1. Measuring College and Career Readiness
PARCC Results: Year One Montgomery township school district Damian Pappa director of data assessment & accountability January 19, 2016
Measuring College and Career Readiness

2. 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 21st century.”

3. College and Career Ready Standards
Raising standards
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 )
New Jersey has adopted standards that “are widely recognized as appropriate standards for college and career readiness.” - College and Career Ready Taskforce (CCRT )
2009: New Jersey adopted higher course taking requirements for all students.
2010: New Jersey adopted the Common Core State Standards in English Language Arts and Mathematics.

4. Next steps: Replace HSPA
“Currently the New Jersey High School Proficiency Assessment (HSPA) does not measure college or work readiness…Further, New Jersey colleges and universities do not use scores from the HSPA for admissions or placement, because the test does not reflect postsecondary placement requirements.” (HSRSC )
Next steps: Replace HSPA

5. Improving student Assessment
A System of Aligned Assessments
“Replace HSPA with a series of end of course assessments in math… and a proficiency exam in language arts literacy that are aligned with the expectations of higher education and the workplace.” (HSRSC )
Current tests should be “replaced with a system of end-of-course assessments.” (CCRT )
Improving student Assessment
2015: New Jersey adopted the Partnership for Assessment of Readiness for College and Careers (PARCC) assessments in English Language Arts/Literacy and Mathematics.

6. 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 elementary 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, Geometry, and Algebra II.

7. PARCC Consortium
The Partnership for Assessment of Readiness for College and Careers (PARCC) is a consortium of states that develop assessments to measure student achievement in English Language Arts/Literacy and Mathematics.
In addition to New Jersey, Arkansas, Colorado, District of Columbia, Illinois, Maryland, Massachusetts, Mississippi, New Mexico, Ohio, and Rhode Island participated in the 2014–2015 PARCC administrations.

8. Setting A New Baseline
The PARCC assessments are based on the grades 3–8 and high school Common Core State Standards (CCSS).
They focus on the skills students need in today’s world, including critical thinking, problem solving, and reasoning.
Because the PARCC assessments measure these complex skills, which are different from previous state tests, scores on the PARCC test will look lower.

9. PARCC Outcomes in context
2015 PARCC ELA/L Grade 4
51%
2013 NAEP Reading Grade 4
42%
PARCC Outcomes in context
2015 PARCC Math Grade 4
41%
2013 NAEP Math Grade 4
49%
2015 SAT: 44% met College and Career Ready Benchmark
2015 ACT: 43% met College and Career Ready Benchmark.
2015 PARCC ELA/L Grade 8
52%
2013 NAEP Reading Grade 8
46%
2015 PARCC ELA/L Grade 11
41%
2013 NAEP Reading Grade 12
2015 PARCC Algebra I
36%
2011 ADP Algebra I
35%
NAEP: National Assessment of Educational Progress
ADP: American Diploma Project

10. Spring 2015 Administration
The 2015 spring administration of PARCC English Language Arts/Literacy and Mathematics assessments included two test windows.
The first window was for administration of the Performance-Based Assessment (PBA).
The second window was for the administration of the End-of-Year (EOY) assessment.
A student must have participated in both windows to receive a summative PARCC score.

11. Spring 2015 Performance Based Assessment (PBA)
The PBA administration occurred after approximately 75 percent of instructional time was complete.
The ELA/L PBA focused on writing effectively when analyzing text.
The mathematics PBA focused on applying skills and concepts and solving multi-step problems that required abstract reasoning, precision, perseverance, and strategic use of tools.

12. Spring 2015 PARCC End Of Year (EOY)
The EOY administration occurred after approximately 90 percent of instructional time was complete.
For the EOY, students demonstrated their acquired skills and knowledge by responding to machine-scored item types.

13. English language arts & literacy Assessment
Reading
Writing
Literary Text
Writing Expressions
Informational Text
Knowledge and use of Language Conventions
Vocabulary

14. Mathematics assessment
Major Content
Expressing Mathematical Reasoning
Additional & Supporting Content
Modeling & Application

15. 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

16. Exceeding Expectations (Level 5)
2015 PARCC Consortium grade-level Outcomes English language arts/literacy
Not Yet Meeting
(Level 1)
Partially
Meeting
(Level 2)
Approaching
Expectations
(Level 3)
(Level 4)
Exceeding Expectations (Level 5)
% >= Level 4
Grade 3
19%
20%
23%
34% 4%
38%
Grade 4
11%
29% 8%
42%
Grade 5
10%
37% 3%
40%
Grade 6
31% 5%
39%
Grade 7
14%
18%
26%
Grade 8
35% 7%
Grade 9
15%
25%
32%
Grade 10
21%
27%
Grade 11
17%
24%
30%
Note: Numbers may not sum to 100% due to rounding.

17. Exceeding Expectations (Level 5)
2015 New Jersey PARCC grade-level Outcomes English language arts/literacy
Not Yet Meeting
(Level 1)
Partially
Meeting
(Level 2)
Approaching
Expectations
(Level 3)
(Level 4)
Exceeding Expectations (Level 5)
% >= Level 4
Grade 3
15%
18%
24%
39% 5%
44%
Grade 4 8%
27%
12%
51%
Grade 5 7%
26%
45% 6%
52%
Grade 6
16%
28%
40% 9%
49%
Grade 7
11%
23%
34%
Grade 8
22%
13%
Grade 9
19%
30%
10%
Grade 10
25%
20%
37%
Grade 11
17%
41%
Note: Numbers may not sum to 100% due to rounding.

18. Exceeding Expectation (Level 5)
2015 Montgomery township school District PARCC GRADE-LEVEL Outcomes English language arts/literacy
Not Yet Meeting
(Level 1)
Partially
Meeting
(Level 2)
Approaching
Expectations
(Level 3)
(Level 4)
Exceeding Expectation (Level 5)
District % >= Level 4
NJ % >= Level 4
Grade 3 6%
14%
19%
56%
62%
44%
Grade 4 3%
15%
47%
30%
77%
51%
Grade 5 1% 5%
57%
22%
79%
52%
Grade 6 2%
16%
48%
29%
49%
Grade 7
45%
33%
78%
Grade 8
13%
31%
Grade 9 4% 7%
46%
23%
69%
40%
Grade 10
12%
20%
37%
25%
Grade 11 8%
41%
86%
NOTE: Numbers may not sum to 100% due to rounding.

19. 2015 English Language arts literacy percentage(%) of Students meeting and exceeding expectations

20. 2015 English Language arts literacy percentage(%) of Students meeting and exceeding expectations

21. 2015 English Language arts literacy percentage(%) of Students meeting and exceeding expectations

22. 2015 English Language arts literacy percentage(%) of Students meeting and exceeding expectations

23. 2015 Parcc consortium grade-level Outcomes Mathematics
Not Yet Meeting
(Level 1)
Partially
Meeting
(Level 2)
Approaching
Expectations
(Level 3)
(Level 4)
Exceeding Expectations (Level 5)
% >= Level 4
Grade 3
12%
22%
28%
32% 6%
38%
Grade 4
26%
30%
29% 3%
Grade 5
11% 4%
Grade 6
Grade 7
10%
34%
Grade 8
25% 2%
27%
Algebra I
13%
31%
Geometry
24%
Algebra II
21%
20% 1%
Note: Numbers may not sum to 100% due to rounding.

24. 2015 New Jersey PARCC grade-level Outcomes Mathematics
Not Yet Meeting
(Level 1)
Partially
Meeting
(Level 2)
Approaching
Expectations
(Level 3)
(Level 4)
Exceeding Expectations (Level 5)
% >= Level 4
Grade 3 8%
19%
28%
37%
45%
Grade 4 7%
22%
30%
36% 4%
41%
Grade 5 6%
21%
32%
35%
Grade 6
Grade 7
33%
Grade 8*
26%
23% 1%
24%
Algebra I
14%
25% 3%
Geometry
12%
20%
Algebra II 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.

25. Exceeding Expectation (Level 5)
2015 Montgomery township school District PARCC GRADE-LEVEL Outcomes mathematics
Not Yet Meeting
(Level 1)
Partially
Meeting
(Level 2)
Approaching
Expectations
(Level 3)
(Level 4)
Exceeding Expectation (Level 5)
District % >= Level 4
NJ % >= Level 4
Grade 3 4% 5%
20%
45%
26%
71%
Grade 4 2% 8%
54%
16%
70%
41%
Grade 5 1% 7%
19%
53%
72%
Grade 6 3% 6%
21%
51%
Grade 7* 0%
12%
30%
57%
37%
Grade 8*
11%
23%
40%
24%
Algebra I
17%
64% 9%
73%
36%
Geometry
46%
62%
22%
Algebra II
56%
10%
66%
* Note: Approximately 36% of 7th grade students participated in either an Algebra I or Geometry PARCC assessment. Thus, PARCC Math 7 outcomes are not representative of grade 7 performance as a whole. Approximately 70% of 8th grade students participated in either an Algebra I, Geometry, or Algebra II PARCC assessment. 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.

26. 2015 Mathematics percentage(%) of students meeting and exceeding expectations

27. 2015 Mathematics percentage(%) of students meeting and exceeding expectations

28. 2015 Mathematics percentage(%) of students meeting and exceeding expectations

29. 2015 Mathematics percentage(%) of students meeting and exceeding expectations

30. Questions to Guide PARCC Data Reflection
How will we use PARCC data to identify strengths and gaps that exist in curriculum and instruction?
How will we use PARCC data to inform the conversations of our educators?
What can we learn about where additional professional resources are needed to meet the learning needs of all students?

31. 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

32. Resources for Parents

33. Resources for Parents

34. Resources for Parents

35. Video: Understanding the score report

36. Parent Guide to the Score Reports

37. How to help your child

38. Additional resources for parents