Student reading and math gains by ability and ethnicity/income, charts, tables and graphs
1) Charts of student gains in math and reading, elementary, middle and high school, 2005-6, by ability level, taken from the PPS AYP report http://www.pps.k12.or.us/depts-c/rne/results/2006/index.php?school=
Grade 10 (Gains from 8th. Grade)
2) Table of Student Gains 2005-6 ; All "meets" students compared with all students who exceeded, and with students who exceeded by income and ethnicity
Achievement Gains, Portland Public Schools, 2005-6, by ethnicity, income
READING PPS Meets PPS Exceeds F/R Meal Black Hispanic
exceeds exceeds Exceeds 4 7.7 2.3 1.8 0.6 2.6 5 4.9 1.1 0.5 -0.4 0.8 6 4.5 2.5 0.4 -0.2 0.6 7 6.9 4.4 3.0 2.8 3.4 8 3.3 0.4 -0.5 0.1 -0.5 10 4.5 3.7 1.7 1.3 1.7 MATH PPS Meets PPS Exceeds F/R Meal Black Hispanic Grade Exceeds Exceeds Exceeds 4 8.7 6.7 4.5 4.1 5.6 5 6.3 2.8 1.7 -1.0 1.1 6 3.0 0.7 -1.3 -1.1 -1.6 7 6.7 4.5 2.7 0.5 3.0 8 3.3 3.0 1.7 0.1 2.6 10 2.2 -2.3 -3.3 -3.7 -3.4
3) Graph of Table (2): Student Gains 2005-6 ; All "meets" students compared with all students who exceeded, and with students who exceeded by income and ethnicity
Notes: These tables and graphs were compiled in 2006 from data on the Portland Public Schools website, in the section for "Testing". See http://www.pps.k12.or.us/depts-c/rne/results/2006/index.php?school= . Numbers from several different tables were combined and a graphing program was used to display the numbers.
The data for "gains" subtracts student achievement test scores for each student in 2005 from the achievement test score for the same student in 2006 except in the case of tenth grade gains. As there is no ninth grade test, the scores of students from 2004, when they were in the eighth. grade, are subtracted from their scores for 2006 when they were in the tenth grade. Students taking the test are grouped by ability in five groups: "Very Low, Low, Nearly Meets, Meets, and Exceeds."
The graph compares the gains for students who exceeded the benchmarks with gains for students who met benchmarks (not with the district average). In addition, score gains for Free and Reduced Lunch, African American, and Hispanic American students who exceeded benchmarks in the previous test are shown.
The graph represents a "snapshot," not a trend. It does NOT trace gains from third grade to tenth grade for a single cohort of students. It compares the gains achieved by students in different grades who all took one test last year and another test one or two years previously. Changes occurred in 2003-2004 and 2004-2005 in which students should be included in test results due to the No Child Left Behind Act. Also, beginning in 2003-2004, students in grades 4, 6 and 7 took Oregon State Assessments as opposed to district tests (PALT).
The graphs only represent student learning for the curriculum that was included in the test and may not fully represent what students actually covered or learned during a year.
Please note that the scales for the two graphs are not the same. Math runs from -3.7 8.7 to 10 (12.4 points) while Reading runs from -0.5 to 7.7 (8.2 points).
In addition, confidence bands were not available this year. Results might look different if confidence bands were included.