Objectives
TOPICS
A.Proficiency Analysis - Manually
B.Proficiency Analysis - Online
Assignments

 
   

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).

Reading Year Mean Scale Score Percent in Each Achievement Level
1 2

3

4 5
4 2001 298 31 16 28 18 7
2002 299 30 15 28 21 6
2003 305 25 15 31 23 6
Math Year Mean Scale Score Percent in Each Achievement Level
1 2

3

4 5
4 2001 286 31 24 29 13 3
2002 294 26 24 32 15 4
2003 301 22 23 34 16 4
Reading Year Mean Scale Score Percent in Each Achievement Level
1 2

3

4 5
8 2001 295 30 27 26 13 4
2002 295 29 26 28 14 3
2003 301 26 26 30 16 3
Math Year Mean Scale Score Percent in Each Achievement Level
1 2

3

4 5
8 2001 308 24 21 31 14 10
2002 305 25 22 31 14 8
2003 310 22 22 32 14 10
Reading Year Mean Scale Score Percent in Each Achievement Level
1 2

3

4 5
10 2001 307 31 31 20 8 9
2002 303 32 33 21 8 7
2003 302 33 32 20 8 9
Math Year Mean Scale Score Percent in Each Achievement Level
1 2

3

4 5
10 2001 321 20 21 24 25 10
2002 319 19 21 25 27 8
2003 320 19 20 24 27 9

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.

Year 4th Grade
Reading
4th Grade
Math
8th Grade
Reading
8th Grade
Math
10th Grade
Reading
10th Grade
Math
2001 53 45 43 55 37 59
2002 55 51 45 53 36 60
2003 60 54 49 56 36 60

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%.

Highlight Color Meaning % of Students (suggested cutoffs) % of Students (our cutoff levels)
Green WOW! Beyond Expectations 70% and above  
Yellow GOOD! Meets Expectations 50 to 69%  
Orange CAUTION! Below Expectations 40 to 49%  
Red URGENT! In need of immediate improvement 0 to 39%  

 

Year 4th Grade
Reading
4th Grade
Math
8th Grade
Reading
8th Grade
Math
10th Grade
Reading
10th Grade
Math
2001 53 45 43 55 37 59
2002 55 51 45 53 36 60
2003 60 54 49 56 36 60

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.
 
 

 

Continue to B
Home | Getting Started | Collecting Data | Proficiency Analysis | Interaction Analysis | Taking Action
This course was developed in partnership between the Pinellas School
District
and the Florida Center for Instructional Technology at USF.

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