1. Ridgefield Public Schools 2015/2016 data presentation
October 2016

2. Next steps: Continue with parcc testing
The Study Commission on the Use of Student Assessment released its final report to the state of NJ on January 11, The Commission presented a number of recommendations to directly address concerns, including:
Continuation with PARCC: The commission's report recommended New Jersey "continue its membership and participation in the PARCC consortium and annually administer the PARCC instrument as its Statewide assessment.“
High School Graduation Requirement: State law requires students to pass a statewide assessment to graduate from high school. The Study Commission recommended that, beginning with the graduating Class of 2020, students be required to take PARCC (although not achieve a certain score) before they can access any alternative assessments for graduation.  Starting with the Class of 2021, the commission called on the Department to establish passing English Language Arts 10 and the Algebra I end-of-course PARCC assessments as the requirement for graduation for initial years of implementation, with the provision for reassessing the requirements in future years. (The state will continue to allow students who do not pass the assessment needed for high-school graduation to demonstrate proficiency through the portfolio appeals process.)
But also in 2008, the High School Redesign Taskforce courageously stated that New Jersey’s old high school assessment – the High School Proficiency Assessment or HSPA – wasn’t measuring college or career readiness. And that it was all but ignored by colleges.

3. Next Steps: Continued
Over-testing: The commission acknowledged concerns of over-testing in schools and its impact on instruction. The commission noted that the state's assessments in math, English and science are mandated by state or federal law, and other testing is done at the discretion of local school officials. The report recommended school districts conduct a thorough inventory of their own student assessments to determine the minimum amount of testing needed to improve student learning. It also called on the NJDOE to commission a study into the amount of testing in K-12 education and how tests are being used.
Test Preparation: The commission acknowledged that many school districts spent considerable time preparing students for PARCC last year. While test preparation is expected to decrease as students and staff become more familiar with the test, the commission still called on the NJDOE to develop best practices that would help schools prepare students for the test in the most time-effective manner

4. New standards entitled the NJSLS
Governor Christie also appointed a committee to study the Common Core Content Standards. "New Jersey's standards should reflect New Jersey's uniqueness, needs, strengths and challenges and also be adaptable to give educators the flexibility they need to impart the basic skills and knowledge needed by all of our students in every unique classroom setting. The previous standards did not meet that high mark for our teachers, parents, or students, and we welcomed the opportunity to get it right for our children by reviewing, improving and communicating New Jersey's academic goals," said Commissioner David C. Hespe. "These recommendations forge a pathway to ensuring that New Jersey remains a national leader in student performance by providing our children with the best instruction and the highest expectations for their learning." On January 11, 2016, the Academic Standards Review Committee presented its recommendations to improve New Jersey's English language arts and mathematics standards to the New Jersey State Board of Education. The committee recommended modifications to the math and ELA standards. The major changes were content between different grade levels and the incorporation of more literature and less non-fiction within the ELA standards. New Jersey will maintain approximately 84% of the 1,427 math and language arts standards that make up Common Core. Some of those changes will result in moving a standard — like when students should be able to distinguish long and short vowels — from one grade level to another. Others involve minor changes to the wording of a standard to clarify or enhance it. The new standards will go into effect in New Jersey schools beginning in the school year. The current plan is for the state to continue with PARCC testing, as it still aligns to the new standards.
The PARCC assessments replaced our old assessments – the NJASK and the HSPA in language arts and math. Students began taking these assessments in third grade, as is required by federal law. As a result of a waiver won by the New Jersey Department of Education, students taking advanced coursework in middle school did not have to take two math tests. Instead, they took the assessment that was most closely aligned with their coursework. For example, a student in 8th grade who was taking Algebra I as a course was permitted to only take the Algebra I test and did not also have to take the 8th grade math test.

5. 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
In PARCC, student outcomes are divided into five performance levels. Level One describes student work in the assessment that does not yet meeting the grade-level expectations or the course expectations. Level Two describes student work that is partially meeting grade-level expectations. Level Three describes student work that is approaching grade-level expectations. Level Four describes work that meets grade-level expectations. Level Five describes work that exceeds grade-level expectations.
It’s important to recognize however that while PARCC is a meaningful assessment of student learning that provides useful information about a student, that New Jersey has been and remains committed to using multiple metrics in assessing student progress and attainment. Decisions about student placement in the next grade level or course have always been made by school districts and should always be fully informed by multiple sources of information, including teacher recommendations and parent input.

6. Score Reports Statewide scores by topic area
District scores by grade level and topic area
Comparison of same group of students from 14/15 to 15/16 on PARCC testing.
Subgroup scores
Participation percentages
District Factor Groups (DFGs) were first introduced in 1975 for the purpose of comparing students’ performance on statewide assessments across demographically similar school districts. The categories are updated every 10 years when the Census Bureau releases the latest data.
The last update was done in Franklin Lakes is in a District Factor Group of I. Other I towns are Oakland, Wyckoff, Tenafly, Ramsey, Montvale, etc. As you can see, the criteria for determining a district factor group focuses on the exposure to and value for education.

7. Grade 3 English Language Arts

8. Grade 3 Mathematics

9. Grade 4 English Language Arts

10. Grade 4 Mathematics

11. Grade 5 English Language Arts

12. Grade 5 Mathematics

13. Grade 6 English Language Arts

14. Grade 6 Mathematics

15. Grade 7 English Language Arts

16. Grade 7 Mathematics

17. Grade 8 English Language Arts

18. Grade 8 Mathematics

19. Grade 9 English Language Arts

20. Algebra 1 Assessment

21. Grade 10 English Language Arts

22. Algebra 2 Assessment

23. Grade 11 English Language Arts

24. Geometry Assessment

25. Ridgefield 15/16 Spring PARCC Administrations ENGLISH LANGUAGE ARTS/LITERACY (percentage passing scores of 4 and 5)
GR 3
GR 4
GR 5
GR 6
GR 7
GR 8
GR 9
GR 10
GR 11
Hispanic 36 52 69 59 62 41 71 47 57 63 60 51 32 28 45 26
Asian 67 73 79 70 83 78 97 68 56 50 46 53
White 61 49 80 44
Student w/ Disabilit 23 13 38 17 15 6 7 12 43 20 14 5
Econom
Disadv 37 76 48 42 31 25

26. Ridgefield 15/16 Spring PARCC Administrations Mathematics (percentage passing scores of 4 and 5)
GR 3
GR 4
GR 5
GR 6
GR 7
GR 8
ALG 1
ALG 2
GEO
Hispanic 47 53 50 55 59 14 32 24 46 63 49 45 29 15
Asian 80 85 70 77 67 81 91 74 68 79 43 52
White 72 71 38 41 58 57 19 8 28
Student w/ Disabili 31 33 17 7 13 6 20 22 5
Econom
Disadv 26 36 39 66 48 11

27. Comparison of ridgefield Students Tested Spring 2015 and Spring 2016 PARCC Administrations
Difference
2016
2015
Grade 3
114
104
+9.6%
Grade 4
115
+10.6%
Grade 5
100 99
+1%
Grade 6
102 93
+9.7%
Grade 7
110
+3.6%
Grade 8 85
+22.4%
Grade 9 ELA
118
+15.7%
Grade 10
123
+44.7%
Grade 11
116 56
+107.4%
Algebra 1
138
80*
+72.5%
Algebra 2 80 83
-3.6%
Geometry
103 25
+312%
TOTAL
1327
1026
+29.3%
*Algebra 1 total includes grade 8 honors level students.
Note: “Students Tested” represents individual valid test scores for English Language Arts/Literacy.

28. NJASK Background Goals of the assessment:
The NJASK was still a test for the area of science for the 2014/2015 school year. PARCC replaced the NJASK in the areas of ELA and math. NJASK is based on a scoring range of 100 – 300.
100–199 is considered partially proficient (not passing)
is considered proficient
is considered advanced proficient
Goals of the assessment:
To measure and promote student achievement of New Jersey science standards
To give a glimpse of student performance at a given time using a valid and reliable tool
To meet state and federal accountability requirements
Later in our presentation we look forward to sharing how we are using the information we receive from these assessments to strengthen our educational programs and to support our students.

29. Grade 4 Science

30. Grade 8 Science

31. 3 year progress indicators
*Different students over a two year period.

32. NJ Biology Competency Test NJBCT
The New Jersey Biology Competency Test (NJBCT) is a state test given to students to measure whether they have gained the knowledge and skills identified in the Biology section of the Science Core Curriculum Content Standards (CCCS).
In May 2008, all New Jersey public high school students enrolled in a requisite Biology course were required to participate in the End of Course Biology Test, which replaced HSPA Science.
In 2010, the End of Course Biology test was renamed New Jersey Biology Competency Test (NJBCT).
All New Jersey public high school students, regardless of grade level, who are enrolled in a Biology course or content equivalent during the school year must take the test, regardless of prior testing exposure and experience.

33. Total Student Population
NJBCT SCORES PROFICIENCY COMPARISONS
Ridgefield
DFG
State
Total Student Population
58.7%
54.1%
56.7%
General Education
65.5%
61.6%
64.9%
Special Education
20.0%
16.9%
21.1%

34. 3 YEAR NJBCT PROFICIENCY COMPARISON

35. AP SCORES 5 4 3 2 1 Total Mean Score 2015 % 3 or higher
Biology 7 11
3.82
83.3%
100%
Calculus AB 6 9
4.67
English Lit 8
3.50
88.9%
European History
Psychology 13 25
4.04
95%
96%
Statistics 26
2.35
71.4%
38.5%
US History 10
3.80
87.5%
90%
Env.Science
4.00
N/A
Physics 1
1.60
20%
Chinese
5.0 % % % % %
107
3.35
91.1%
74.1%

36. AP SCORES COMPARISON 3.90 3.39 3.11 Biology 3.82 3.14 8,683 students
Ridgefield Mean Score
NJ Mean Score
US Mean Score
Ridgefield % 3 or higher
NJ % 3 or higher
US % 3 or higher
Biology
3.82
11 students
,683 students
2.84
233,191 students
100%
72.0%
60.8%
Calculus AB
4.67
9 students
,457 students
,172 students
70.4%
59.0%
English Lit
students
,257 students
,907 students
67.1%
54.4%
European History
students
,354 students
,099 students
83.3%
67.7%
52.3%
Psychology
students
,648 students
,530 students
96%
71.2%
64.0%
Statistics
students
,068 students
,462 students
38.5%
73.4%
60.3%
US History
students
,104 students
,833 students
90%
68.8%
Physics
1.60
10 student
2.50
6,193 students
2.29
162,443 students
20%
45.8%
38.3%
Chinese
5.00
1 student
4.13
513 students
4.23
10,63 students
88.4%
92.2%
Env. Science
4.00
2.82
4,309 students
2.55
148,017 students
54.9%
45.4%
Total
3.90
3.39
3.11
91.7%
76.2%
66.6%

37. % OF STUDENTS SCORING 3 OR HIGHER
4 YEAR AP DATA
% OF STUDENTS SCORING 3 OR HIGHER

38. NUMBER OF RIDGEFIELD STUDENTS TESTING
4 YEAR AP DATA
NUMBER OF RIDGEFIELD STUDENTS TESTING

39. SAT DATA – CLASS OF 2016 The SAT is scored on a scale of 200 – 800
Critical Reading
Math
Writing
Total Score
Multiple Choice - Mean
Essay –
Mean
Ridgefield Tests
481
500
479
1460
46.8
7.5
NJ ,954 Tests
495
514
492
1501
48.8
7.3
Total Group 1,637,589
Tests
494
508
482
1484
48.4
6.9
Male Ridgefield Students
480
507
463
1450
45.5
Female Ridgefield Students
493
491
1466
47.8
7.7
The SAT is scored on a scale of 200 – 800
6 students scored 700 or more on the Critical Reading section – High Score: 770
75students scored 700 or more on the Mathematics section – High Score: 800
2 students scored 700 or more on the Writing section – High Score: 710

40. HISTORICAL SAT DATA Writing 2013 2014 2015 2016 485 491 508 479 500
Ridgefield
485
491
508
479 NJ
500
502
499
492
Total Group
488
487
484
482
HISTORICAL SAT DATA

41. HISTORICAL SAT DATA Mathematics 2013 2014 2015 2016 510 523 535 500
Ridgefield
510
523
535
500 NJ
522
521
514
Total Group
513
511
508
HISTORICAL SAT DATA

42. HISTORICAL SAT DATA Critical Reading 2013 2014 2015 2016 469 473 491
Ridgefield
469
473
491
481 NJ
499
501
500
495
Total Group
496
497
494

43. Other Colleges Attended
Class of 2016 Post-High School Data
137 Students (106 regular education)
Four-Year College: 62 (58.5%)
Two-Year College: (34%)
Armed Forces: (2.8%)
FT Employment: (4.7%)
36 students attend Bergen Community College
8 students attend Rutgers University
7 students attend Montclair State University
5 students attend Ramapo
4 students attend FDU
4 students attend Monmouth University
4 students attend Rowan
Other Colleges Attended
College of NJ
East Stroudsburg University
Felician University
Hofstra
Iona
Kean
NJIT
NYU
Penn State University
Seton Hall University
Stony Brook University
SUNY – Albany
Temple University
Villanova University
Westminster Choir College of Rider
William Paterson University
Yale University