Group met measure

   Group met goal using Confidence Interval

   Group met target using Safe Harbor

   Group met target using Safe Harbor with Confidence Interval

   Group met measure using Growth Model

   Group met goal or target using Pennsylvania Performance Index (2008 only)

   Group met goal or target using an Appeal

   Group met measure using Proxy (2009 only)

   Group did not meet measure

   Group met measure using two year data

   Group met measure using two year data with Confidence Interval

   Group met measure using three year data

   Group met measure using three year data with Confidence Interval

-   Fewer than 40 students tested

   Percentage includes two consecutive years of data

   Percentage includes three consecutive years of data

SHIKELLAMY SD

District/LEA AYP Data Table

  Previous Year Current Year Met Measure
Attendance 94.98% 94.94% 1
Graduation
Students Overall 79.25% 77.73% 2
White non-Hispanic 82.35% 78.37% 2
Black/African American non-Hispanic NA NA NA 2
Latino/Hispanic NA NA NA 2
Asian/Pacific Islander NA NA NA 2
American Indian/Native American NA NA NA 2
Multi-racial/ethnic NA NA NA 2
IEP-Special Education NA NA NA 2
English Language Learners NA NA NA 2
Economically Disadvantaged 72.22% 65.00% 2
1 Attendance measure is a goal of 90%, or any improvement from last year
2 Graduation measure is a goal of 85%, or a 10% reduction
of the difference between the previous year's graduation rate and 85%

  Academic Performance Test Participation
Reading Mathematics Reading Mathematics
% At/Above Proficient Increase/ Decrease from Last Year Result % At/Above Proficient Increase/ Decrease from Last Year Result % Tested Result % Tested Result
2012 Goals:
81% 78% 95% 95%
Grades 3-5
Students Overall 70.5 7.6 77.9 4.4 99.7 99.8
White non-Hispanic 72.7 8.4 80.8 5.7 99.8 99.8
Black/African American non-Hispanic - - - - - - - - - -
Latino/Hispanic 46.2 -3.8 53.8 -7.7 98.3 100.0
Asian/Pacific Islander - - - - - - - - - -
American Indian/Native American - - - - - - - - - -
Multi-racial/ethnic - - - - - - - - - -
IEP-Special Education 44.3 7.2 56.5 6.1 100.0 100.0
English Language Learners - - - - - - - - - -
Economically Disadvantaged 62.0 10.6 69.9 6.7 99.4 99.7
Grades 6-8
Students Overall 66.5 -4.0 73.9 -0.8 99.7 99.4
White non-Hispanic 69.4 -2.8 76.2 -0.9 99.7 99.3
Black/African American non-Hispanic - - - - - - - - - -
Latino/Hispanic - - - - - - 100.0 100.0
Asian/Pacific Islander - - - - - - - - - -
American Indian/Native American - - - - - - - - - -
Multi-racial/ethnic - - - - - - - - - -
IEP-Special Education 30.8 -8.9 39.7 -9.4 100.0 98.4
English Language Learners - - - - - - - - - -
Economically Disadvantaged 55.8 -3.0 62.5 -2.9 100.0 99.7
Grades 9-12
Students Overall 55.8 -8.1 50.2 -1.4 99.1 99.5
White non-Hispanic 56.0 -13.5 50.5 -6.2 99.0 99.5
Black/African American non-Hispanic - - - - - - - - - -
Latino/Hispanic - - - - - - - - - -
Asian/Pacific Islander - - - - - - - - - -
American Indian/Native American - - - - - - - - - -
Multi-racial/ethnic - - - - - - - - - -
IEP-Special Education 31.0 -6.5 26.2 1.2 100.0 100.0
English Language Learners - - - - - - - - - -
Economically Disadvantaged 48.5 -6.3 34.8 -7.7 100.0 100.0

 
Legend
  Group met measure
  Group met goal using Confidence Interval
  Group met target using Safe Harbor
  Group met target using Safe Harbor with Confidence Interval
  Group met measure using Growth Model
  Group met goal or target using an Appeal
  Group did not meet measure
 - Fewer than 40 students tested
  1. For confidentiality and reliability, performance results may be based on data from this year, or on an average of this year and the previous year's data.
  2. For confidentiality and reliability, participation results may be based on data from this year, or on an average of up to three years.
  3. For Academic Performance AYP decisions, a margin of error is added to the percentage of Proficient students. The margin of error is based on a 95% Confidence Interval when used to meet state goals, and is based on a 75% Confidence Interval when used to meet Safe Harbor targets.
  4. Values indicate the number of percentage points the proficiency rate changed from last year to this year. Positive values indicate the proficiency rate improved since last year. Note that the calculation of the difference between last year's and this year's proficiency rate uses the precise value at each time point, while the rate for this year, as listed in the Percent At/Above Proficient column, may be based on an average across years.

In Pennsylvania a school or district/LEA can make AYP by using two or three consecutive years of data if the result is better than a single current year calculation. Two or three years of data is only used if the single current year calculation doesn't meet the goal and the two or three year calculation does.

  • тThis percentage includes two consecutive years of data.
  • πThis percentage includes three consecutive years of data.

How is the Confidence Interval (C.I.) used in AYP decisions?

Confidence intervals take into account the fact that the students tested in any particular year might not be representative of students in that school across the years. Confidence intervals control for this sampling error or variation across years by promoting schools or subgroups that come very close to achieving their performance goals, thus meeting their specific goal. In 2004, the United States Department of Education approved a 95% Confidence Interval (C.I.) in Pennsylvania for AYP performance calculations. A 95% C.I. can be used for meeting the state performance goal, while a 75% C.I. can be used for meeting the Safe Harbor target.

How is the Growth Model used in AYP decisions?

The Growth Model recognizes the efforts of schools and districts/LEAs whose students have not achieved proficiency but are on trajectories towards proficiency on future PSSA exams. The Growth Model will be calculated for Performance Indicators (i.e., the all student group and up to nine subgroups). Projected scores are calculated for all students - including students who are proficient. If a projected score cannot be calculated for a particular student, the student’s actual score is used. The Growth Model will be applied to an AYP Performance Indicator only if the indicator cohort has not met AYP performance by any of the existing goals or targets. Actual, not projected, PASA scores, PSSA-M scores, 3rd grade scores, and 11th grade scores are always used, as well as the scores for any students with insufficient data points to make a projection.

Grade Last Tested Scores used in Growth Model Calculation
3Actual Grade 3 Scores
4Projected Scores in Grade 6
5Projected Scores in Grade 7
6Projected Scores in Grade 8
7Projected Scores in Grade 8
8Projected Scores in Grade 11
11Actual Grade 11 Scores

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