Measuring
College and
Career
Readiness
River Edge School District
December 16, 2015

VISION FOR PUBLIC EDUCATION IN NEW JERSEY
“New Jersey will educate all students to prepare them to lead productive, fulfilling lives. Through a public education system that is seamlessly aligned from pre-school to college, students will gain the requisite academic knowledge and technical and critical thinking skills for life and work in the 21 st century.”

College and Career Ready Standards
“Align New Jersey high school standards and graduation requirements to college and workforce entry requirements.” – NJ
High School Redesign Steering
Committee (HSRSC - 2008)
New Jersey has adopted standards that “are widely recognized as appropriate standards for college and career readiness.” College and
Career Ready Taskforce (CCRT -
2012)
RAISING
STANDARDS
2009 : New
Jer sey adopte d higher cour se taking requirement s for all stude nt s.
2010 : New
Jer sey adopte d the Common
Core State
Standards in
English
Languag e Ar ts and
Mathemat ics.

NEW JERSEY’S STATEWIDE
ASSESSMENT PROGRAM
 In 2015, New Jersey adopted the Partnership for Assessment of Readiness for College and Careers (PARCC) to replace HSPA and previous assessments in the elementar y and middle school in language arts and mathematics.
 Students took PARCC English Language Arts and Literacy
Assessments (ELA/L) in grades 3 – 11.
 Students took PARCC Mathematics Assessments in grades 3 –
8 and End of Course Assessments in Algebra I, Geometr y, and
Algebra II.

PARCC PERFORMANCE LEVELS
 Level 1: Not yet meeting grade-level expectations
 Level 2: Partially meeting grade-level expectations
 Level 3: Approaching grade-level expectations
 Level 4: Meeting grade-level expectations
 Level 5: Exceeding grade-level expectations

NEW JERSEY’S 2015 PARCC OUTCOMES
ENGLISH LANGUAGE ARTS/LITERACY
Not Yet
Meeting
(Level 1)
Partially
Meeting
(Level 2)
Grade 3
Grade 4
Grade 5
Grade 6
15%
8%
7%
8%
18%
15%
15%
16%
Grade 7
Grade 8
Grade 9
11%
12%
18%
15%
15%
19%
Grade 10 25% 18%
Grade 11 17%
Note: Numbers may not sum to 100% due to rounding.
19%
Approaching
Expectations
(Level 3)
24%
27%
26%
28%
23%
22%
24%
20%
24%
Meeting
Expectations
(Level 4)
39%
39%
45%
40%
34%
39%
30%
26%
30%
Exceeding
Expectations
(Level 5)
5%
12%
6%
9%
18%
13%
10%
11%
11%
% >=
Level 4
44%
51%
52%
49%
52%
52%
40%
37%
41%

RIVER EDGE SCHOOL DISTRICT 2015 PARCC
GRADE-LEVEL PARTICIPATION RATES
ENGLISH LANGUAGE ARTS/LITERACY
PARCC TEST
Grade 3
Grade 4
Grade 5
Grade 6
# OF STUDENTS
ENROLLED
141
172
170
177
# OF
STUDENTS
WITH PARCC
SCORES
PARTICIPATION RATE
136
168
164
174
96%
98%
96%
98%

Grade 3
Grade 4
Grade 5
Grade 6
Grade 7
Grade 8
Grade 9
Grade 10
Grade 11
RIVER EDGE SCHOOL DISTRICT’S
2015 PARCC GRADE-LEVEL OUTCOMES
ENGLISH LANGUAGE ARTS/LITERACY
Count of
Valid Test
Scores
136
168
164
174
Not Yet
Meeting
(Level 1)
4%
1%
1%
1%
Partially
Meeting
(Level 2)
8%
4%
4%
8%
Approaching
Expectations
(Level 3)
26%
19%
11%
15%
Meeting
Expectations
(Level 4)
58%
55%
69%
60%
Exceeding
Expectation
(Level 5)
4%
21%
15%
16%
District
% >=
Level 4
62%
76%
84%
76%
NJ % >=
Level 4
44%
51%
52%
49%
52%
52%
40%
37%
41%

20
10
0
100
PERCENTAGE OF STUDENTS THAT MET OR
EXCEEDED EXPECTATIONS
LANGUAGE ARTS GRADES 3 - 6
Language Arts
90
84
80 76 76
70
62
60
51 51
50
40
38
44
42
40
39
49 PARCC
State
River Edge
30
Grade 3 Grade 4 Grade 5 Grade 6

NEW JERSEY’S 2015 PARCC OUTCOMES
MATHEMATICS
Not Yet
Meeting
(Level 1)
Partially
Meeting
(Level 2)
Approaching
Expectations
(Level 3)
Meeting
Expectations
(Level 4)
Exceeding
Expectations
(Level 5)
% >=
Level 4
Grade 3
Grade 4
Grade 5
Grade 6
Grade 7
Grade 8*
Algebra I
Geometry
Algebra II
8%
7%
6%
8%
8%
22%
14%
12%
32%
19%
22%
21%
21%
22%
26%
25%
36%
25%
28%
30%
32%
30%
33%
28%
25%
30%
20%
37%
36%
35%
35%
33%
23%
33%
20%
22%
8%
4%
6%
6%
4%
1%
3%
3%
2%
* Note: Approximately 30,000 New Jersey students participated in the PARCC
Algebra I assessment while in middle school. Thus, PARCC Math 8 outcomes are not representative of grade 8 performance as a whole.
Note: Numbers may not sum to 100% due to rounding
.
45%
41%
41%
41%
37%
24%
36%
22%
24%

RIVER EDGE SCHOOL DISTRICT 2015 PARCC
GRADE-LEVEL PARTICIPATION RATES
MATHEMATICS
PARCC TEST
Grade 3
Grade 4
Grade 5
Grade 6
# OF STUDENTS
ENROLLED
143
175
172
178
# OF
STUDENTS
WITH PARCC
SCORES
PARTICIPATION RATE
138
171
166
175
97%
98%
97%
98%

Grade 3
Grade 4
Grade 5
Grade 6
Grade 7
Grade 8*
Algebra I
Geometry
Algebra II
RIVER EDGE SCHOOL DISTRICT 2015
PARCC GRADE-LEVEL OUTCOMES
MATHEMATICS
Count of
Valid Test
Scores
138
171
166
175
Not Yet
Meeting
(Level 1)
3%
0%
0%
1%
Partially
Meeting
(Level 2)
2%
2%
6%
9%
Approaching
Expectations
(Level 3)
22%
23%
19%
21%
Meeting
Expectations
(Level 4)
57%
63%
57%
51%
Exceeding
Expectation
(Level 5)
16%
13%
18%
19%
District
% >=
Level 4
73%
76%
75%
70%
NJ % >=
Level 4
45%
41%
41%
41%
37%
24%
36%
22%
24%

30
20
10
0
50
40
PERCENTAGE OF STUDENTS THAT MET OR
EXCEEDED EXPECTATIONS
MATH GRADES 3 - 6
Math
100
90
80
70
60
73
76
75
70
38
45
32
40
32
41
32
41
PARCC
State
River Edge
Grade 3 Grade 4 Grade 5 Grade 6

Grade 3
Grade 4
Grade 5
Grade 6
Grade 7
Grade 8
Grade 9
Grade 10
Grade 11
CHERRY HILL SCHOOL’S
2015 PARCC GRADE-LEVEL OUTCOMES
ENGLISH LANGUAGE ARTS/LITERACY
Count of
Valid Test
Scores
75
99
90
92
Not Yet
Meeting
(Level 1)
5%
2%
1%
0%
Partially
Meeting
(Level 2)
8%
3%
3%
8%
Approaching
Expectations
(Level 3)
17%
17%
7%
21%
Meeting
Expectations
(Level 4)
65%
52%
78%
59%
Exceeding
Expectation
(Level 5)
4%
26%
11%
13%
School
% >=
Level 4
69%
78%
89%
72%
District
% >=
Level 4
62%
76%
84%
76%

Grade 3
Grade 4
Grade 5
Grade 6
Grade 7
Grade 8*
Algebra I
Geometry
Algebra II
CHERRY HILL SCHOOL’S
2015 PARCC GRADE-LEVEL OUTCOMES
MATHEMATICS
Count of
Valid Test
Scores
76
100
91
93
Not Yet
Meeting
(Level 1)
1%
0%
0%
0%
Partially
Meeting
(Level 2)
1%
0%
7%
11%
Approaching
Expectations
(Level 3)
17%
23%
18%
30%
Meeting
Expectations
(Level 4)
63%
62%
55%
43%
Exceeding
Expectation
(Level 5)
17%
15%
21%
16%
School
% >=
Level 4
80%
77%
76%
59%
District
% >=
Level 4
73%
76%
75%
70%

Grade 3
Grade 4
Grade 5
Grade 6
Grade 7
Grade 8
Grade 9
Grade 10
Grade 11
ROOSEVELT SCHOOL’S
2015 PARCC GRADE-LEVEL OUTCOMES
ENGLISH LANGUAGE ARTS/LITERACY
Count of
Valid Test
Scores
61
69
74
82
Not Yet
Meeting
(Level 1)
3%
0%
1%
1%
Partially
Meeting
(Level 2)
8%
4%
5%
9%
Approaching
Expectations
(Level 3)
36%
22%
16%
9%
Meeting
Expectations
(Level 4)
49%
61%
58%
62%
Exceeding
Expectation
(Level 5)
3%
13%
19%
20%
School
% >=
Level 4
52%
74%
77%
82%
District
% >=
Level 4
62%
76%
84%
76%

Grade 5
Grade 6
Grade 7
Grade 8*
Algebra I
Geometry
Algebra II
ROOSEVELT SCHOOL’S
2015 PARCC GRADE-LEVEL OUTCOMES
MATHEMATICS
Count of
Valid Test
Scores
Not Yet
Meeting
(Level 1)
Partially
Meeting
(Level 2)
Approaching
Expectations
(Level 3)
Meeting
Expectations
(Level 4)
Exceeding
Expectation
(Level 5)
School
% >=
Level 4
District
% >=
Level 4
Grade 3 62 5% 3% 29% 48% 15% 63% 73%
Grade 4 71 0% 4% 23% 63% 10% 73% 76%
75
82
0%
1%
5%
6%
21%
10%
59%
60%
15%
23%
74%
83%
75%
70%

YEAR ONE DATA ANALYSIS PLAN:
DRILLING DOWN
District and School Level Data: Math, ELA, reading and writing, and also by grade levels
Disaggregated data, by subgroups
Disaggregated data by categories, (i.e., standards sub-claims)
Item analysis
Student-level analysis

How will we use PARCC data to identify strengths and gaps that exist in curriculum and instruction?
 Look at performance on categories of skills and content
 Reflect on our units of study in Math and ELA- scope and sequence of unit topics
 Were all skills taught in a timely manner? – Look at pacing guides
 Reflect on standards being taught using new online lesson planner
 Are all standards being taught?

How will we use PARCC data to inform the conversations of our educators?
 Look at trends in scores based on skills and content
 Build conversations for Common Planning around trends
 Instructional Supervisors will create PD with trends in mind
 Offer Parent Academy that highlights trends and offers strategies to support students

What can we learn about where additional professional resources are needed to meet the learning needs of all students?
 Create ‘Resources Inventory’ to identify areas of strength and areas that need additional support
 Reach out to neighboring districts to discuss curriculum, resources, etc.
 What PD do teachers need to help support instruction?

LANGUAGE ARTS PARCC TRENDS
 In ELA, district wide, 76% of 6th graders and 4th graders met or exceeded expectations on the PARCC.
 In the 2 main categories of Reading and Writing, both grades showed stronger performance on the Writing section than the Reading (80% and 89% in writing and
67% and 68% in Reading respectively).
 The area most in need of targeted instruction within the
Reading categories for 6th grade was Vocabulary
Interpretation and Use while for the 4th graders it was
Reading Informational Text.

LANGUAGE ARTS PARCC TRENDS
 District wide, 5th grade has the highest percentage (82%) of students who met or exceeded expectations in ELA.
 In the categories of Reading and Writing, the 5th grade scored higher on the Writing portion with an average of
90% meeting or exceeding expectations. An average of
73% of students met or exceeded expectations on the
Reading portion of the PARCC.
 In Reading, the area most in need of targeted instruction in 5th grade is Vocabulary Interpretation and Use, with
70% of the students meeting or exceeding expectations.

LANGUAGE ARTS PARCC TRENDS
 Grade 3 has the lowest average of students meeting or exceeding expectations in ELA at 62%.
 Like the other tested grades, the 3rd graders fared better on the
Writing portion of the test with 78% meeting or exceeding expectations. In Reading, 61% of the 3rd Grade students met or exceeded expectations.
 The area most in need of targeted instruction for the 3rd graders in
Reading is Literacy Reading.
*The common trend in ELA district wide is the need for more targeted instruction in Vocabulary Interpretation and Use for grades 5 & 6; and
Reading Comprehension in grades 3 & 4.

MATH PARCC TRENDS
 District wide, students in grade 3-6 performed higher in the areas of
Major Content and Additional & Supporting Content than in the areas of
Expressing Mathematical Reasoning and Modeling & Application.
 4th grade has the highest percentage (76%) of students who met or exceeded overall expectations in Math
 District wide, 4th grade has the highest percentage of students who met or exceeded expectations in the areas of Major Content (77%) and
Expressing Mathematical Reasoning (77%).
 District wide, 5th grade has the highest percentage of students who met or exceeded expectations in the areas of Additional & Supporting
Content (84%) and Modeling & Application (70%).
***The area most in need of targeted instruction in grades 3-6 is
Modeling & Application.***

PARENT GUIDE TO THE SCORE REPORTS http://www.parcconline.org/resources/educator-resources

http://understandt hescore.org/
HOW TO HELP YOUR CHILD