2013 Transitional Colorado Assessment Program (TCAP) Student Achievement Summary Results

Growth Seen in All Subject Areas TCAP Status Results:

Embargoed until noon on Wednesday, Aug. 14, 2013

BACKGROUND INFORMATION:
The Transitional Colorado Assessment Program (TCAP) was administered for the first time in 2012. TCAP supports the transition from the Colorado Model Content Standards to the Colorado Academic Standards in grades 3 through 10 in the content areas of reading, writing and mathematics and in grades 5, 8 and 10 for science. 1,683,018 tests were administered to about 499,800 Colorado students in 2013. The tests require six to 12 hours to complete. The tests provide the state, districts, schools, teachers, parents and students with valuable student achievement data in what amounts to less than one percent of the total instructional time in an academic year.

SUMMARY OF FINDINGS: Since 2008, state results have remained relatively steady in all content areas
In all content areas the percentage of students scoring proficient and advanced remained relatively steady since 2008. Science scores showed the largest gain with an increase of 4.6 percentage points. Writing showed the smallest gain with an increase of 1.7 percentage points.

Percent Procient and Advanced: 2008 and 2013

100 90 80 70 60 50 40 30 20 10 0 Percent Procient & Advanced

67.8 69.5 53.4 55.0 53.2 56.7 45.8 50.4

Reading

Wri6ng 2008

Mathema6cs 2013

Science

Slight narrowing of the achievement gap for key subgroups, but there are still persistent gaps.
Minority Subgroup Progress Achievement For students scoring proficient and advanced since 2008: Hispanic subgroup gains are at a higher rate than white subgroup gains in all content areas. Black subgroup gains are at a higher rate than white subgroup gains in writing and science. However, the 2013 gap is still significant for both groups. English Language Learner Subgroup Progress For students scoring proficient and advanced since 2008, English Language Learner (ELL) subgroup gains are at a higher rate than non- ELL subgroup gains in reading, writing and science. However, the 2013 gap is still significant.

Size of Gap in Percentage Points

45 40 35

Minority Achievement Gap: 2008 and 2013

38.3

35.3

32.3

32.8

28.0

28.0

28.0

27.2

20 15 10 5 0

Reading Wri6ng Math Science Reading Wri6ng Math Science White/Hispanic 40 Size of Gap in Percentage Points 35 30 25 20 15 10 5 0 Reading Wri6ng 2008 Size of Gap in Percentage Points Math 2013 Science

26.8

27.5

2008

2013

White/Black

ELL Achievement Gap: 2008 and 2013

35.4 29.0 33.6 26.5 36.1 31.5 25.2 22.1

Low Income Subgroup Progress For students scoring proficient and advanced since 2008, low income subgroup gains are at a higher rate than non-low income student gains in reading, writing and science. However, the 2013 gap is still significant for all content areas.

40 35 30 25 20 15 10 5 0

Low Income Achievement Gap: 2008 and 2013

30.9 32.4 28.5 35.1 34.4 31.1 27.3 27.8

Reading

Wri6ng 2008

Math 2013

27.8

25

29.2

30.8

Science

31.5

30

34.3

34.5

Growth Results:
BACKGROUND INFORMATION:
Colorado Growth Model results provide information about: How much students grew relative to their academic peers If that growth was enough (adequate) to reach or maintain proficiency

Additional information about the Colorado Growth Model can be found on SchoolView
(http://www.schoolview.org/ColoradoGrowthModel2.asp)

Catch-Up Growth:

What is adequate growth?

Keep-Up Growth:

Previously non-proficient students who made enough growth to be Proficient or Advanced within the next 3 years or by 10th grade.

Previously proficient or advanced students who made enough growth to remain in the proficient category in each of the next three years or by 10th grade.

SUMMARY OF FINDINGS: A larger percentage of students who were already proficient made enough growth to stay proficient in 2013 compared to 2012.

In reading, 81.5 percent of proficient and advanced students made enough growth to maintain proficiency for the next three years (or until 10th-grade). This represents a slight .4 percent increase from 2011-12 school year. The percentage is 74.2 percent in writing, an increase of 3.7 percent. While 63.4 percent made keep-up growth in math, which represents an increase of 2.5 percent.

Percent of Students Making Keep-Up Growth by Subject

Percent Making Keep-Up Growth

100.0% 80.0% 60.0% 40.0% 20.0% 0.0% Reading 2011

79.0% 81.1% 81.5%

73.7% 70.5% 74.2%

62.4% 60.9% 63.4%

Wri6ng 2012 2013

Math

Growth needs to be accelerated for non-proficient students.

Percent Making Catch-Up Growth

Only 32.1 percent of non-proficient students made enough growth in reading to catch-up within three years or by 10th-grade. This represents a slight decline of .5 percent from the previous school year. Meanwhile 27.8 percent of non-proficient students made catch-up growth in writing (an increase of 3.1 percent) and 12.4 percent in math (a slight increase of .3 percent).

Percent of Students Making Catch-Up Growth by Subject

100.0% 90.0% 80.0% 70.0% 60.0% 50.0% 40.0% 30.0% 20.0% 10.0% 0.0%

29.2%

32.6% 32.1%

28.7%

24.7%

27.8% 13.5% 12.1% 12.4%

Reading 2011
3

Wri6ng 2012 2013

Math

Catch-Up and Keep-Up Growth by Demographics

Minority Students vs Non-Minority Students

We see gaps in the percent of students making adequate growth; however, growth increased more for minority students than for their white peers for reading and writing from 2012 to 2013. Percent of Students Making Catch-Up Growth by Percent of Students Making Keep-Up Growth by Subject, 2013 TCAP Subject, 2013 TCAP

76.6% 29.8% 36.2% 24.1% 32.8% 11.3% 14.2% Math

84.2% 68.0%

77.3% 56.6%

66.9%

Reading

Wri6ng Minority

Reading

Wri6ng Minority

Math

Non-Minority

Non-Minority

ELL Students vs Non-ELL Students

Mirroring the achievement gaps, adequate growth gaps exist for ELLs compared to their non-ELL peers. ELL students showed year-to-year gains that outpaced their peers in reading and math from 2012 to 2013. Percent of Students Making Catch-Up Growth by Percent of Students Making Keep-Up Growth by Subject, 2013 TCAP Subject, 2013 TCAP

75.2% 29.5% 33.4% 22.8% 29.6% 12.1% 12.6% Math

82.4% 64.6%

75.3% 55.4%

64.5%

Reading

Wri6ng ELL

Reading

Wri6ng ELL

Math

Non-ELL

Non-ELL

FRL-Eligible Students vs FRL-Ineligible Students

Fewer FRL-eligible students made adequate growth compared to non-FRL students. FRL-eligible students did show year-to-year growth that outpaced their non-FRL peers in reading and math. Percent of Students Making Catch-Up Growth by Percent of Students Making Keep-Up Growth by Subject, 2013 TCAP Subject, 2013 TCAP

29.2%

37.6% 23.4%

34.1% 11.2% 14.3% Math

73.0%

85.5% 63.3%

78.4% 51.4%

68.5%

Reading

Wri6ng FRL-Eligible

Reading

Wri6ng FRL-Eligible

Math

FRL-Ineligible

FRL-Ineligible

2013 State-Level Detailed Growth Results by School Level

The data below is for reference purposes only; please refer to the state board presentation for additional analyses. Reading Writing
Catch-Up 2013 Percent Total Making N Catch-Up Growth 37495 37.8% 47024 32855 31.3% 26.6% Keep-Up 2013 Percent Total Making N Keep-Up Growth 93597 77.7% 115239 74995 79.2% 89.9% Catch-Up 2013 Percent Total Making N Catch-Up Growth 62197 38.2% 65963 26.2% 48203

Level

Level

Elementary Middle High

Elementary Middle High

Keep-Up 2013 Percent Total Making N Keep-Up Growth 68649 74.3% 96834 70.8% 59481 79.5%

16.4%

Math
Catch-Up 2013 Percent Total Making N Catch-Up Growth 37861 23.0% 65052 57564 13.0% 4.9% Keep-Up 2013 Percent Total Making N Keep-Up Growth 94709 64.8% 97869 50264 58.1% 71.2%

Level

Elementary Middle High

Where Can I Learn More?

Communications Division: http://www.cde.state.co.us/communications or 303-866-4247 SchoolView Growth Model Results: http://www.schoolview.org/ColoradoGrowthModel.asp Assessment: http://www.cde.state.co.us/assessment 5