1. Transitioning to New Accountability Systems: Setting the Stage for Closing Achievement Gaps
National Conference on Student Assessment
June 2016
Eric Zilbert, California Department of Education
Terran Brown, ETS
Yi Du, ETS
11/9/2018

2. Presentation Overview
Describe current baseline performance on Smarter Balanced assessments in California for Spring administration for selected subgroups
Describe how current subgroup performance for the Smarter Balanced assessments contrast with previous indicators of student performance
Discussion on the accountability shift and the impact on closing performance gaps across subgroups

3. Discrepancies in Scores Among Selected Sub-groups (GAPS)
National Conference on Student Assessment June Eric E. Zilbert Education Research and Evaluation Administrator California Department of Education

4. ELA Grade 4 - Gender
Female
Male

5. Math Grade 8 - Gender
Female
Male

6. NSLP Grade 4 ELA No ??
Yes

7. NSLP Grade 8 Math No ??
Yes

8. EL Grade 4 ELA No
Yes

9. EL Grade 4 ELA No
Yes

10. EL Grade Math No
Yes

11. Ethnicity

12. EL Grade 8 Math

13. NAEP vs. Smarter Balanced 2015 ELA Results for California

14. NAEP vs. Smarter Balanced 2015 Math Results for California

15. NAEP vs. CST 2013 ELA and Math Results for California

16. The GAPS Are: Longstanding Persistent Ongoing Unchanging Immovable
Constant
Cast in Stone
Resolute
Ubiquitous
Irrefutable
Test Independent
Damn Frustrating

17. Current Status of Student Achievement in California

18. Data Sources and Methods
Spring 2015 Smarter Balanced test data in English Language Arts/Literacy (ELA/L) and mathematics
Measures
Overall Scale Scores for each content area
Claim Scale Scores for each content area
Comparisons
Computed performance differences (as an effect size) for selected subgroups

19. Subgroups Examined Gender Female vs. Male* Ethnicity Black vs. White*
Filipino vs. White*
Asian vs. White*
Hispanic vs. White*
English Language Proficiency Groups
Initially Fluent English Proficient (IFEP) vs. English Only (EO)*
Reclassified Fluent English Proficient (RFEP) vs. EO*
English Learner (EL) vs. EO*
Socioeconomic Status
Economically Disadvantaged vs. Not Economically Disadvantaged*

20. Performance Gaps by Gender

21. ELA/L: Overall

22. ELA/L: Reading Claim

23. ELA/L: Writing Claim

24. ELA/L: Speaking/Listening Claim

25. ELA/L: Research Claim

26. Mathematics: Overall

27. Mathematics: Concepts and Procedures

28. Mathematics: Problem Solving, Modeling and Data Analysis

29. Mathematics: Communicating Reasoning

30. Performance Gaps by Ethnicity

31. ELA/L: Overall

32. ELA/L: Reading Claim

33. ELA/L: Writing Claim

34. ELA/L: Speaking/Listening Claim

35. ELA/L: Research Claim

36. Mathematics: Overall

37. Mathematics: Concepts and Procedures

38. Mathematics: Problem Solving, Modeling and Data Analysis

39. Mathematics: Communicating Reasoning

40. Performance Gaps by English Language Proficiency Groups

41. ELA/L: Overall

42. ELA/L: Reading Claim

43. ELA/L: Writing Claim

44. ELA/L: Speaking/Listening Claim

45. ELA/L: Research Claim

46. Mathematics: Overall

47. Mathematics: Concepts and Procedures

48. Mathematics: Problem Solving, Modeling and Data Analysis

49. Mathematics: Communicating Reasoning

50. Performance Gaps by Socioeconomic Status

51. ELA/L: Overall

52. ELA/L: Reading Claim

53. ELA/L: Writing Claim

54. ELA/L: Speaking/Listening Claim

55. ELA/L: Research Claim

56. Mathematics: Overall

57. Mathematics: Concepts and Procedures

58. Mathematics: Problem Solving, Modeling and Data Analysis

59. Mathematics: Communicating Reasoning

60. Gaps Over Time

61. Gaps Over Time Math CSTs 2006 - 2010

62. Gaps Over Deciles 2013

63. Gaps Over Deciles 2013

64. Local Control Accountability Plan
Focusses on economically disadvantaged students, English learners, students with disabilities, foster youth, homeless.
Required metrics
Smarter Balanced assessments, ELA and math, percent met or above standard and individual student growth (grades 3-8)
Results on the Next Generation Science Standards
Progress on the English language proficiency assessment
Graduation rate (secondary)
Measure of student engagement (suspension rate and chronic absenteeism.
College and career readiness
Healthy kids survey

65. Local Control Funding Formula (LCFF) Priority Areas
Student Achievement: measuring success through test scores, English proficiency, graduation rates and college preparedness
Implementation of Common Core state standards: transitioning to the new academic standards
Course Access: ensuring all students have access to classes that prepare them for college and career, regardless of what school they attend or where they live
Basic Services: guaranteeing well-maintained school facilities and up-to-date materials

66. Local Control Funding Formula (LCFF) Priority Areas
Student Engagement: help kids feel more enthusiastic about learning so they miss fewer days and are more likely to graduate
School Climate: promoting a calm, positive and productive school environment
Parent Involvement: participating in school district decision-making
Other Student Outcomes: physical education, the arts, and other areas of study

67. Questions?