Whitman Elementary - Tulsa Public Schools

Table 5: Median Percent Correct (0-100) By Standards and Objectives
Table 5 presents the median percent of questions answered correctly on the state assessment by standard and objective. The
standards are shaded in gray while objectives are not shaded. Each objective median percent score stands on its own while
the median percentage correct for standards is based upon how individual students collectively performed on all objectives
within a given standard. A color coding system is used to indicate movement toward higher levels of median percent questions
answered correctly. The optimum median percentage of standards and objectives answered correctly would be 100%.
However, obtaining a median percentage correct of 70% or greater is very desirable and there is evidence that when a school
experiences scores at this level there is greater opportunity of achieving higher OPI scores. Achieving higher OPI scores
consequently leads to an increase in a school’s Academic Performance Index (API) score. It is important to understand that the
median percent correct by standard/objective does not directly correlate to obtaining proficiency within a given assessment.
The right hand side of Table 7 presents a summary by assessment years of the placement by median percentage correct by
standards/objectives within the percentile ranges selected for the color coding system. A trend of decreasing percentage
levels from the far right hand column into columns moving to the left indicate that the school is moving students to a higher
range of median percent questions answered correctly by objective and standard.
Discussion Points
• What percentage of our standards are coded gold and/or green?
• Are we maintaining or exceeding the numerical value assigned within each gold or green colored cell?
• What percentage of our standards are coded pink and or red?
• If we have consecutive years of pink or red designations for a standard or objective are we reaching higher
numerical values in consecutive years?
• What are the expectations of students, teachers, teams or departments to track and display group
performance data toward higher levels of proficiency?
• Is there a process for encouraging students to monitor, chart or graph their progress toward attainment of the
next highest level of performance?
• Do we have a means to routinely collect, analyze and discuss student data which assists to make a
prediction of where students will place within the performance ranges?
• How do we review our predictions of student performance to actual performance and make adjustments if
adjustments are necessary?
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