PSSA - Hollidaysburg Area School District
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Description
PSSA: Pennsylvania System of Schools Assessment Robert Valeria
Purpose
To improve student understanding of standards recognized by the state of PA, which will lead to improved PSSA scores. To accomplish this:
1) We will first look at information about the PSSA—what is it and how is it scored. We can use this to improve scores. 2) Then we will look at our scores from 2008 to see where we are. 3) We will look at how our school compares with nearby schools. 4) Finally, we will discuss ways to improve student understanding and their PSSA scores.
Contents
General PSSA Information
Tests (Math, Reading, Writing, Science) Scoring Breakdown Adequate Yearly Progress
2008 District Results Comparison to Other Schools How to Improve PSSA Scores
General PSSA Information Pennsylvania System of School Assessment
Origins of the PSSA
No Child Left Behind (NCLB) is federal legislation that mandates that states assess schools to ensure that all students reach proficiency of high standards. Each state uses a state-designed test to assess student learning and understanding. Pennsylvania uses the PSSA (Pennsylvania System of School Assessment)
PSSA Tests
Mathematics
Grades 3-8, 11 2009 Testing Window: March 16-27
Writing
Grades 5, 8, 11 2009 Testing Window: February 9-20
Reading
Grades 3-8, 11 2009 Testing Window: March 16-27
Science
Grade 4, 8, 11 2009 Testing Window: April 27-May 8
PSSA Tests
The tests seek to provide students, parents, schools, and states information about student and school performance. The tests are aligned with the Assessment Anchors in each subject. The anchors identify reporting categories and specific standards for each grade that should be taught and may be assessed on the PSSA. Each test is composed of multiple sections. Currently, the Mathematics and Reading tests are the only ones that are formally used to assess school performance (to determine if schools are making progress towards having all students reach proficiency).
PSSA Tests
By 2014, the goal is to have 100% of students pass the tests. Currently, the benchmark in PA is 63% for reading and 56% for math. The mathematics and reading tests are given together. Each test has 3 sections and they alternate:
Math – Reading – Math – Reading – Math – Reading
The science and writing tests are given at different times in the year. Each section in the tests identify a suggested amount of time that the section should take. Students, however, can use as much reasonable time as needed.
Scoring the Tests
The items that are assessed to determine student and school performance are called “common items,” because these items are the same on all tests. The tests also have field test items and equating items which are not the same. These items do not count in final scores. Field test items are for research. Equating items are aligned with standards from previous years. Students do not know which items are field test items or equating items.
Scoring the Tests
On the common items, points are given in the following fashion:
Multiple Choice (0 or 1 points) Open-Ended Questions
Reading (0 to 3 Points) Math (0 to 4 Points) Writing (1 to 4 Points) Science – Open Ended (0 to 2 Points), Scenario (0 to 4)
Totals are combined from all sections to get final raw scores. These results are converted to scale scores, which usually range from 700 to 2400 Scaled scores are divided into four categories: Below Basic, Basic, Proficient, and Advanced.
Scoring the Tests
The cutoff scores for each category are different for test at different grade levels. For 2009, they can be found in the Assessment Handbook for PSSA at http://www.pde.state.pa.us/a_and_t/lib/a_and_t/20082009_assessment_handbook.pdf As an example, for Grade 7 Math, here are the cutoffs for 2009:
Below Basic – 700 to 1182 Basic – 1183 to 1297 Proficient – 1298 to 1471 Advanced – 1472 and up
Students need to be at proficient to “pass” the test.
Proficient and Advanced – “Pass” Basic and Below Basic – “Fail”
What do the Scores Mean?
Below Basic – Limited understanding of the reporting categories and standards (Assessment Anchors) for that grade level and subject Basic – Student is able to complete simple or routine tasks dealing with the standards for that grade level and subject. Proficient – Student is able to use strategies to complete grade-level tasks dealing with the standards for that grade level and subject. Advanced – Student is able to use sophisticated strategies and shows in-depth understanding dealing with the standards for that grade level and subject.
What do the Scores Mean?
A student who has scored in below basic or basic has not reached proficiency level (passing) of the subject. A student who has scored in proficient or advanced has reached proficiency level (passing) for that subject.
Math Test (Grades 3-8, 11)
Three math sections are given, each approximately 2025 questions. First group of questions are multiplechoice. At the end, there are open-ended question. First math section has several questions students must complete without a calculator. After these questions, calculators are allowed (no QWERTY keypad calculators). Formula Sheet is provided on the test for students to use (different for each grade). One or two open-ended questions (0 to 4 points) will be at the end of each section. Grammar is not evaluated. Directions are important in these questions. Examples:
Show and explain all work Show or explain all work. Show all work.
Scoring Math Open-Ended Questions
4 - The response demonstrates a thorough understanding of the mathematical concepts and procedures required by the task.
The response provides correct answer(s) with clear and complete mathematical procedures shown and a correct explanation, as required by the task. Response may contain a minor “blemish” or omission in work or explanation that does not detract from demonstrating a thorough understanding.
3 - The response demonstrates a general understanding of the mathematical concepts and procedures required by the task.
The response and explanation (as required by the task) are mostly complete and correct. The response may have minor errors or omissions that do not detract from demonstrating a general understanding.
Scoring Math Open-Ended Questions
2 - The response demonstrates a partial understanding of the mathematical concepts and procedures required by the task.
The response is somewhat correct with partial understanding of the required mathematical concepts and/or procedures demonstrated and/or explained. The response may contain some work that is incomplete or unclear.
1 – The response demonstrates a minimal understanding of the mathematical concepts and procedures required by the task. 0 - The response has no correct answer and insuffi cient evidence to demonstrate any understanding of the mathematical concepts and procedures as required by the task for that grade level.
Scoring the Math Test
2009 Mathematics Test
60 multiple choice items that count (60 possible points) 3 open-ended items that count (12 possible points) Total test has 72 possible raw points.
Raw score is converted to scale score and placed in one of four categories: Below Basic, Basic, Proficient, Advanced
Reading Test (Grades 3-8, 11)
Three reading sections are given, each approximately 20-25 questions. In each section, there will be 2-3 reading passages for students to read. Students will read passage and then answer several multiple-choice questions about it. Each section will include at least 1 open-ended questions (0 to 3 points). These questions will be after the multiple choice questions for a reading passage. Grammar is not evaluated. Directions are important in these questions.
e.g. Often a set of directions may say for the student to provide a certain number of examples or instances of something from the story.
Scoring Reading Open-Ended Questions
3 Points
The response provides a complete answer to the task (e.g., a statement that offers a correct answer as well as text-based support). The response provides specific, appropriate, and accurate details (e.g., naming, describing, explaining, or comparing) or examples.
2 Points
The response provides a partial answer to the task (e.g., indicates some awareness of the task and at least one textbased detail). The response attempts to provide sufficient, appropriate details (e.g., naming, describing, explaining, or comparing) or examples; may contain minor inaccuracies.
Scoring Reading Open-Ended Questions
1 Point
The response provides an incomplete answer to the task (e.g., indicating either a misunderstanding of the task or no text-based details). The response provides insufficient or inappropriate details or examples that have a major effect on accuracy. The response consists entirely of relevant copied text.
0 Points
The response provides insufficient material for scoring. The response is inaccurate in all aspects.
Scoring the Reading Test
2009 Reading Test (Grades 4-8, 11)
2009 Reading Test (Grade 3)
40 multiple choice items that count (40 possible points) 4 open-ended items that count (12 possible points) Total test has 52 possible raw points. Only 2 open-ended items that count (6 possible points) Total test has 46 possible raw points
Raw score is converted to scaled score and placed in 1 of 4 categories: Below Basic, Basic, Proficient, Advanced
Writing Test (Grades 5, 8, 11)
Four Different Sections, which include multiple-choice questions and writing prompts Multiple Choice: Students are presented with passages to read. Then they are given multiple choice questions about the passage. These questions may ask students to identify which parts are incorrect, not relevant, misspelled, etc. These are worth 1 point. Writing Prompts: Students are given a prompt and then given time to plan, write, and proofread essay. Grammar is evaluated. These are worth 4 points (1-4 points may be given)
Writing prompts may be narrative, informational, or persuasive.
Usually given in February.
Scoring the Writing Test
2009 Writing Test (Grades 5, 8, 11)
Holistic Domain (Focus and Content)
Conventions Domain (Grammar)
2 writing prompts, each scored at 4 points each gives total of 8 points. Total is multiplied by 10 to give 80 possible points) 12 multiple-choice items that count (12 possible points) 2 writing prompts graded at 4 points each for grammar usage (8 possible points) Total for conventions domain of 20 possible points)
Total test has 100 possible raw points.
Raw score is converted to scaled score and is placed in 1 of 4 categories: Below Basic, Basic, Proficient, Advanced
Science Test (Grades 4, 8, 11)
Two Sections in Grades 4 and 8. Three sections in Grade 11. Each section consists of multiple choice and open-ended items Four Reporting Categories: Nature of Sciences, Biology, Physical Sciences, Earth and Space Sciences Open-Ended questions are scored from 0-2 points. Open-Ended Scenario questions (grade 11 only) are scored from 0-4 points. Usually given in May.
Scoring the Science Test
2009 Science Test (Grades 4 and 8)
2009 Science Test (Grade 11)
58 multiple choice items that count (58 possible points) 5 open-ended items that count at 2 points each (10 possible points) Total test has 58 possible raw points 50 multiple choice items that count (50 possible points) 6 open-ended items that count at 2 points each (12 possible points) 3 scenario items that count at 4 points each (12 possible points) Total test has 74 possible raw points
Raw score is converted to scaled score and is placed in 1 of 4 categories: Below Basic, Basic, Proficient, Advanced
Adequate Yearly Progress
A school is assessed in four categories:
Attendance Graduation Academic Performance (PSSA scores on Reading and Math tests) Test Participation (students taking the PSSA at the school)
The goal of NCLB is that by 2014, 100% of all students should be proficient on the reading and math tests.
Adequate Yearly Progress
Current target rates:
Reading - 63% Proficient Math – 56% Proficient
If a school does not meet this exact target rate, they can still meet AYP by using a confidence interval or safe harbor (showing improvement). The target rate will periodically increase until 2014. Schools must also meet the target rate in different groups if the group is large enough at the school. These groups include IEP students and economically disadvantaged students. Ex) A school may have 70% of all students pass the 7th grade reading test. The same school may have only 40% of all IEP students passing the test. This school has not met AYP in this grade.
2008 Hollidaysburg Area School District Results
District Results in Mathematics AYP – 56% At Least Proficient
Below Basic
Basic
Proficient
Advanced
All Students
82%
7%
11%
27%
55%
Male
82%
8%
11%
24%
57%
Female
83%
6%
11%
30%
53%
White
82%
7%
11%
27%
55%
Black
61%
17%
22%
22%
39%
Latino/ Hispanic
76%
6%
18%
35%
41%
Asian
88%
0%
12%
16%
72%
IEP
45%
33%
22%
21%
24%
Economically Disadvantaged
68%
13%
19%
27%
41%
Mathematics District Results Observations and Interpretations
82% of our students scored proficient or advanced. 55% of them scored advanced.
This is a high percentage and shows that overall, most of our students are learning the material that they should.
Very little difference between males and females. Gap between black and white is 21% for proficiency. However, sample size for black population is very small. There are not enough black students in any grade for it to be counted as a subgroup.
Mathematics District Results Observations and Interpretations
There are enough students with IEPs for there to be an IEP subgroup. We also have the subgroup of “Economically Disadvantaged” IEP students scored at a lower percentage than the AYP target—only 45% of IEP students scored proficient or above.
Mathematics Results by Grade AYP – 56% Grade
Below Basic
Basic
Proficient
Advanced
At least Proficient in HASD
At least Proficient in State
3
4%
9%
35%
52%
87%
80%
4
7%
8%
26%
59%
85%
80%
5
5%
12%
23%
60%
83%
73%
6
9%
11%
22%
59%
80%
72%
7
6%
8%
18%
69%
87%
71%
8
6%
11%
25%
58%
83%
70%
11
14%
18%
35%
32%
68%
56%
Mathematics Grade Results Observations and Interpretations
All of our grades did better than the state average by at least 5%.
87% of our 7th graders were proficient or above while the state average was just 71%. Performance seems to improve when students make the jump to junior high school between 6th grade and 7th grade.
District Results in Reading AYP – 63% At Least Proficient
Below Basic
Basic
Proficient
Advanced
All Students
79%
8%
12%
38%
42%
Male
75%
11%
14%
36%
38%
Female
84%
5%
11%
39%
45%
White
79%
8%
12%
37%
42%
Black
67%
17%
17%
22%
44%
Latino/ Hispanic
88%
6%
6%
65%
24%
Asian
96%
0%
4%
40%
56%
IEP
36%
42%
22%
25%
11%
Economically Disadvantaged
64%
17%
20%
40%
24%
Reading District Results Observations and Interpretations
Like in math, overall our students are doing very well. 79% of them scored proficient or advanced while 42% scored advanced.
These percentages show that overall most of our students are learning the material that they should.
9% more females scored at least proficient than males. Gap between white and black groups is smaller than the gap on the math test (12% gap in reading compared with 21% for math)
Reading District Results Observations and Interpretations
Like with the math test, the IEP subgroup is the one group that did not meet the target percentage. Only 36% of IEP students scored proficient or above on reading test.
Reading Results by Grade AYP – 63% Grade
Below Basic
Basic
Proficient
Advanced
At least Proficient in HASD
At least Proficient in State
3
9%
9%
62%
20%
82%
77%
4
8%
12%
32%
48%
80%
70%
5
7%
14%
47%
32%
79%
62%
6
8%
16%
35%
41%
76%
67%
7
11%
13%
33%
42%
76%
70%
8
8%
8%
17%
67%
84%
78%
11
10%
14%
38%
39%
76%
65%
Reading Grade Results Observations and Interpretations
All of our grades did better than the state average by at least 5%.
79% of our 5th graders were proficient or above while the state average was just 62%. No increase between 6th and 7th grade like there is in math (move from elementary to junior high).
Science Results by Grade (Not Counted Toward AYP) At least At least Proficient Advanced Proficient Proficient in District in State
Grade
Below Basic
Basic
4
2%
6%
31%
61%
92%
82%
8
14%
22%
42%
22%
64%
53%
11
6%
42%
36%
16%
52%
36%
Science Grade Results Observations and Interpretations
All of our grades did better than the state average by at least 10%.
92% of our 4th graders scored at least proficient 52% of our 11th graders scored at least proficient (compared with state avg of 36%)
HASD compared with Other Local School Districts Comparisons only deal with Reading and Mathematics PSSA tests.
Local School District Comparison for Math Grades 3-5 Percentage of Students that are At or Above Proficient HASD
Altoona
Spring Cove
ClaysburgKimmel
Williamsburg
Bellwood
All Students
85%
75%
82%
75%
78%
88%
IEP
53%
45%
49%
45%
76%
-
Economically Disadvantaged
75%
66%
71%
65%
72%
82%
Local School District Comparison for Math Grades 6-8 Percentage of Students that are At or Above Proficient HASD
Altoona
Spring Cove
ClaysburgKimmel
Williamsburg
Bellwood
All Students
83%
70%
75%
63%
60%
86%
IEP
40%
29%
25%
-
-
-
Economically Disadvantaged
65%
61%
59%
57%
57%
79%
Local School District Comparison for Math Grades 9-12 Percentage of Students that are At or Above Proficient HASD
Altoona
Spring Cove
ClaysburgKimmel
Williamsburg
Bellwood
All Students
69%
58%
56%
46%
37%
74%
IEP
24%
13%
-
-
-
-
Economically Disadvantaged
46%
41%
34%
-
-
-
Mathematics Observations and Interpretations
Our percentages of students passing are better than all the local school districts’ percentages except BellwoodAntis. Bellwood’s percentages are slightly higher than our percentages. Our percentages are slightly higher than Spring Cove’s percentages and relatively higher than Altoona’s, Williamsburg’s, and Claysburg’s percentages. Some of the smaller local school districts have no percentages for IEP and Economically Disadvantaged because they do not have enough of these students for them to be considered a subgroup.
Mathematics Observations and Interpretations
Since these school districts do not have those subgroups, they do not affect them with AYP. We do have to have 56% of our IEP students reach proficiency because this is a subgroup at our school. Bottom Line: Our math program is helping to create students who know and understand key math concepts. We are one of the better schools in the area in regard to this.
Local School District Comparison for Reading Grades 3-5 Percentage of Students that are At or Above Proficient HASD
Altoona
Spring Cove
ClaysburgKimmel
Williamsburg
Bellwood
All Students
81%
66%
69%
63%
60%
78%
IEP
42%
35%
26%
33%
42%
-
Economically Disadvantaged
68%
56%
59%
51%
56%
67%
Local School District Comparison for Reading Grades 6-8 Percentage of Students that are At or Above Proficient HASD
Altoona
Spring Cove
ClaysburgKimmel
Williamsburg
Bellwood
All Students
78%
68%
81%
63%
65%
85%
IEP
25%
30%
34%
-
-
-
Economically Disadvantaged
58%
57%
71%
57%
52%
76%
Local School District Comparison for Reading Grades 9-12 Percentage of Students that are At or Above Proficient HASD
Altoona
Spring Cove
ClaysburgKimmel
Williamsburg
Bellwood
All Students
76%
72%
67%
63%
44%
79%
IEP
39%
29%
-
-
-
-
Economically Disadvantaged
64%
62%
53%
-
-
-
Reading Observations and Interpretations
In grades 3-5, a greater percentage of our students reached proficiency than any of our neighboring school districts. In grades 6-8, the percentage of our students that made proficiency (78%) is slightly less than Spring Cove’s and Bellwood’s percentages. In grades 9-12, our percentage is 3 points lower than Bellwood’s percentage. In general, our percentages our relatively higher than those from Altoona, Claysburg, and Williamsburg.
Grades 6-8 Observations and Interpretations
Bellwood, us, and Spring Cove have similar results. Bellwood’s results are slightly higher overall and our results are slightly higher than Spring Cove’s results. The bottom line, however, is that our school is doing well in the reading curriculum. We need to make sure we continue to strive to reach 100% proficiency. We also need to focus on the IEP subgroup. Only 25% of our IEP students in grades 6-8 were proficient (39% in grades 9-12).
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