office of district and school accountability and program management larry smith and taylor l. young,...

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Historical Reading OSTP Performance Data and Trends

Grades 3-6Office of District and School Accountability

and Program ManagementLarry Smith and Taylor L. Young, Ph.D.

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2008 2009 2010 2011 2012

Grade 3 768 716 716 721 705

Grade 4 778 707 713 706 685

Grade 5 757 716 704 701 698

Grade 6 739 700 695 696 700

630

650

670

690

710

730

750

770

790

768

716 716721

705

778

707713

706

685

757

716

704 701 698

739

700695 696

700

Chart 1: Grades 3 through 6 Reading Median OPI Score for All Students

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Median OPI scores (all students)have fallen to at or below beginning proficiency levels. As students in grades with median OPI scores below proficiency advance to the next grade it will become more difficult to increase performance without targeted interventions.

Proficiency levels will no longer mask the effect of declining OPI Performance.

2008 2009 2010 2011 2012 2013 2014 2015

Grade 3 768 716 716 721 705

Grade 4 778 707 713 706 685

Grade 5 757 716 704 701 698

Grade 6 739 700 695 696 700

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Factors Contributing to Declining OPI Performance

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Decline in Regular Education Student Performance

2008 2009 2010 2011 2012

Grade 3 86% 65% 65% 66% 61%

Grade 4 91% 60% 61% 57% 50%

Grade 5 83% 65% 60% 61% 55%

Grade 6 72% 55% 54% 55% 61%

5%

15%

25%

35%

45%

55%

65%

75%

85%

95%86%

65% 65% 66%61%

91%

60% 61%57%

50%

83%

65%60% 61%

55%

72%

55% 54% 55%

61%

Chart 2: Grades 3 through 6 Reading % of Regu-lar Education Students Scoring Advanced and

Proficient

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2008 2009 2010 2011 2012

Grade 3 775.00 732.00 731.00 737.00 727.00

Grade 4 778.00 714.00 713.00 713.00 699.00

Grade 5 736.00 725.00 721.00 715.00 713.00

Grade 6 746.00 707.00 707.00 710.00 715.00

650.00

670.00

690.00

710.00

730.00

750.00

770.00

790.00

775.00

732.00 731.00737.00

727.00

778.00

714.00 713.00 713.00

699.00

736.00

725.00721.00

715.00 713.00

746.00

707.00 707.00 710.00715.00

Chart 3 :Reading Grades 3-6 Regular Edu-cation Median OPI Score

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Decline in Performance of Economically Disadvantaged Students

2008 2009 2010 2011 2012

Grade 3 78% 54% 54% 54% 47%

Grade 4 86% 48% 48% 45% 36%

Grade 5 76% 55% 47% 48% 42%

Grade 6 63% 43% 41% 43% 49%

5%

15%

25%

35%

45%

55%

65%

75%

85%

95%

78%

54% 54% 54%

47%

86%

48% 48%45%

36%

76%

55%

47% 48%

42%

63%

43% 41% 43%

49%

Chart 4: Grades 3 through 6 Reading % of Economically Disadvantaged Students Scoring

Advanced and Proficient

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Increase in the number of English Language Students

2008 2009 2010 2011 2012

Grade 3 16% 17% 20% 20% 22%

Grade 4 10% 11% 14% 14% 15%

Grade 5 11% 9% 12% 10% 10%

Grade 6 9% 10% 9% 8% 9%

3%

8%

13%

18%

23%

16%17%

20% 20%

22%

10%11%

14% 14%15%

11%

9%

12%

10% 10%9%

10%9%

8%9%

Chart 5: Percentage of Grades 3 through 6 OCCT Reading Assessment Completed by Eng-

lish Language Learners

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Median OPI Scores for ELL Students continue to decline

2008 2009 2010 2011 2012

Grade 3 725 678 680 690 664

Grade 4 742 652 668 654 639

Grade 5 713 660 644 643 630

Grade 6 683 641 628 631 630

570

590

610

630

650

670

690

710

730

750

725

678 680690

664

742

652

668

654

639

713

660

644 643

630

683

641

628 631 630

Chart 6: Median OPI Reading Scores Grade 3- 6 for English Language Learners

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Decline in ELL Performance of Advanced and Proficient

2008 2009 2010 2011 2012

Grade 3 67% 41% 41% 42% 33%

Grade 4 76% 22% 34% 23% 15%

Grade 5 59% 30% 25% 18% 14%

Grade 6 41% 26% 17% 27% 16%

5%

15%

25%

35%

45%

55%

65%

75%

67%

41% 41% 42%

33%

76%

22%

34%

23%

15%

59%

30%

25%

18%14%

41%

26%

17%

27%

16%

Chart 7: English Language Learners Grades 3-6 Reading % by Proficient and Above Scores

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Special Education Median OPI scores continue to decline

2008 2009 2010 2011 2012

Grade 3 742 704 709 661 650

Grade 4 759 694 668 654 646

Grade 5 725 685 661 668 664

Grade 6 759 694 668 654 646

590

610

630

650

670

690

710

730

750

770

742

704 709

661650

759

694

668654

646

725

685

661668 664

759

694

668654

646

Chart 8:Median OPI Scores for Grades 3-6 Reading of Special Education Students

Completing OCCT

Axis Title

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Special Education data indicates the same trend line

2008 2009 2010 2011 2012

Grade 3 73% 52% 53% 36% 30%

Grade 4 80% 50% 38% 35% 12%

Grade 5 70% 48% 28% 34% 30%

Grade 6 45% 42% 18% 22% 24%

5%

15%

25%

35%

45%

55%

65%

75%

85%

73%

52% 53%

36%30%

80%

50%

38%35%

12%

70%

48%

28%34%

30%

45%42%

18%22% 24%

Chart 9: Special Education Students Per-centage Scoring Advanced and Proficient

Grades 3-6 Reading

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Reading Standards Requiring Additional Supports

Grade 3 Reading Grade 3 Reading

Median percentile of questions answered correctly 60 to 69 Median percentile of questions answered correctly less than 60%

VocabularyComprehension/ Critical Literacy Literature

Research and information Vocabulary

Comprehension/ Critical Literacy Literature

Research and information

All 67 All 50 50

Regular Education 63 67 Regular Education

Special Education Special Education 50 50 38 50

ELL ELL 5 58 38 50







All 67 67 67 All

Regular Education 67 67 67 Regular Education


ELL ELL 50 52 56 50







All All 58

Regular Education Regular Education 58

Special Education 67 Special Education 53 42 57

ELL ELL 58 50 42 57







All 63 63 67 63 All

Regular Education 68 63 Regular Education


ELL ELL 38 47 47 28

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2011-2012 Grades 3-8 OCCT Reading Performance is not a sudden event rather it is the reflection of the continual decline in the median OPI of a significant number of students across three reporting groups.

The degree to which these trends continue into 2012-13 is directly related to the actions we take today!.

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Students who are economically disadvantaged continue to experience significant achievement gaps when compared to students who are not economically disadvantaged.

This widening gap warrants a substantial review of how Title I resources are utilized to directly support the instruction of Literacy across all reporting groups of students but specifically students who are economically disadvantaged, English Language Learners and Special Education.

As the number of English Language Learners and Special Education students completing OCCT’s increase, additional support/interventions will be required to address the growing disproportion of students scoring below proficient.

◦ The one variable that all three groups experience is Literacy Instruction

Conclusions

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