Bert Stoneberg, Ph.D.
K-12 Research Idaho
ESSA ACCOUNTABILITY - IDAHO
[Current Version] Amended Approved Revised Final Idaho
Consolidated State Plan, published June 18, 2019:
http://www.sde.idaho.gov/topics/consolidated-plan/files/Idaho-Consolidated-State-Plan-2019-Amendment.pdf
< ! > Even the 2019 Amended State Plan reports student achievement status and growth using only "percent proficient or above," a metric with limited utility for "trend over time" analyses.
Idaho's accountability plan confuses percentages with percentile ranks.
To qualify for ESSA Idaho must submit a plan for using the funds. A three-member peer review team evaluates the plan and reports to the Secretary of Education whether the plan meets requirements for funding. Idaho has received guidance for the peer review via Peer Review of State Assessment Systems: Non-Regulatory Guidance for States, 2015 (available online at http://www2.ed.gov/policy/else/guide/assessguid15.pdf ). This document will be referred to as PRSAS in the discussion below.
PRSAS ISSUE 1: The State will produce individual student interpretive, descriptive, and diagnostic reports after each administrations of its assessments that provides (1) valid and reliable information regarding the student’s achievement, and (2) information to help parents and teachers interpret the test results and address the specific academic needs of students (pg. 52).
Problem 1. Focusing only on
unvalidated student achievement level results is a terrible idea.
Why do our state education officials want to focus all of our understanding of
student achievement in Idaho on TRIAL DATA (i.e., on the percent of students "at
or above proficient)? There is NO evidence to support claims that achievement level
percentages are “reasonable, valid and informative to the public.”
The SBAC/ISAT developers set the achievement level percentages to mirror closely the NAEP achievement level results, so interpretations that apply to NAEP
achievement level results also apply to the SBAC/ISAT achievement levels.
Excerpt from the
National Center of Education Statistics
website: The 2001 NAEP reauthorization law requires that NAEP achievement levels
be used ONLY on a trial basis until the Commissioner of Education Statistics
determines that the achievement levels are “reasonable, valid, and informative
to the public.” So far (i.e., as of July 7, 2017), no Commissioner has made
such a determination, and the achievement levels remain in a trial status.
PRSAS ISSUE 2: State reports will show student
achievement in terms of the state's grade-level academic achievement
standards (pg. 52). This could be demonstrated by a study finding that
achievement scores at each tested grade correlate positively with teacher
judgments about student readiness for the next grade level (pg. 38).
Problem 2. The SBAC's "percent proficient
and above" statistic does not match Idaho's grade-level academic achievement
standards.
Idaho's ESSA plan states that statewide SBAC/ISAT scores in Mathematics and
English Language Arts used for academic indicators (i.e., percent proficient
and above) have met validity and reliability criteria required by FRSAS.
However, this is not the case. SBAC "proficient" is not the same thing as
"proficiency in the subject."
Under NCLB, there were two federal definitions for “proficient,” the NAEP
definition and the NCLB definition.
The NAEP definition for “proficient” was equivalent to a classroom grade of
A. The definition for NCLB “proficient” included the grades C and B, to
represent grade-level expectations. (It is noteworthy that the definition
for NAEP "basic" included the grades C and B, to represent "proficiency in
the subject" as used in everyday language understood by parents and the
public.)
According to FRSAS, the peer review team’s task is to verify that Idaho’s
“proficient” achievement level representes an attainment of grade-level
expectations sufficient to qualify a student for the next grade level. In
the previous ISAT, implemented for NCLB, the state “proficient” achievement
level did represent attainment of the state’s grade-level expectations.
The SBAC developers caused the ISAT achievement levels to mirror the NAEP
achievement levels as closely as possible. Thus, interpretations that apply
to NAEP achievement level results now apply to the SBAC achievement levels.
Since NAEP proficient was akin to an A, the SBAC proficient is now akin to
an A. I doubt seriously that few, if any Idaho teachers would agree that an
A performance on the SBAC (a "proficient" score) is a must to consider a
student to be ready for the next grade level.
SBAC/ISAT's "basic" achievement level represents Idaho's grade-level
expectations because SBAC "basic" has the same meaning as NAEP "basic,"
which includes students who are "proficient in the subject," using the
common language meaning for the term. If "achievement level percentages"
MUST be used, at the very least the SBAC/ISAT "proficient and above" score
should be replaced by the SBAC/ISAT "basic and above" score!
PRSAS ISSUE 3. The state’s reporting system
facilitates timely, appropriate, credible, and defensible interpretation and
use of its assessment results (pg. 51)
.
Problem 3. The
state's reporting system must be based on SBAC/ISAT results other than
achievement levels scores, other than "percent proficient."
The SBAC developers used the Item Response Theory (IRT) model. The IRT
model creates scale scores for a test; it does not create achievement level
scores. Since achievement level scores have never been shown to be
“reasonable, valid and informative to the public,” they do not meet
the "defensible interpretation and use" guideline. SBAC scale scores
and their standard score transformations, however, can meet the "defensible
interpretation and use" guideline.
Achievement levels scores can sometimes lead to a false interpretation of
student achievement. Percentiles are a standard score transformation
of scale scores that have a long history of use for reporting student
achievement. A
two-page
snapshot report illustrates this problem by comparing the statewide
"percent proficient" results with the corresponding percentile results on
the 2015 and 2016 SBAC/ISAT 6th grade English Language Arts tests:
Gain in achievement level results. The
State Department of Education released the statewide SBAC “percent
proficient” statistics for 2015 and 2016, for each grade-subject. The
percent proficient chart for sixth grade English Language Arts shows that
49% of Idaho’s sixth graders scored “proficient” in 2015, which rose to 51%
in 2016.
But loss in percentile results. The chart
for five percentiles (derived from the scale score n’s, means and standard
deviations) shows that Idaho sixth graders across the board from high
scoring student (90th percentile) to low scoring student (10th percentile)
in 2016 scored lower in English Language Arts that their counterparts in
2015.
A
24-page report (mostly page-consuming tables and graphs) looks at all of the
SBAC/ISAT 2015 and 2016 percentile results for grades 3-8 and 10, for
both English Language Arts and Mathematics.
Learning Point Associates. (2009,
August). Connecting Research to Practice: Knowing Who Is Proficient
Isn't Always Sufficient.
Retrieved July 5, 2017, from
http://files.eric.ed.gov/fulltext/ED509965.pdf
LEARN ABOUT THE "ONCE AND FUTURE" MEASURES OF SCHOOL PERFORMANCE
1. AVERAGE SCALE SCORE. (Statistical difference between two means.)
2. PERCENTILE. Percentiles give us performance
information across the whole distribution of student scale scores, not just
students getting A’s. They let us compare students performing at five
different percentiles. The five percentiles (i.e., scale scores) are:
-
90th percentile: High Score (above 90% of the student scale scores)
-
75th percentile: High Average Score (above 75% of the scale scores)
-
50th percentile: Average Score for Grade Level (above 50% of the scores)
-
25th percentile: Low Average Score (above 25% of the scale scores)
-
10th percentile: Low Score (above 10% of the student scale scores)
The 25th to the 75th percentiles include the middle half of students
who took the test, and the 50th percentile is the middle half
of students.
<> This 24-page report (mostly page-consuming tables and graphs) looks at the
SBAC/ISAT 2015 and 2016 percentile results [
PDF ].
<>
This two-page snapshot titled SBAC/ISAT “proficient achievement level vs. percentiles” gives completely
different pictures of student achievement in Idaho [
PDF
].
<> This document of tables lets you find the percentile rank for each 2016 ISAT
scale score, whether individual score or group average score. [
PDF ].
3. SIMPLE EFFECT SIZE. (Practical difference between two means.)
Comments submitted regarding "Idaho Accountability System Network"
<> May 5, 2016 -
Idaho K-12 Accountability System Network, Comment #1 [
PDF
].
<>
June 6, 2016 - Idaho K-12 Accountability System Network, Comment
#2 [
PDF
].
Disclosure: K-12 Research
Idaho is a personal public service project funded from retirement benefits.
Bert Stoneberg was the NAEP State Coordinator for Idaho
from 2002 to 2012.
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