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Table of Contents

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,
but a limited number of questions within the 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
subsets (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.

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