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, 2006-7 by ability level, taken from the PPS AYP report



Grades 4-5












Grades 6-8















10th. grade




























  PPS PPS F/R Meal Black Hispanic
Grade Meets exceeds exceeds exceeds exceeds
4 7.5 1.8 1.8 2.4 0.8
5 4 0.6 -0.8 -1.6 -0.7
6 4.9 0.8 0 0.5 1.5
7 6.8 5.5 4.2 4.2 5.5
8 2.2 -2.1 -2.2 -2.9 -2.3
10 4.4 3 3 4 2.5
  PPS PPS F/R Meal Black Hispanic
Grade Meets exceeds exceeds exceeds exceeds
4 7 4.5 2.4 3 3.3
5 4.6 1.9 -0.9 -1.3 -0.8
6 3.2 2.5 -0.6 0.3 5.3
7 6 5.8 2.8 2.8 4.4
8 3.1 1.4 -0.1 0.2 -0.5
10 -0.1 -6 -5.2 -5.9 -6.8














These tables and graphs were compiled in 2007 from data on the Portland Public Schools website, in the section for "Testing".  See .  Numbers from several different tables were combined and a graphing program was used to display the numbers.

This report includes students who have a valid score from both 2005-06 and 2006-07 and were enrolled at the same school Oct. 1, 2006 and May 1 2007.

NOTE: Because of problems with the state’s computer-based assessment system (TESA) in early 2007, testing on it was discontinued and most students took paper-pencil tests in May. Students who met state standards on TESA between January and March were not retested in May. Many of those students might have exceeded state standards and had higher test scores had they been retested. Readers should keep this situation in mind when comparing 2006-07 results with results from other years, or when viewing reports that show test score gains.

The data for "gains" subtracts student achievement test scores for each student in 2006 from the achievement test score for the same student in 2007 except in the case of tenth grade gains.  As there is no ninth grade test, the scores of students from 2005, when they were in the eighth. grade, are subtracted from their scores for 2007 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.  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). State performance standards for these grades will not apply until 2005-2006, however, so the old PPS cut points were used for this report.

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 charts are not the same.  Math runs from -8 to 8 (16 points) while Reading runs from -4 to 10 (14 points).

In addition, confidence bands were not available this year.  Results might look different if confidence bands were included.








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