A. Proficiency Analysis - Manually

With the emphasis on high-stakes testing, a good place to start analysis is to take a good look at the data generated from the standardized tests. In Florida, the primary test is the Florida Comprehensive Achievement Test (FCAT). This test has been administered for Reading and Mathematics since 1999 (Science and Social Studies are now included).

The scores are reported in five levels.

• Level 1 indicates little success with the challenging content of the Sunshine State Standards
• Level 2 indicates limited success with the challenging content of the Sunshine State Standards
• Level 3 indicates partial success with the challenging content of the Sunshine State Standards
• Level 4 indicates success with the challenging content of the Sunshine State Standards
• Level 5 indicates success with the most challenging content of the Sunshine State Standards

Although there is no definitive statement of "mastery," the minimum criteria requires that 60% of the students in a school score Level 2 and above. In order to earn a  performance grade of A or B, 50% of the students must score at Level 3 and above.

TRY THIS

Using the data provided follow the steps outlined below.

1. Find your broad district and school data summaries from the state assessments.
The data for FCAT is provided at http://fcat.fldoe.org/. You can also check with your school or district for summary data.

2. Locate the report that shows the percentage of students at each level.
In Florida, the FCAT reports show the percentage of students scoring at level 1, 2, 3, 4, and 5 (see below).

Minimum criteria – 60% scoring Level 2 and above
Performance Grade A or B minimum criteria – 50% scoring Level 3 and above

3. Calculate the percentage of all students at and above the standard level.
For this exercise, we will consider all students scoring at Level 3 or above.

4.  If data are available for more than one year, create a chart that lists the data for the past three to five years.

5. Using highlighters, highlight the numbers in the charts (small and large charts) using the color chart below.  Since 50% is the required cutoff for Level 3 and above (for an A or B school), Green is set at 50 - 79%.

6.  Note how patterns begin to emerge.
Looking at this table, we can see immediately that 10th Grade Reading is in urgent need of improvement. We also note that, overall, the mathematical skills are much closer to expectation than the reading skills. Also, there is a marked decrease in reading skills from 4th grade to 8th grade to 10th grade.

7. Graph or visually represent the numbers indicated on the chart.

Below is the first graph. Notice that it only includes data from 2003.

Now, try to create a graph for the data. The bottom axis should be 4th, 8th, and 10th grade, and there should be one line for Reading and one line for Math. 

To begin, open Excel (or another spreadsheet program) and enter the information for Math and Reading for 2003. Then, use the Graph Wizard to help create the graph.  After you create the graph, compare it with this one . 

Next, use the data provided in this exercise to create another graph -- for this graph, you should use only the data for Reading. However, you will use the data for each year and create a separate worksheet for 4th Grade, 8th Grade, and 10th Grade. After you are finished, compare it with these worksheets and charts.

8. When you have finished creating the charts and graphs, consider the following questions:

• What patterns do we see in the results for 2003?
• Do we see similar patterns in the results for 2001 and 2002?
• What trends emerge over the three years? Are these trends moving toward your goals?
• Do these data surprise you?
• Obtain the data for the current year and compare it with the three previous years for your school or district.