Educational Assessment and Accountability; Annual Reports ...

8 2009 SuperintenDent’S Annual Report
aT-a-GlanCe
Planning
for
Restructuring
4%
(%) Percent Proficient
Corrective
Action
7%
School
Improvement Year 2
1%
60
50
40
30
20
10
0
Percent Proficient AYP Mathematics and Reading
State Summary
School Years Ending 2003 to 2009
19 %
23 % 24 % 27 %
No Child Left Behind
Adequate Yearly Progress 2007 2008 2009
Percent schools met AYP 65% 42% 36%
Sanctions* 2008 2009 2010
Percent In Good Standing 43% 56% 48%
Number Exiting Sanctions 12 29 2
*AYP results determine sanctions for the following year.
Source: Hawaii State Department of Education, System Evaluation & Reporting Section.
NCLB Sanction Status
2010
Restructuring
32%
39 %
43 % 45 %
2003 2004 2005 2006 2007 2008 2009
MATHEMATICS
School Improvement
Year 1
8%
Total may not be exactly 100% due to rounding.
Source: Hawaii State Department of Education, System Evaluation & Reporting Section.
39 %
45 % 47 % 47 %
In Good Standing,
Unconditional
32%
Source: Hawaii State Department of Education, System Evaluation & Reporting Section.
60 %
2003 2004 2005 2006 2007 2008 2009
READING
In Good
Standing,
Pending
17%
62 %
65 %
No Child Left Behind (NCLB)
The percentage of schools meeting Adequate Yearly
Progress (AYP) has steadily decreased between 2007 and
2009. The 23 percentage point decrease from 2007 to 2008
is primarily due to increases in the Annual Measureable
Objectives (AMO) in 2008 for reading, mathematics, and
graduation/retention. Although nearly one-half of schools
are in “Good Standing,” only Waiahole Elementary and
Kailua Intermediate schools exited sanction for 2010.
This low number of schools exiting sanctions speaks to
the challenge of having to meet AYP two years in a row
in light of increasing AMO targets that will require 100%
student proficiency by the year 2014.
Adequate Yearly Progress (AYP)
Each year since 2003, the percent of students scoring
proficient or above has increased continually in both
reading and math, despite increases in Annual Measurable
Objectives that are used to calculate AYP. In 2007, a
revised set of Hawaii Content and Performance Standards
(HCPS III) was established, and a new series of assessment
instruments, developed to reflect the revised standards,
was implemented. The relatively large gain in the number
of students who scored proficient and better between 2006
and 2007 may be due to a number of factors, one of which
is the concomitant change in standards and assessment;
but there is evidence that this difference may also be a
reflection of true improvement in student learning, as
demonstrated by consistent yearly gains since 2007 as well.
Also, the reputable, independent, National Assessment of
Educational Progress, or NAEP, as it is more commonly
known, is widely considered to be a model assessment
program. Since 2005, Hawaii has increased NAEP achievement
scores for mathematics and reading for each of the
grades tested by NAEP.
Note. State totals include proficiency scores of all students
enrolled in one or more schools within the DOE system for at
least a full academic year.