1. Alaska Superintendents Association Fall Meeting 2016
Dr. Susan McCauley
Education Policy Coordinator

2. Topics & Format
2 topics related to Alaska’s State Plan for the Every Student Succeeds Act (ESSA)
For each topic
Background
Considerations
Table discussion
Response

3. Minimum n-size
Background

4. Three Key Elements ESSA State Plan Standards & Assessment
# 1
Standards & Assessment
# 2
Accountability
# 3
School Support
The purpose of this slide …
Is to share the key elements that the ESSA state plan is build on and that you will be reviewing with them I

5. 5 Required Indicators Academic achievement
Another measure of academic achievement
Progress of English learners
Graduation rate
Measure of school quality or student success

6. Minimum n-size
n-size is the number of students needed to be included in accountability data for a particular group.
A group can be a:
School
Grade level
Subgroup
Race/ethnicity
Economically disadvantaged
English Learners
Students with disabilities n

7. Historical practice in school accountability (through 2011-2012)
Adequate Yearly Progress (AYP)
Participation
Minimum n = 20
Applied to subgroups only
Performance
Minimum n = 25

8. Historical practice in school accountability (2012-2013 & 2013-2014)
ASPI School Progress indicator
At least six students in one of four subgroups with valid growth scores
10 percent of the overall School Progress score was allotted to that subgroup’s growth.

9. Historical practice in school accountability (2012-2013 & 2013-2014)
Annual Measurable Objectives (AMOs)
At least five students had to receive a valid assessment result in the baseline year for targets to be calculated.
At least five students had to receive a valid assessment result in subsequent years to determine whether the target was met.

10. What does ESSA say?
Three considerations for determining the minimum n-size:
Do not reveal personally identifiable information
Must be statistically sound
Shall be the same for all students and each subgroup

11. What does ESSA say?
DEED must report how the minimum n-size was determined
Feedback required from stakeholder groups, including:
Teachers
Principals and other school leaders
Parents
Other stakeholders

12. Minimum n-size
Considerations

13. Considerations The Alaska Context Statistically sound
Small schools
Statistically sound
Accurately measure subgroup performance
Protect student privacy
How low is too low?
Avoid masking subgroup performance
How high is too high?
The Alaska Context: Many small schools
An even larger number of grade spans and subgroups within schools with low student counts
Statistically Sound: Accurately reflects subgroup performance
Protect student privacy
What n-size is too low?
Avoid masking performance: What n-size is too high?

14. Effect of n-size on subgroup reporting
Using data from the 2015 AMP ELA assessment, this graph shows the effect of increasing the minimum n-size by increments of five, starting with the total count of schools as a base. For example, there were a total of 357 schools with at least one English Learner taking the ELA content assessment. Once a minimum n of 5 is applied, though, the count of schools meeting that threshold in the EL subgroup drops to 260. (These two figures can also be found on the next slide.) If the minimum n were 30, only 92 schools would be held accountable for the AMP ELA performance of their English Learners.
Note: Data are from the AMP ELA content assessment in 2015.

15. What is the n-size in other states?
The purpose of this graph is to show the distribution and frequency of n sizes among the states. Maryland is the other state with a minimum n of 5. The minimum n in Wyoming is 6. These are the only three states with a minimum n under 10. According to the draft accountability regulations, states will have to justify a minimum n of greater than 30.
Note: Five states have a different minimum n for different purposes. For this graph, the highest value was displayed.
Source: Alliance for Excellent Education (

16. Minimum n-size
Discuss & Respond

17. Discuss & Respond Discuss Respond
What concerns do you have regarding n-size? Provide examples from your district, if possible.
What do you think the “right” n-size is? Why?
Respond
On ESSA Response Card

18. High School Assessments
Background

19. What does ESSA say? ELA and math at least once in high school
High school grades that can be tested now include 9-12
Alaska has tested in grades 9 and 10 on the ELA/math assessment since 2002.

20. High School Assessments
Considerations

21. Measure growth? Indicated as important by stakeholders
If test in grade 9, can measure growth directly from grade 8
If test in grade 10 or 11, may be possible to calculate growth, but need to look at technical questions

22. Measure college- or career-readiness?
Repeal of college- or career-ready assessment (CCRA) requirement
If test in 9th or 10th only, may be possible to offer CCRA as option in grade 11
If test in grade 11 only, state test could possibly measure college or career readiness

23. Some Considerations
At what grade will high school students most successfully test?
What grade will give the most useful information?
Varied course trajectories for math: 10th grade?
Test in 9th and/or 10th and offer option of CCRA assessment choice in 11th grade for possible use in accountability system
Testing in one high school grade can minimize testing time

24. Use of ACT or SAT?
Use for both assessment requirement and college admissions/planning?
Equity for students with disabilities or English learners in availability of accommodations and/or equity in not having a college-reportable score?
Cultural relevance?
What about career readiness assessment for non-college bound students?
Most appropriate for grade 11?

25. Discuss & Respond Discuss Respond
In what high school grade/grades should Alaska test Why?
Should Alaska consider using ACT or SAT in 11th grade to meet the high school assessment requirement? Why?
Respond
On ESSA Response Card

26. Please make sure we collect your response card.