TAYLOR EL SCH
School AYP Data Table
|Previous Year||Current Year||Met Measure|
|Academic Performance||Test Participation|
|% At/Above Proficient||Increase/ Decrease from Last Year||Result||% At/Above Proficient||Increase/ Decrease from Last Year||Result||% Tested||Result||% Tested||Result|
|Black/African American non-Hispanic||-||-||-||-||-||-||-||-||-||-|
|American Indian/Native American||-||-||-||-||-||-||-||-||-||-|
|English Language Learners||-||-||-||-||-||-||-||-||-||-|
|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|
- 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.
- For confidentiality and reliability, participation results may be based on data from this year, or on an average of up to three years.
- 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.
- 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.
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.
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|
|3||Actual Grade 3 Scores|
|4||Projected Scores in Grade 6|
|5||Projected Scores in Grade 7|
|6||Projected Scores in Grade 8|
|7||Projected Scores in Grade 8|
|8||Projected Scores in Grade 11|
|11||Actual Grade 11 Scores|