Page 12 - AAR 2018

Table of Contents

and multiple years of anchor performance level data is available for trend analysis and comparisons to state
performance. In the spring of 2018, the test format was reduced by a section on each of the three content area
assessments. ELA was reduced from 4 to 3 sections and Math was reduced from 3 to 2 sections. Science
remained the same with 2 sections. This resulted in a decline in the maximum number of points possible for
each anchor and piece of eligible content; however, comparisons can still be made based upon the consistent
assessment of the same standards and the statistical integrity maintained by the state design.

Equally important in the monitoring of student learning is the assessment of growth in achievement. PVAAS
data is the way in which Pennsylvania provides feedback to schools and parents about the value that educational
programs add to student achievement. In addition to the presentation of PSSA performance level data, the
PVAAS value-added and quintile diagnostic scores are presented for each grade level. The value-added score
indicates whether the entire grade level of students met the standard for academic growth (i.e., one year of
academic growth). In order to demonstrate adequate growth, students must maintain their relative position in
performance relative to all other students in the state. A 3-year average value-added score is also included for
each grade level as a measure of growth over time.

PVAAS quintile diagnostic scores for each grade level are presented to check the growth of five sub-sets
(quintiles) of students. Pine-Richland students are placed into a quintile based on their performance relative to
all students in the state. The first quintile represents the growth made by students scoring in the lowest 20%.
While these students will not have scored proficient or advanced on the test, they are able to demonstrate
growth in their learning. The fifth quintile represents the growth made by the highest scoring 20% of students
(i.e. 80%ile – 99%ile). These students will have scored proficient or above on the PSSA but may or may not
have made one year’s growth in their learning.

Following the PVAAS scores is performance data on how well students mastered the content of each standard.
Each assessment has anchors that describe the eligible content to be tested. Data presented are the numbers and
percentages of students who answered the anchor questions correctly. An analysis of levels, trends,
comparisons, and integrations (LeTCI) of anchor performance assessment data provides educators with
information about areas of strength and weakness in curriculum and instruction.

Our goal is to demonstrate high performance levels of student achievement and growth in student achievement
as measured by the state system of assessment. By examining both achievement and growth, we gain the most
complete picture of how well our students are learning. Analyzing the anchor data of these state tests helps us
understand areas of relative strength and weakness in our curriculum and instruction. The summative data
presented here provide information for educators to consider when making improvements in curriculum and
instruction to increase student learning. The action steps outlined below the next steps will serve as a guide
along our journey of continuous improvement.

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