Minneapolis Public Schools District Achievement Report 200405

1
Minneapolis Public Schools District Achievement
Report 2004-05

• Research, Evaluation and Assessment Department
• November, 2005

2
Mathematics trends from Grade 2 to High School

• Math scale scores decreased on the NALT for
  grades 2, 4, 6, and 7.
• NALT math gains decreased at every grade
• Math percent proficient increased on the MCA in
  grades 3, 5, 7.
• MBST Math scores increased to previous levels
• High School MCA proficiency increased in grade 11

3
Overall NALT Math Scores for all students tested
4
NALT Math Gains Declined at Every Grade Level
5
Longitudinal Trends on the Same Students Showed a
Decline at 6th and 7th Grade
6
Grade 8 MBST Reading and Math Trends from 1999 to
2005
7
Percent of Students Scoring at each Achievement
Level on MCA Grade 3 Math (1999-2005)
8
Percent of Students Scoring at each Achievement
Level on MCA Grade 5 Math (1999-2005)
9
Percent of Students Scoring at each Achievement
Level on MCA Grade 7 Math (2004-2005)
10
Percent of Students Scoring at each Achievement
Level on MCA Grade 11Math (2004-2005)
11
Math Gaps Remain Large

• NALT Math gains show the gaps increasing for
  Students of Color
• MCA Math gains show the gaps reducing but not as
  rapidly as Gap reduction at the State level
• Hispanic vs. White (Caucasian) gaps are reducing
  at a higher rate than African American and
  American Indian gaps vs. white students

12
Only 44 of African American Students Made One
Years Gain in Math
13
Math Gains by Ethnic and ELL
14
NALT Gains Were Higher for Reading than Math for
Student in Special and Regular Programs
15
Students Speaking Oromo and Arabic had the
highest overall NALT Gains
16
There is a large Growth Gap by Economic Status
17
Gaps in Percent of Students At or Above
Proficiency on MCA Math (American Indian vs.
Caucasian)

• The percentage of American Indian students in MPS
  who scored at or above proficiency on MCA math
  were lower than the African American students in
  MN at all tested grades across all years.
• In 2005, the gaps in MCA math between American
  Indian and Caucasian students within MPS are
  still larger than the two group differences at
  the State level for all tested grades.
• Between 2000 and 2005 American Indian math gaps
  decreased little in grades 3 and 5. In grades 7
  and 11 gaps increased during 2004-05.

18
2001-2005 MCA Grade 3 Math Percent of Students
Scoring At or Above Proficiency (Native American
vs. Caucasian)
MN 20.1 Gap
MPS 33.9 Gap
MPS 36.8 Gap
19
2001-2005 MCA Grade 5 Math Percent of Students
Scoring At or Above Proficiency (Native American
vs. Caucasian)
MN 22.4 Gap
MPS 33.0 Gap
MPS 35.3 Gap
20
2004-2005 MCA Grade 7 Math Percent of Students
Scoring At or Above Proficiency (Native American
vs. Caucasian)
MPS 47.7 Gap
MN 30.0 Gap
MPS 38.0 Gap
21
2004-2005 MCA Grade 11 Math Percent of Students
Scoring At or Above Proficiency (Native American
vs. Caucasian)
MPS 33.0 Gap
MN 24.2 Gap
MPS 33.8 Gap
22
Gaps in Percent of Students At or Above
Proficiency on MCA Math (African American vs.
Caucasian)

• The percentage of African American students in
  MPS who scored at or above proficiency on MCA
  math were lower than the American Indian students
  in MN at all tested grades across all years.
• In 2005, the gaps in MCA math between African
  American and Caucasian students within MPS are
  still larger than the two group differences at
  the State level for all tested grades.
• Between 2000 and 2005 African American math gaps
  decreased some at every grade.

23
2001-2005 MCA Grade 3 Math Percent of Students
Scoring At or Above Proficiency (African American
vs. Caucasian)
MN 35.8 Gap
MPS 43.1 Gap
MPS 44.1 Gap
24
2001-2005 MCA Grade 5 Math Percent of Students
Scoring At or Above Proficiency (African
American vs. Caucasian)
MN 35.5 Gap
MPS 40.2 Gap
MPS 52.5 Gap
25
2004-2005 MCA Grade 7 Math Percent of Students
Scoring At or Above Proficiency (African
American vs. Caucasian)
MN 41.9 Gap
MPS 48.4 Gap
MPS 51.9 Gap
26
2004-2005 MCA Grade 11 Math Percent of Students
Scoring At or Above Proficiency (African
American vs. Caucasian)
MN 44.7 Gap
MPS 49.3 Gap
MPS 51.9 Gap
27
Gaps in Percent of Students At or Above
Proficiency on MCA Math (Hispanic vs. Caucasian)

• The percentage of Hispanic students in MPS who
  scored at or above proficiency on MCA math were
  lower than the Hispanic students in MN at all
  tested grades across all years.
• In 2005, the gaps on MCA math between Hispanic
  and Caucasian students within MPS were still
  larger than the two group differences in the
  State at all tested grades.
• The gaps between Hispanic and Caucasian students
  decreased at every grade in math

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2001-2005 MCA Grade 3 Math Percent of Students
Scoring At or Above Proficiency (Hispanic vs.
Caucasian)
MN 30.3 Gap
MPS 41.3 Gap
MPS 46.6 Gap
29
2001-2005 MCA Grade 5 Math Percent of Students
Scoring At or Above Proficiency (Hispanic vs.
Caucasian)
MN 30.3 Gap
MPS 38.2 Gap
MPS 39.9 Gap
30
2004-2005 MCA Grade 7 Math Percent of Students
Scoring At or Above Proficiency (Hispanic vs.
Caucasian)
MPS 35.1 Gap
MN 34.1 Gap
MPS 41.4 Gap
31
2004-2005 MCA Grade 11 Math Percent of Students
Scoring At or Above Proficiency (Hispanic vs.
Caucasian)
MN 33.9 Gap
MPS 44.7 Gap
MPS 48.4 Gap
32
Gaps in Percent of Students At or Above
Proficiency on MCA Math (Asian vs. Caucasian)

• The percentage of Asian students in MPS who
  scored at or above proficiency level on MCA math
  were lower than the Asian students in MN at all
  tested grades across all years.
• The gaps on MCA math between Asian and Caucasian
  students within the district were larger than the
  two group differences in the State at all tested
  grades.

33
2001-2005 MCA Grade 3 Math Percent of Students
Scoring At or Above Proficiency (Asian vs.
Caucasian)
MN 15.8 Gap
MPS 30.5 Gap
MPS 30.6 Gap
34
2001-2005 MCA Grade 5 Math Percent of Students
Scoring At or Above Proficiency (Asian vs.
Caucasian)
MN 15.3 Gap
MPS 23.8 Gap
MPS 39.9 Gap
35
2004-2005 MCA Grade 7 Math Percent of Students
Scoring At or Above Proficiency (Asian vs.
Caucasian)
MN 13.2 Gap
MPS 21.8 Gap
MPS 29.9 Gap
36
2004-2005 MCA Grade 11 Math Percent of Students
Scoring At or Above Proficiency (Asian vs.
Caucasian)
MPS 15.5 Gap
MN 9.9 Gap
MPS 14.1 Gap
37
Gaps in Percent of Students At or Above
Proficiency on MCA Math by Free/Reduced Priced
Lunch Eligibility

• The percentage of students who are eligible for
  free/reduced priced lunch in MPS who scored at or
  above proficiency on MCA math were lower than the
  low SES peers in MN at all tested grades.
• In 2005, the gaps on MCA math between students
  who are eligible for free/reduced priced lunch
  and those who are not eligible within MPS were
  still larger than the group differences at the
  State level for all tested grades.

38
2001-2005 MCA Grade 3 Math Percent of Students
Scoring At or Above Proficiencyby Free/Reduced
Priced Lunch Eligibility
MN 25.7 Gap
MPS 43.9 Gap
MPS 39.7 Gap
39
2001-2005 MCA Grade 5 Math Percent of Students
Scoring At or Above Proficiencyby Free/Reduced
Priced Lunch Eligibility
MN 25.6 Gap
MPS 36.0 Gap
MPS 46.1 Gap
40
2004-2005 MCA Grade 7 Math Percent of Students
Scoring At or Above Proficiencyby Free/Reduced
Priced Lunch Eligibility
MN 29.4 Gap
MPS 41.7 Gap
MPS 46.6 Gap
41
2004-2005 MCA Grade 11 Math Percent of Students
Scoring At or Above Proficiencyby Free/Reduced
Priced Lunch Eligibility
MN 27.1 Gap
MPS 34.8 Gap
MPS 33.2 Gap
42
Literacy trends from Kindergarten to High School

• On average students in MPS made gains in literacy
  at all grades, on multiple assessment instruments

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Percentage of Kindergarten Students at
Phonological Awareness Benchmark in the Fall
44
Percentage of Kindergarten Students at
Alphabetic Principle Benchmark in the Fall
45
Percentage of Kindergarten Students at Total
Literacy Benchmark in the Fall
46
Percentage of Kindergarten Students at Total
Literacy Benchmark in the Fall by ELL Status
47
Phonemic Awareness Gains by School Year by
Racial/Ethnic Group
48
Alphabetic Principle Gains by School Year by
Racial/Ethnic Group
49
Percentage of Students Reading at Least 10 words
per minute at the End of Kindergarten by
Racial/Ethnic Category
50
All Day Kindergarten Gains 2004-05 all students
51
All Day Kindergarten Gains 2004-05 African
American Students
52
All Day Kindergarten Gains 2004-05 American
Indian Students
53
All Day Kindergarten Gains 2004-05 Asian Students
54
All Day Kindergarten Gains 2004-05 Hispanic
Students
55
All Day Kindergarten Gains 2004-05 White Students
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NALT Reading Gains Trend
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Percent of Students Scoring at each Achievement
Level on MCA Reading

• The percent of students scoring at or above the
  Level 3 on MCA reading have been increasing for
  all tested grades over time.
• Compared to 2004, the percent of students scoring
  at or above the proficiency level on MCA reading
  increased by 6 for grade 3, 7 for grade 5, 7
  for grade 7, and 6 for grade 10.

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Percent of Students Scoring at each Achievement
Level on MCA Grade 3 Reading (1999-2005)
61
Percent of Students Scoring at each Achievement
Level on MCA Grade 5 Reading (1999-2005)
62
Percent of Students Scoring at each Achievement
Level on MCA Grade 7 Reading (2004-2005)
63
Percent of Students Scoring at each Achievement
Level on MCA Grade 10 Reading (2004-2005)
64
Figure 29. Longitudinal NALT Reading
GainsClass of 2010
65
Grade 5 Continuously Enrolled ELL Students, TEAE
Reading
66
Grade 6 Continuously Enrolled ELL Students, TEAE
Reading
67
Grade 7 Continuously Enrolled ELL Students, TEAE
Reading
68
Figure 7-24. Grade 8 Continuously Enrolled ELL
Students, TEAE Reading
69
Grade 9 Continuously Enrolled ELL Students, TEAE
Reading
Data provided only for students who were NOT
already proficient (Level 4) in either 2002 or
2003. ADM (Average Daily Membership) represents
the average number of years in MN school
July96-June 04
70
Grade 10 Continuously Enrolled ELL Students, TEAE
Reading
Data provided only for students who were NOT
already proficient (Level 4) in either 2002 or
2003. ADM (Average Daily Membership) represents
the average number of years in MN school
July96-June 04
71
Literacy Gaps have decreased for most groups, but
remain large

• In general, the largest gaps are for African
  American students (especially in Grade 7)
• For American Indian students, the literacy gaps
  increased during 2004-05
• For all other groups the literacy gaps have
  decreased

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NALT Reading Gaps by Ethnic
74
NALT Reading Growth by Racial/Ethnic Category
75
Percent of ELL Students Scoring at Levels 3-5 on
2005 MCA Grade 3 Reading by Ethnicity vs. State
76
Percent of Non-ELL Students Scoring at Levels 3-5
on 2005 MCA Grade 3 Reading by Ethnicity vs.
77
Percent of ELL Students Scoring at Levels 3-5 on
2005 MCA Grade 5 Reading by Ethnicity vs.
78
Percent of Non-ELL Students Scoring at Levels 3-5
on 2005 MCA Grade 5 Reading by Ethnicity vs.
State
79
Percent of ELL Students Scoring at Levels 3-5 on
2005 MCA Grade 7Reading by Ethnicity vs. State
80
Percent of Non-ELL Students Scoring at Levels 3-5
on 2005 MCA Grade 7Reading by Ethnicity vs.
State
81
Percent of ELL Students Scoring at Levels 3-5 on
2005 MCA Grade 10Reading by Ethnicity vs. State
82
Percent of Non-ELL Students Scoring at Levels 3-5
on 2005 MCA Grade 10Reading by Ethnicity vs.
State
83
MCA Reading Gap trends in Percent of Students At
or Above Proficiency (Native American vs.
Caucasian)

• In 2005, the gaps on MCA reading between Native
  American and Caucasian students within the
  district were still larger than the two group
  differences in the State for all tested grades.
• Only grade 10 gaps decreased significantly

84
2001-2005 MCA Grade 3 Reading Percent of
Students Scoring At or Above Proficiency (Native
American vs. Caucasian)
MN 19.9 Gap
MPS 39.6 Gap
MPS 38.7 Gap
85
2001-2005 MCA Grade 5 Reading Percent of
Students Scoring At or Above Proficiency (Native
American vs. Caucasian)
MN 22.3 Gap
MPS 33.7 Gap
MPS 37.5 Gap
86
2004-2005 MCA Grade 7 Reading Percent of
Students Scoring At or Above Proficiency (Native
American vs. Caucasian)
MPS 41.3 Gap
MN 27.0 Gap
MPS 41.6 Gap
87
2004-2005 MCA Grade 10 Reading Percent of
Students Scoring At or Above Proficiency (Native
American vs. Caucasian)
MN 20.6 Gap
MPS 24.8 Gap
MPS 34.6 Gap
88
MCA Reading Gap trends in Percent of Students At
or Above Proficiency (African American vs.
Caucasian)

• In 2005, the gaps on MCA reading between African
  American and Caucasian students within the
  district were still larger than the two group
  differences in the State for all tested grades.
  Only grade 10 gaps decreased significantly
• Literacy gaps decreased in grades 5,7 and 10 but
  increased in grade 3.

89
2001-2005 MCA Grade 3 Reading Percent of
Students Scoring At or Above Proficiency
(African American vs. Caucasian)
MPS 43.0 Gap
MN 30.3 Gap
MPS 42.4 Gap
90
2001-2005 MCA Grade 5 Reading Percent of
Students Scoring At or Above Proficiency
(African American vs. Caucasian)
MPS 40.2 Gap
MN 31.3 Gap
MPS 47.5 Gap
91
2004-2005 MCA Grade 7 Reading Percent of
Students Scoring At or Above Proficiency
(African American vs. Caucasian)
MPS 46.1 Gap
MN 36.7 Gap
MPS 52.2 Gap
92
2004-2005 MCA Grade 10 Reading Percent of
Students Scoring At or Above Proficiency
(African American vs. Caucasian)
MPS 43.7 Gap
MN 39.1 Gap
MPS 50.9 Gap
93
Gaps in Percent of Students At or Above
Proficiency on MCA Reading (Hispanic vs.
Caucasian)

• The percentage of Hispanic students in MPS who
  scored at or above proficiency on MCA reading
  were lower than the Hispanic students in MN at
  all tested grades across all years.
• Since 2001, Hispanic Literacy Gaps have decreased
  at every grade

94
2001-2005 MCA Grade 3 Reading Percent of
Students Scoring At or Above Proficiency
(Hispanic vs. Caucasian)
MN 30.0 Gap
MPS 44.7 Gap
MPS 48.6 Gap
95
2001-2005 MCA Grade 5 Reading Percent of
Students Scoring At or Above Proficiency
(Hispanic vs. Caucasian)
MN 32.2 Gap
MPS 43.1 Gap
MPS 47.4 Gap
96
2004-2005 MCA Grade 7 Reading Percent of
Students Scoring At or Above Proficiency
(Hispanic vs. Caucasian)
MPS 44.0 Gap
MN 33.9 Gap
MPS 48.9 Gap
97
Gaps in Percent of Students At or Above
Proficiency on MCA Reading (Asian vs.
Caucasian)

• The percentage of Asian students in MPS who
  scored at or above proficiency on MCA reading
  were lower than the Asian students in MN at all
  tested grades across all years.
• Since 2001 Literacy Gaps for Asians vs. Caucasian
  have decreased at every grade

98
2001-2005 MCA Grade 3 Reading Percent of
Students Scoring At or Above Proficiency (Asian
vs. Caucasian)
MN 19.2 Gap
MPS 38.3 Gap
MPS 42.9 Gap
99
2001-2005 MCA Grade 5 Reading Percent of
Students Scoring At or Above Proficiency (Asian
vs. Caucasian)
MN 19.9 Gap
MPS 33.8 Gap
MPS 49.7 Gap
100
2004-2005 MCA Grade 7 Reading Percent of
Students Scoring At or Above Proficiency (Asian
vs. Caucasian)
MN 21.0 Gap
MPS 42.0 Gap
MPS 46.1 Gap
101
2004-2005 MCA Grade 10 Reading Percent of
Students Scoring At or Above Proficiency (Asian
vs. Caucasian)
MN 15.0 Gap
MPS 18.1 Gap
MPS 25.6 Gap