or
above the basic achievement level in the spring of 2013 and 71.8 percent of students scoring at or above the
basic achievement level in the spring of 2014. While proficiency rates are moving slowly, elementary students
are making great gain in reading growth. In 2013, 53.4 percent of grade 4-5 students made at least typical
growth of on the Iowa Assessment in reading from the previous year. In 2014, 63.4 percent of grade 4-5
students made at least typical growth. This is an increase of 10.0 percent. During this time, the number of
English language learners (ELLs) in our district has also increased. As of the fall of 2013, approximately 25
percent of elementary students were ELLs. Reading proficiency rates are lower among ELL students than all
students; 42.7 percent of grade 3-5 ELL students were proficient in the spring of 2014.
Middle Schools: DMPS middle schools experienced a large gain in reading proficiency rates on the Iowa
Assessments from 2013 to 2014. 57.7 percent of middle school students were proficient in reading in the spring
of 2014, while only 48.5 percent were proficient in the spring of 2013. This is an increase of 9.2 percent.
Achievement on the Scholastic Reading Inventory (SRI) also increased, with 51.8 percent of grade 6-8 students
scoring at or above the basic achievement level in the spring of 2013 and 57.7 percent of grade 6-8 students
scoring at or above the basic achievement level in the spring of 2014—a gain of 5.9 percent. Reading
proficiency on the Iowa Assessment at grade 6 also increased. However, we continue to see a drop in
proficiency rates as students transition from elementary to middle school. This spring, 63.6 percent of 5th grade
students were proficient while 58.0 percent of 6th grade students were proficient. Middle school students are
also making great gain in reading growth. In 2013, 47.9 percent of grade 6-8 students made at least typical
growth of on the Iowa Assessment in reading from the previous year. In 2014, 66.4 percent of grade 6-8
students made at least typical growth. This is an increase of 18.5 percent.
High Schools: Over the past three years, DMPS has experienced notable gains in grades 9-11 high school
reading proficiency rates on the Iowa Assessment, increasing by 4.3 percent (from 63.9 percent of the spring of
2012 to 68.2 percent of the spring of 2014. However, achievement on the ACT reading test decreased, with
29.3 percent of 11th grade students scoring at or above the reading college ready cut point in the spring of 2012
and 26.7 percent of 11th grade students score at or above the college ready cut point in the spring of 2014—a
loss of 2.6 percent. High school students are also making great gain in reading growth. In 2013, 61.6 percent of
grade 9-11 students made at least typical growth of on the Iowa Assessment in reading from the previous year.
In 2014, 66.1 percent of grade 9-11 students made at least typical growth. This is an increase of 4.5 percent.
Approximately 18 percent of high school students are eligible for special education services. Reading
proficiency rates are lower among special education students than all students; 30.0 percent of grade 9-11
special education students were proficient in the spring of 2014.
Student Achievement in Mathematics
Elementary Schools: Over the past three years, DMPS has experienced steady gains in grades 3-5 elementary
math proficiency rates on the Iowa Assessment, increasing by 2.1 percent (from 62.3 percent of the spring of
2012 to 60.2 percent of the spring of 2014). Achievement on the Scholastic Math Inventory (SMI) also
increased, with 75.5 percent of grade 3-5 students scoring at or above the basic achievement level in the spring
of 2013 and 77.0 percent of grade 3-5 students scoring at or above the basic achievement level in the spring of
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Student Achievement Monitoring
Report: Part 2 (Spring)
2014—a gain of 1.5 percent. Elementary school students are also making notable gain in
math growth. In 2013, 48.3 percent of grade 4-5 students made at least typical growth of on the Iowa
Assessment in math from the previous year. In 2014, 51.7 percent of grade 4-5 students made at least typical
growth. This is an increase of 3.4 percent. At the same time, the number of English language learners (ELLs)
in our district has also increased. As of the fall of 2013, approximately 25 percent of elementary students were
ELLs. Math proficiency rates are lower among ELL students than all students; 49.5 percent of grade 3-5 ELL
students were proficient in the spring of 2014.
Middle Schools: Over the past three years, DMPS has experienced steady gains in middle school math
proficiency rates on the Iowa Assessment, increasing by 3.2 percent (from 56.1 percent of the spring of 2012 to
59.3 percent of the spring of 2014). Achievement on the Scholastic Math Inventory (SMI) also increased
slightly, with 64.0 percent of students scoring at or above the basic achievement level in the spring of 2013 and
64.8 percent of students scoring at or above the basic achievement level in the spring of 2014—a gain of 0.8
percent. Math proficiency on the Iowa Assessment at grade 6 also increased. However, we continue to see a
slight drop in proficiency rates as students transition from elementary to middle school. This spring, 58.0
percent of 5th grade students were proficient while 55.5 percent of 6th grade students were proficient in
mathematics. Middle school students are also making great gain in math growth. In 2013, 55.1 percent of grade
6-8 students made at least typical growth of on the Iowa Assessment in math from the previous year. In 2014,
63.1 percent of grade 6-8 students made at least typical growth. This is an increase of 8.0 percent.
High Schools: DMPS high schools experienced a notable gain in grades 9-11 mathematics proficiency rates on
the Iowa Assessments from 2013 to 2014. 64.3 percent of grades 9-11 high school students were proficient in
reading in the spring of 2014, while only 60.3 percent were proficient in the spring of 2013. However,
achievement on the ACT mathematics test decreased slightly, with 16.6 percent of 11th grade students scoring at
or above the mathematics college ready cut point in the spring of 2013 and 15.9 percent of 11th grade students
score at or above the college ready cut point in the spring of 2014—a loss of 0.7 percent. High school students
are also making great gain in mathematics growth. In 2013, 55.7 percent of grade 9-11 students made at least
typical growth of on the Iowa Assessment in mathematics from the previous year. In 2014, 62.6 percent of
grade 9-11 students made at least typical growth. This is an increase of 6.9 percent. Approximately 18 percent
of high school students are eligible for special education services. Mathematics proficiency rates are lower
among special education students than all students; 26.2 percent of grade 9-11 special education students were
proficient in mathematics in the spring of 2014.
Overview of Critical Priorities
Des Moines Public Schools has aggressively pursued academic excellence over the past year by implementing
evidence-based school improvement strategies in six areas that were identified as being the most critical to
continuous school system improvement as published in the 2010 McKinsey & Company Internationally
benchmarked study. The six areas are: building technical skills of teachers and principals, improving data
systems, assessing student learning, revising curriculum and standards, ensuring an appropriate reward and
salary structure, and facilitating improvement through the introduction of policy documents and educational
reform. These strategies have been shown to serve as the foundation of continuous improvement for high
performing districts. Des Moines Public Schools has made the commitment to implement the strategies
necessary to support the dynamic journey to excellence. Embedded in these strategies is advancing the use of
technology in instruction. To enhance the student experience, technology must be integrated into the everyday
practice of schools.
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Student Achievement Monitoring
Report: Part 2 (Spring)
Six Evidence-Based School Improvement Strategies
Building
Technical Skills
of Teachers and
Principals
Improving
Data Systems
Assessing
Student
Learning
Revising
Curriculum
and Standards
Ensuring an
Appropriate
Reward and
Salary
Structure
Facilitating
Improvement
Through the
Introduction of
Policy
Documents and
Educational
Reform
Technology: Enhancing the student experience through the integrating of technology into everyday
instructional practice.
For the purposes of this report, we will focus on the first four strategies: building the technical skills of teachers
and principals, improving data systems, assessing student learning, and revising curriculum and standards.
Building the Technical Skills of Teachers and Principals: We are helping teachers and principals not only learn
new skills, but also develop new insights into teaching and management strategies they can use in their own
practice.
•
•
•
DMPS increased support to principals in order to build their skills through the restructuring of the Office
of Schools and the addition of the Director of Middle Schools and Director of High Schools. In addition,
first and second year principals are provided weekly mentoring and six extra professional development
days to enhance management skills.
We increased the opportunities for teachers to receive differentiated professional development through
the launch of the KITE project (a repository of online training modules and videos).
DMPS provides 90-minute 1:1 coaching sessions to new teachers on a weekly basis to facilitate skill
development.
Improving Data Systems: We are improving our ability to gather, analyze, and share data on district
performance. Additionally, we utilize these data to drive decision making and resource allocation.
•
•
We created and improved data dashboards to monitor school performance in the areas of mathematics,
reading, and student behavior for utilization by building administrators.
DMPS is re-implementing Infinite Campus (online student information system) to better utilize our
existing systems and integrate data into one system reducing third party data systems.
Assessing Student Learning: We are working to develop an assessment structure that accurately measures
student mastery of the Iowa Core State Standards.
•
DMPS is implementing standards-referenced grading (SRG) at the middle school level to better measure
mastery of standards and to provide meaningful feedback to students.
4
•
•
Student Achievement Monitoring
Report: Part 2 (Spring)
We have created tiered assessments for middle school courses to determine student
performance levels against existing standards. These assessments provide quick and timely check points
on student achievement.
DMPS developed multi-tiered systems of support to help students achieve mastery of content standards.
Revising Curriculum and Standards: We are defining what students should know, understand, and be able to
demonstrate by adopting the Iowa Core State Standards and creating the accompanying teaching content.
•
•
•
DMPS is implementing blended learning at the elementary school level with the adoption of new K-5
math materials integrated with technology and aligned to the Iowa Core.
We continue to revise K-12 curriculum guides in core content areas to align with the Iowa Core.
Through professional learning communities (data teams), teachers focus on the analysis of student work
to assess student learning and guide instruction.
With only one year of implementation of these strategies, we have already recognized improvements in several
performance indicators. By emphasizing these evidence-based areas of focus, we have been able to prioritize
our work and create actionable steps that have been implemented in our schools. We are focused on increasing
student achievement and decreasing the number of our students who are non-proficient in reading and
mathematics. There are higher rates of non-proficiency among our poor (eligible for free or reduced priced
lunch), minority, and English language learner (ELL) students. Through focusing on meeting the educational
needs of non-proficient students, we will decrease our achievement gaps.
A Deeper Look at the Data
For an extensive look at our student achievement, assessments from 3rd, 8th, and 11th grade are highlighted in
appendix A of this report. Assessment data is limited to these select grades for a deeper, more complete look
into student achievement within our system. Third grade is highlighted because educational evidence indicates
that proficiency by 3rd grade is a critical benchmark in determining a student’s future success. Eighth grade
serves as a gatekeeper to high school and 11th grade is a gatekeeper to post-secondary institutions. For an even
deeper look into the data, appendix B includes student assessment data disaggregated by subgroup.
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Student Achievement Monitoring
Report: Part 2 (Spring)
Students demonstrate proficiency in reading, writing, speaking and listening
READING
1st Grade Basic Reading Inventory (BRI): Percent Proficient
100
80
60
68
77 74 76 76
61 59 63
62
58 57 60
2011
2012
2013
2014
40
20
0
Accuracy (95%+)
63 percent of 1st graders
were proficient in
accuracy, 76 percent
were proficient in
comprehension, and 60
percent were proficient in
fluency in the Spring of
2014 on the BRI.
Comprehension (80%+) Fluency (50 wpm+)
3rd Grade Scholastic Reading Inventory (SRI): Percent At or Above Basic
Achievement Level
100.0
80.0
60.0
9.6
40.0
3.1
15.6
20.0
37.3
27.9
39.1
0.0
Fall 2012 Spring 2013
N=1721
N=2169
9.9
2.6
27.4
11.6
24.4
33.3
Advanced
Proficient
Basic
Fall 2013 Spring 2014
N=2368
N=2365
8th Grade Scholastic Reading Inventory (SRI): Percent At or Above Basic
Achievement Level
100.0
80.0
60.0
Advanced
9.8
40.0
20.0
0.0
15.0
9.7
3.2
11.1
20.8
19.7
15.6
17.2
14.5
Fall 2012 Spring 2013
N=1759
N=1859
70.6 percent of 3rd grade
students scored at or
above the basic
achievement level on the
SRI in the Spring of
2014. This is up 32
percent from 38.6 percent
in the Fall of 2013.
23.7
Proficient
Basic
55.5 percent of 8th grade
students scored at or
above the basic
achievement level on the
SRI in the Spring of
2014. This is up 11.6
percent from 43.9 percent
in the Fall of 2013.
16.8
Fall 2013 Spring 2014
N=2145
N=2167
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Student Achievement Monitoring
Report: Part 2 (Spring)
3rd Grade Iowa Assessments Reading*: Percent Proficient
100
80
60
59.7
60.4
61.2
2012
2013
40
2014
20
61.2 percent of 3rd grade
students were proficient
on the Iowa Assessments
Reading test in the
Spring of 2014. This is
up 0.8 percent from 60.4
percent in the Spring of
2013.
*Includes full academic year
(FAY) and non-FAY students
0
Proficiency
8th Grade Iowa Assessments Reading*: Percent Proficient
100
80
60
48.6
57.7
46.7
2012
2013
40
2014
20
*Includes FAY and non-FAY
students
0
Proficiency
11th Grade Iowa Assessments Reading*: Percent Proficient
100
80
65.4
69.3
60
60.4
2012
2013
40
2014
20
57.7 percent of 8th grade
students were proficient
on the Iowa Assessments
Reading test in the
Spring of 2014. This is
up 11.0 percent from
46.7 percent in the
Spring of 2013.
60.4 percent of 11th grade
students were proficient
on the Iowa Assessments
Reading test in the
Spring of 2014. This is
down 8.9 percent from
69.3 percent in the
Spring of 2013.
*Includes FAY and non-FAY
students
0
Proficiency
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Student Achievement Monitoring
Report: Part 2 (Spring)
Typical Growth
The Iowa Assessments allow growth to be measured by using vertically scaled
(or articulated) scores, called standard scores. These scores plot out all
students, regardless of grade level, on a continuum of student achievement.
Standard scores describe a student’s location on an achievement continuum.
Using standard scores, we can understand the progress students make from year
to year. Using standard score, we have established typical growth, which is the
amount the average student increases in standard score points from year to year.
The percent of students who are indicated as making typical growth on the
charts below are the student who have met or exceeded the standard score gain
from year to year needed for typical growth.
4th Grade Iowa Assessments Reading: Percent Making Typical Growth
100.0
80.0
63.8
60.0
54.9
2013
40.0
2014
20.0
63.8 percent of 4th grade
students made typical
growth on Iowa
Assessments Reading test
in the Spring of 2014.
This is up 8.9 percent
from 54.9 percent in the
Spring of 2013.
0.0
Met Typical Growth
8th Grade Iowa Assessments Reading: Percent Making Typical Growth
100.0
80.0
60.0
72.9
50.6
40.0
2013
2014
20.0
72.9 percent of 8th grade
students made typical
growth on Iowa
Assessments Reading test
in the Spring of 2014.
This is up 22.3 percent
from 50.6 percent in the
Spring of 2013.
0.0
Met Typical Growth
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Student Achievement Monitoring
Report: Part 2 (Spring)
Grade Iowa Assessments Reading: Percent Making Typical Growth
11th
100.0
80.0
60.0
49.9
2013
37.1
40.0
2014
20.0
37.1 percent of 11th grade
students made typical
growth on Iowa
Assessments Reading test
in the Spring of 2014.
This is down 12.8
percent from 49.9 percent
in the Spring of 2013.
0.0
Met Typical Growth
11th Grade ACT Reading**: Percent College Ready
100.0
80.0
2009
2010
60.0
40.0
2011
32.2
32.5
31.3
29.3
30.6
26.7
2012
2013
20.0
2014
0.0
College Ready Reading
High School English/Language Arts Advanced Placement Courses+:
Percent Enrolled
50.0
40.0
30.0
25.5
20.0
10.0
2011
2012
2013
6.9
7.5
9.5
0.0
Percent Enrolled
2014
26.7 percent of 11th grade
students scored at or
above the college ready
benchmark on the ACT
Reading test in the
Spring of 2014. This is
down 3.9 percent from
30.6 percent in the
Spring of 2013.
**2014 results are
preliminary and do not include
May make-up tests
25.5 percent of high
school students enrolled
in an ELA AP course in
2014. This is up 16.0
percent from 9.5 percent
from 2013.
+
ELA AP courses include AP
Language & Composition and
AP Literature & Composition.
Percent is figured by dividing
the number of grade 9-12
students taking a course by
grade 12 enrollment.
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Student Achievement Monitoring
Report: Part 2 (Spring)
High School English/Language Arts Advanced Placement Courses++:
Average AP Exam Score
The average exam score
5.0
for high school students
4.5
taking ELA AP exams
4.0
decreased by 0.3 in 2013
3.5
to 2.6 in 2013.
2010
3.0
2.5
2.0
1.5
1.0
0.5
0.0
2011
2012
2013
++
2014 data available July
2014. ELA AP courses include
AP Language & Composition
and AP Literature &
Composition.
Average Score
N=277
N=337
N=386
N=386
11th Grade ACT English**: Percent College Ready
100.0
80.0
60.0
40.0
2009
2010
43.6
40.8
41.0
35.4
35.4
33.5
2011
2012
2013
20.0
33.5 percent of 11th
grade students scores at
or above the college
ready benchmark on the
ACT English test in the
Spring of 2014. This is
down 1.9 from 35.4
percent in the Spring of
2014.
2014
0.0
College Ready Reading
**2014 results are preliminary
and do not include May makeup tests
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Student Achievement Monitoring
Report: Part 2 (Spring)
Graduates demonstrate proficiency in mathematics, including Algebra and Geometry
MATHEMATICS
3rd Grade Scholastic Math Inventory (SMI): Percent At or Above Basic
Achievement Level
100.0
80.0
60.0
40.0
20.0
0.9
7.2
22.1
10.1
8.6
31.6
31.7
0.3
5.1
18.2
32.2
0.0
Fall 2012 Spring 2013
N=2147
Advanced
Proficient
Basic
32.2
Fall 2013 Spring 2014
N=2330
N=2248
N=2337
8th Grade Scholastic Math Inventory (SMI): Percent At or Above Basic
Achievement Level
100.0
80.0
60.0
40.0
20.0
1.6
20.2
25.2
72.5 percent of 3rd grade
students scored at or
above the basic
achievement level on the
SMI in the Spring of
2014. This is up 48.9
percent from 23.6 percent
in the Fall of 2013.
10.0
14.5
5.6
29.1
23.7
27.4
25.3
25.1
22.7
Advanced
Proficient
Basic
64.6 percent of 8th grade
students scored at or
above the basic
achievement level on the
SMI in the Spring of
2014. This is up 10.2
percent from 54.4 percent
in the Fall of 2013.
0.0
Fall 2012 Spring 2013
N=1777
Fall 2013 Spring 2014
N=1710
N=1997
N=2153
3rd Grade Iowa Assessments Math*: Percent Proficient
100
80
60
62.5
62.2
66.5
2012
2013
40
66.5 percent of 3rd grade
students were proficient
on the Iowa Assessments
Math test in the Spring of
2014. This is up 4.3
percent from 62.2 percent
in the Spring of 2013.
2014
20
*Includes FAY and non-FAY
students
0
Proficiency
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Student Achievement Monitoring
Report: Part 2 (Spring)
th
8 Grade Iowa Assessments Math*: Percent Proficient
56.8 percent of 8th grade
100
students were proficient
on the Iowa Assessments
80
Math test in the Spring of
57.8
55.4
56.8
2014. This is down 1.0
60
2012
percent from 57.8 percent
2013
40
in the Spring of 2013.
2014
20
*Includes FAY and non-FAY
students
0
Proficiency
11th Grade Iowa Assessments Math*: Percent Proficient
100
80
60
57.5
63.4
59.3
2012
2013
40
2014
20
63.4 percent of 11th grade
students were proficient
on the Iowa Assessments
Math test in the Spring of
2014. This is up 4.1
percent from 59.3 percent
in the Spring of 2013.
*Includes FAY and non-FAY
students
0
Proficiency
4th Grade Iowa Assessments Math: Percent Making Typical Growth
100.0
80.0
60.0
45.0
53.2
40.0
2013
2014
20.0
53.2 percent of 4th grade
students made typical
growth on Iowa
Assessments Math test in
the Spring of 2014. This
is up 8.2 percent from
45.0 percent in the
Spring of 2013.
0.0
Met Typical Growth
12
8th
Student Achievement Monitoring
Report: Part 2 (Spring)
Grade Iowa Assessments Math: Percent Making Typical Growth
100.0
62.7 percent of 8th grade
students made typical
growth on Iowa
Assessments Math test in
the Spring of 2014. This
is up 3.1 percent from
59.6 percent in the
Spring of 2013.
80.0
62.7
59.6
60.0
2013
40.0
2014
20.0
0.0
Met Typical Growth
11th Grade Iowa Assessments Math: Percent Making Typical Growth
100.0
63.0 percent of 11th grade
students made typical
growth on Iowa
Assessments Math test in
the Spring of 2014. This
is up 9.1 percent from
53.9 percent in the
Spring of 2013.
80.0
63.0
60.0
53.9
2013
40.0
2014
20.0
0.0
Met Typical Growth
11th Grade ACT Math**: Percent College Ready
100.0
80.0
2009
2010
60.0
2011
40.0
20.0
2012
20.9
18.0
20.7
18.7
16.6
15.9
2013
2014
0.0
College Ready Reading
15.9 percent of 11th grade
students scores at or
above the college ready
benchmark on the ACT
Math test in the Spring of
2014. This is down .07
percent from 16.6 percent
in the Spring of 2013.
**2014 results are preliminary
and do not include May makeup tests
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Student Achievement Monitoring
Report: Part 2 (Spring)
+
High School Math Advanced Placement Courses : Percent Enrolled
9.1 percent of high
50.0
school students enrolled
in a Math AP course in
40.0
2014. This is up 6.5
2011
30.0
percent from 2.6 percent
2012
2013.
20.0
10.0
2013
9.1
2.5
3.2
2014
2.6
0.0
Percent Enrolled
+
Math AP courses include AP
Calculus A/B, AP Calculus
C/D, and AP Statistics.
Percent is figured by dividing
the number of grade 9-12
students taking a course by
grade 12 enrollment.
High School Math Advanced Placement Courses++: Average AP Exam
Score
5.0
4.4
4.0
3.8
4.0
4.0
2010
3.0
2011
2.0
2012
1.0
2013
0.0
Average Score
N=113
N=105
N=109
N=93
The average exam score
for high school students
taking Math AP exams is
unchanged at 4.0 in 2012
and 2013.
++
2014 data available July
2014. Math AP courses
include AP Calculus A/B, AP
Calculus C/D, and AP
Statistics.
ALGEBRA & GEOMETRY
Algebra I District Benchmarks: Percent Proficient
100.0
80.0
60.0
40.0
2012
36.9
23.1
36.9
2013
2014
20.0
36.9 percent of Algebra I
students scored at the
proficient achievement
level on the district
benchmarks in 2014.
This unchanged from
36.9 percent in 2013.
0.0
Proficiency
14
Student Achievement Monitoring
Report: Part 2 (Spring)
Geometry District Benchmarks: Percent Proficient
100.0
80.0
60.0
43.3
48.5
55.3
2012
2013
40.0
2014
20.0
0.0
55.3 percent of Geometry
students scored at the
proficient achievement
level on the district
benchmarks in 2014.
This is up 6.8 percent
from 48.5 percent in
2013.
Proficiency
15
Student Achievement Monitoring
Report: Part 2 (Spring)
APPENDIX B
READING
st
1 Grade Basic Reading Inventory: Percent Proficient
Accuracy
2010-11
2011-12
2012-13
2013-14
All Students
67.7%
60.8%
58.6%
63.0%
Free/Reduced Lunch
63.6%
55.6%
53.1%
58.1%
2010-11
2011-12
2012-13
2013-14
All Students
77.4%
74.0%
76.1%
76.0%
Free/Reduced Lunch
74.3%
70.0%
71.5%
72.3%
2010-11
2011-12
2012-13
2013-14
All Students
61.9%
57.5%
56.6%
60.0%
Free/Reduced Lunch
56.8%
52.5%
50.9%
54.9%
Special
Education
ELL
29.9%
25.7%
24.6%
26.1%
Special
Education
African American
55.3%
59.5%
46.6%
57.6%
45.2%
54.5%
51.5%
52.4%
Comprehension
ELL
43.5%
43.7%
39.6%
44.8%
Special
Education
Asian American
71.6%
52.9%
45.9%
62.8%
Latino
56.8%
53.1%
46.9%
56.6%
Multi- Racial
African American
62.5%
69.6%
59.2%
67.2%
64.9%
69.9%
64.5%
66.8%
Fluency
Asian American
71.2%
68.3%
66.2%
72.4%
Latino
68.0%
65.6%
67.5%
68.8%
Multi- Racial
African American
52.8%
51.7%
51.0%
47.4%
Asian American
74.2%
57.7%
60.1%
61.5%
Latino
52.1%
49.7%
46.6%
54.1%
Multi- Racial
ELL
28.2%
21.9%
28.0%
24.8%
50.4%
46.6%
46.1%
49.4%
73.5%
60.9%
65.5%
67.4%
White
76.0%
66.9%
68.5%
71.5%
85.1%
79.5%
79.0%
79.1%
White
84.7%
80.8%
84.8%
84.7%
64.9%
57.1%
60.7%
62.8%
White
68.2%
63.6%
64.2%
67.8%
16
Student Achievement Monitoring
Report: Part 2 (Spring)
Grade 3 and 8 Scholastic Reading Inventory (SRI): Percent At or Above Basic Achievement Level
Grade 3
All Students
Fall 2012
Spring 2013
Fall 2013
Spring 2014
Special Education
ELL
African American
Asian American
Latino
Multi- Racial
White
56.0%
76.6%
38.6%
50.2%
71.7%
30.6%
32.8%
45.4%
7.7%
38.8%
61.9%
23.5%
45.2%
68.5%
26.9%
61.6%
72.9%
31.4%
43.8%
69.4%
28.2%
63.6%
80.4%
42.2%
63.5%
83.4%
49.3%
70.6%
64.4%
25.3%
55.2%
Grade 8
60.6%
61.9%
62.6%
76.3%
79.9%
All Students
Fall 2012
Spring 2013
Fall 2013
Spring 2014
Free/Reduced Lunch
29.9%
47.8%
43.9%
55.5%
Free/Reduced Lunch
Special Education
25.0%
39.4%
34.0%
45.5%
ELL
6.8%
12.3%
9.4%
13.8%
African American
4.0%
9.0%
6.7%
12.3%
21.7%
34.4%
25.9%
37.2%
Asian American
Latino
26.0%
41.7%
42.6%
51.3%
Multi- Racial
20.6%
34.9%
31.9%
45.5%
White
31.2%
45.0%
51.7%
64.3%
38.6%
60.0%
56.4%
67.4%
Grades 3, 8, and 11 Iowa Assessments Reading*: Percent Proficient
Grade 3
2012
2013
2014
All Students
59.7%
60.4%
61.2%
Free/Reduced Lunch
53.2%
53.3%
52.8%
2012
2013
2014
All Students
48.6%
46.7%
57.7%
Free/Reduced Lunch
38.9%
37.5%
48.6%
All Students
Free/Reduced Lunch
2012
65.4%
54.7%
2013
69.3%
58.8%
2014
60.4%
48.3%
*Includes FAY and non-FAY students
Special
Education
ELL
20.3%
19.9%
21.0%
Special
Education
ELL
13.7%
8.9%
16.8%
Special
Education
African American
44.0%
41.0%
40.9%
45.1%
43.5%
48.8%
Grade 8
Asian American
58.7%
55.2%
54.1%
Latino
African American
3.9%
30.7%
8.6%
28.5%
19.8%
41.9%
Grade 11
Asian American
39.7%
40.7%
50.3%
Latino
African American
50.3%
49.8%
42.3%
Asian American
45.3%
53.4%
40.1%
Latino
ELL
24.9%
29.1%
18.1%
14.2%
16.6%
13.3%
Multi- Racial
60.3%
70.5%
66.9%
White
50.5%
50.6%
50.0%
Multi- Racial
47.8%
41.2%
58.3%
White
38.2%
35.8%
51.3%
White
60.8%
61.6%
56.0%
Multi- Racial
70.0%
69.7%
57.8%
70.9%
71.5%
72.9%
62.0%
60.6%
68.6%
74.8%
80.6%
74.2%
17
Student Achievement Monitoring
Report: Part 2 (Spring)
Grades 4, 8, 11 Iowa Assessments Reading: Percent Meeting Typical Growth
Grade 4
2013
2014
All Students
54.9%
63.8%
Free/Reduced Lunch
51.5%
60.9%
2013
2014
All Students
50.6%
72.9%
Free/Reduced Lunch
49.6%
70.4%
2013
2014
All Students
49.9%
37.1%
Free/Reduced Lunch
48.5%
40.4%
Special
Education
ELL
42.3%
57.2%
Special
Education
ELL
44.2%
66.5%
Special
Education
African American
53.8%
49.6%
60.8%
55.9%
Grade 8
Asian American
55.9%
65.9%
Latino
African American
52.6%
47.6%
78.2%
68.1%
Grade 11
Asian American
47.6%
74.7%
Latino
African American
49.4%
45.5%
Asian American
52.2%
42.8%
Latino
Asian American
26.6%
20.3%
27.5%
13.2%
26.1%
14.4%
Latino
ELL
45.1%
49.7%
48.3%
51.8%
White
52.5%
62.1%
Multi- Racial
60.6%
62.3%
Multi- Racial
52.0%
66.4%
White
49.3%
77.5%
Multi- Racial
47.1%
36.0%
White
48.5%
36.8%
Multi- Racial
White
56.8%
67.7%
52.3%
73.0%
50.6%
33.4%
11th Grade ACT Reading**: Percent College Ready
Grade 11
Special
Education
All Students
Free/Reduced Lunch
32.2%
17.4%
2009
32.5%
18.5%
2010
31.3%
17.6%
2011
29.3%
17.6%
2012
30.6%
18.7%
2013
26.7%
15.1%
2014
**2014 results are preliminary and do not include May make-up tests
ELL
8.2%
7.0%
4.2%
4.5%
3.0%
3.1%
2.5%
2.8%
2.4%
1.3%
0.7%
0.0%
African American
12.6%
12.3%
11.7%
12.7%
12.5%
11.8%
16.1%
16.0%
18.9%
18.4%
19.2%
17.1%
40.5%
30.5%
27.3%
23.9%
25.8%
42.0%
43.9%
40.2%
41.7%
42.4%
39.4%
18
Student Achievement Monitoring
Report: Part 2 (Spring)
High School English/Language Arts Advanced Placement Courses+: Percent Enrolled
High School
All Students
6.9%
7.5%
9.5%
25.5%
Free/Reduced Lunch
12.1%
6.8%
8.4%
15.2%
Special
Education
Asian American
25.5%
19.9%
24.2%
25.9%
Latino
Free/Reduced Lunch
ELL
African American
Asian American
3.6
n/a
n/a
n/a
n/a
n/a
2010
3.2
n/a
n/a
n/a
n/a
n/a
2011
2.9
n/a
n/a
n/a
n/a
n/a
2012
2.6
n/a
n/a
n/a
n/a
n/a
2013
++
2014 data available July 2014. ELA AP courses include AP Language & Composition and AP Literature & Composition.
n/a = data not available
Latino
2.7%
2.5%
2.2%
0.6%
ELL
0.0%
3.8%
5.4%
1.2%
African American
7.2%
8.8%
8.7%
11.9%
6.4%
8.7%
10.7%
20.6%
Multi- Racial
20.4%
22.8%
26.3%
22.2%
White
Multi- Racial
n/a
n/a
n/a
n/a
White
n/a
n/a
n/a
n/a
Multi- Racial
White
3.8%
2011
4.1%
2012
4.9%
2013
32.8%
2014
+
ELA AP courses include AP Language & Composition and AP Literature & Composition. Percent is figured by dividing the number of grade 9-12 students taking a course by grade 12
enrollment.
High School English/Language Arts Advanced Placement Courses++: Average AP Exam Score
High School
All Students
Special
Education
n/a
n/a
n/a
n/a
11th Grade ACT English**: Percent College Ready
Grade 11
Special
Education
All Students
Free/Reduced Lunch
43.6%
24.9%
2009
40.8%
23.7%
2010
41.0%
24.9%
2011
35.4%
20.2%
2012
35.4%
22.0%
2013
33.5%
17.0%
2014
**2014 results are preliminary and do not include May make-up tests
ELL
5.3%
10.4%
6.3%
2.8%
3.5%
4.3%
5.0%
1.9%
3.7%
0.6%
0.7%
1.9%
African American
22.0%
19.5%
20.8%
15.4%
15.4%
13.3%
Asian American
46.8%
22.8%
34.3%
19.7%
26.9%
19.4%
Latino
21.5%
20.1%
23.8%
19.1%
21.4%
20.0%
43.2%
40.2%
35.2%
29.2%
30.3%
54.2%
55.1%
51.6%
50.7%
49.0%
50.4%
19
Student Achievement Monitoring
Report: Part 2 (Spring)
MATHEMATICS
Grade 3 and 8 Scholastic Math Inventory (SMI): Percent At or Above Basic Achievement Level
Grade 3
All Students
Fall 2012
Spring 2013
Fall 2013
Spring 2014
30.2%
73.9%
23.6%
72.5%
All Students
Fall 2012
Spring 2013
Fall 2013
Spring 2014
47.0%
64.4%
54.4%
64.6%
Free/Reduced Lunch
Special
Education
23.3%
68.6%
18.0%
62.1%
Free/Reduced Lunch
42.1%
59.0%
47.0%
58.1%
ELL
9.65%
44.7%
8.3%
45.4%
Special
Education
African American
17.9%
66.8%
13.9%
62.8%
Grade 8
ELL
16.6%
23.6%
15.9%
25.1%
Asian American
18.8%
59.2%
14.5%
61.0%
African American
18.7%
38.1%
23.3%
35.7%
30.5%
79.0%
22.2%
74.6%
Asian American
35.8%
53.7%
40.8%
50.3%
Latino
53.2%
69.8%
60.1%
72.0%
Multi- Racial
22.8%
69.8%
16.4%
70.0%
Latino
38.5%
76.3%
22.4%
73.1%
Multi- Racial
42.7%
55.3%
44.2%
58.3%
White
41.9%
58.1%
58.8%
71.1%
37.2%
80.8%
31.6%
79.4%
White
54.4%
72.5%
63.7%
71.7%
20
Student Achievement Monitoring
Report: Part 2 (Spring)
Grades 3, 8, and 11 Iowa Assessments Math*: Percent Proficient
Grade 3
2012
2013
2014
All Students
62.5%
62.2%
66.5%
Free/Reduced Lunch
55.6%
55.7%
59.8%
2012
2013
2014
All Students
55.4%
57.8%
56.8%
Free/Reduced Lunch
46.5%
49.0%
47.4%
Special
Education
Special
Education
30.2%
31.1%
32.6%
16.1%
16.5%
15.9%
ELL
ELL
African American
40.6%
43.7%
48.9%
Grade 8
Asian American
64.5%
57.5%
71.2%
Latino
African American
31.3%
36.4%
37.8%
Asian American
63.1%
65.0%
61.7%
Latino
Asian American
57.5%
54.7%
59.9%
Latino
50.6%
49.8%
56.8%
19.8%
25.3%
21.9%
57.4%
56.9%
61.4%
Multi- Racial
65.4%
67.1%
66.5%
White
53.1%
49.8%
46.7%
Multi- Racial
56.2%
50.7%
55.7%
White
Multi- Racial
55.0%
60.3%
59.5%
White
49.6%
51.7%
56.9%
72.3%
72.7%
76.1%
65.1%
70.0%
69.3%
Grade 11
All Students
Free/Reduced Lunch
57.5%
47.7%
2012
59.3%
47.8%
2013
63.4%
52.1%
2014
*Includes FAY and non-FAY students
Special
Education
ELL
18.6%
21.4%
24.2%
28.1%
19.5%
29.1%
African American
39.6%
38.0%
41.9%
66.8%
69.6%
76.2%
21
Student Achievement Monitoring
Report: Part 2 (Spring)
Grades 4, 8, 11 Iowa Assessments Math: Percent Meeting Typical Growth
Grade 4
2013
2014
All Students
45.0%
53.2%
Free/Reduced Lunch
42.5%
49.6%
2013
2014
All Students
59.6%
62.7%
Free/Reduced Lunch
56.7%
59.2%
2013
2014
All Students
53.9%
63.0%
Free/Reduced Lunch
55.0%
63.7%
Special
Education
ELL
34.8%
44.4%
Special
Education
ELL
51.3%
61.2%
Special
Education
African American
45.6%
38.8%
50.2%
47.5%
Grade 8
Asian American
51.8%
61.6%
Latino
African American
52.1%
52.9%
63.9%
60.7%
Grade 11
Asian American
68.8%
76.7%
Latino
African American
51.5%
61.3%
Asian American
56.0%
65.9%
Latino
Asian American
28.7%
17.7%
26.5%
17.8%
14.9%
13.7%
Latino
ELL
60.5%
67.1%
62.1%
63.6%
White
44.0%
48.7%
Multi- Racial
41.0%
56.3%
Multi- Racial
58.6%
58.1%
White
58.9%
58.0%
Multi- Racial
55.5%
58.6%
White
57.7%
64.7%
Multi- Racial
White
47.1%
55.4%
61.6%
64.5%
51.3%
62.9%
11th Grade ACT Math**: Percent College Ready
Grade 11
Special
Education
All Students
Free/Reduced Lunch
20.9%
8.8%
2009
18.0%
6.8%
2010
20.7%
10.5%
2011
18.7%
8.4%
2012
16.6%
7.0%
2013
15.9%
7.6%
2014
**2014 results are preliminary and do not include May make-up tests
ELL
0.6%
1.5%
0.0%
2.3%
1.4%
0.0%
African American
10.0%
2.8%
2.4%
3.8%
0.7%
0.6%
5.9%
5.4%
4.6%
3.4%
4.4%
5.9%
5.9%
5.9%
9.4%
9.4%
8.1%
8.4%
20.3%
24.4%
14.8%
9.7%
14.6%
27.7%
25.2%
26.9%
27.6%
24.9%
23.6%
22
Student Achievement Monitoring
Report: Part 2 (Spring)
High School Math Advanced Placement Courses+: Percent Enrolled
High School
All Students
2.5%
3.2%
2.6%
9.1%
Free/Reduced Lunch
3.7%
2.1%
1.4%
4.7%
Special
Education
0.4%
0.4%
0.0%
0.0%
ELL
0.0%
1.3%
0.0%
1.8%
African American
0.8%
2.1%
1.9%
2.8%
Asian American
15.5%
14.9%
7.7%
18.4%
Latino
n/a
n/a
n/a
n/a
Asian American
n/a
n/a
n/a
n/a
Latino
African American
18.2%
28.0%
25.4%
Asian American
37.1%
48.7%
46.4%
Latino
Asian American
52.4%
56.9%
61.5%
Latino
3.0%
3.3%
2.6%
7.2%
Multi- Racial
7.1%
10.5%
7.3%
6.5%
White
n/a
n/a
n/a
n/a
Multi- Racial
n/a
n/a
n/a
n/a
White
21.4%
32.4%
35.9%
Multi- Racial
19.7%
36.4%
33.8%
White
25.0%
40.5%
41.2%
39.4%
44.0%
53.0%
Multi- Racial
44.5%
46.7%
52.2%
White
46.7%
53.8%
59.7%
1.3%
2011
1.5%
2012
1.6%
2013
11.2%
2014
+
Math AP courses include AP Calculus A/B, AP Calculus C/D, and AP Statistics. Percent is figured by dividing the number of grade 9-12 students taking a course by grade 12 enrollment.
High School Math Advanced Placement Courses++: Average AP Exam Score
High School
Special
Education
All Students
Free/Reduced Lunch
ELL
African American
4.4
n/a
n/a
n/a
2010
3.8
n/a
n/a
n/a
2011
4.0
n/a
n/a
n/a
2012
4.0
n/a
n/a
n/a
2013
++
2014 data available July 2014. Math AP courses include AP Calculus A/B, AP Calculus C/D, and AP Statistics.
n/a = data not available
n/a
n/a
n/a
n/a
Algebra I District Benchmarks: Percent Proficient
Algebra I
2012
2013
2014
All Students
23.1%
36.9%
36.9%
Free/Reduced Lunch
21.4%
32.7%
32.2%
Special
Education
ELL
13.7%
26.6%
15.6%
22.9%
24.5%
19.1%
Geometry District Benchmarks: Percent Proficient
Geometry
2012
2013
2014
All Students
43.3%
48.5%
55.3%
Free/Reduced Lunch
38.5%
43.4%
51.2%
Special
Education
ELL
24.1%
25.0%
42.5%
37.7%
38.8%
45.4%
African American
31.4%
35.6%
45.0%
23
Student Achievement Monitoring
Report: Part 2 (Spring)
24