(FRANKFORT, Ky.) -- Results from the 2008 administration of the Kentucky Core Content Tests (KCCT) show improvement in most scores for all grade levels and subject areas, and fewer schools are in need of assistance as a result of their performance over the 2007-2008 testing cycle.
Scores from the April 2008 administration of the KCCT, the primary component of the Commonwealth Accountability Testing System (CATS), were released today. Nonacademic data, which is another component of school and district accountability indices, was released in May. ACT results for juniors, which contribute to high schools’ accountability indices, were released last week.
Every two years, schools are classified as Meets Goal, Progressing or In Assistance, depending whether they have met their unique goals for the biennium. The ultimate goal is for all schools to reach proficiency – 100 on a 140-point scale – by the year 2014.
More than 431,000 students in grades 3-12 participated in the 2008 assessments, which covered seven subject areas: reading, mathematics, science, social studies, arts & humanities, practical living/vocational studies and writing. Schools are held accountable for their students’ performance on the tests, for nonacademic factors (such as dropout, attendance and retention rates) and, for high schools, 11th-grade students’ performance on the ACT.
Schools must meet dropout rate and novice reduction requirements. The dropout rate requirements are that a school must have an average dropout rate of less than 5.3 percent over the biennium or an average rate that is at least one-half of one percent lower than its average rate of the previous biennium.
The novice reduction requirements are that a school must reduce its percentage of novices so that, by 2014, it has only five percent of its students in the novice category.
PERFORMANCE LEVEL TOTALS
Level 1: 9
Level 2: 9
Level 3: 8
Decline, Dropout, Novice: 0
Decline, Novice: 46
Dropout, Novice: 5
Meets Goal: 591
Level 1: 14
Level 2: 14
Level 3: 13
Decline, Dropout, Novice: 1
Decline, Novice: 50
Dropout, Novice: 5
Meets Goal: 581
Level 1: 17
Level 2: 14
Level 3: 15
Decline, Dropout, Novice: 1
Decline, Novice: 36
Dropout, Novice: 10
Meets Goal: 656
Level 1: 28
Level 2: 31
Level 3: 29
Decline, Dropout, Novice: 0
Decline, Novice: 67
Dropout, Novice: 23
Meets Goal: 556
Schools are expected to have accountability indices of 100 (on a 140-point scale) by the year 2014. During this cycle, 91 schools have reached or exceeded 100 on their 2007-2008 combined indices.
DISTRICT, SCHOOL AND 2007-2008 COMBINED INDEX
Anchorage Independent -- Anchorage Public Elementary (112.5)
Ashland Independent -- Hager Elementary (100.4)
Beechwood Independent -- Beechwood Elementary (102.8)
Boone County -- North Pointe Elementary (103)
Boone County -- Shirley Mann Elementary (100.2)
Bowling Green Independent -- Potter Gray Elementary (111.3)
Bowling Green Independent -- W.R. McNeill Elementary (108.1)
Breckinridge County -- Ben Johnson Elementary (100.9)
Clark County -- Trapp Elementary (103.2)
Clay County -- Hacker Elementary (108.4)
Clay County -- Oneida Elementary (103.1)
Corbin Independent -- Corbin Middle (101.6)
Corbin Independent -- South Elementary (103.1)
Daviess County -- Audubon Elementary (100)
Daviess County -- Deer Park Elementary (101.5)
Daviess County -- East View Elementary (100.7)
Daviess County -- Highland Elementary (114.4)
Daviess County -- Sorgho Elementary (107)
Daviess County -- Utica Elementary (107.5)
Daviess County -- West Louisville Elementary (102.1)
Fayette County -- Cassidy Elementary (111.6)
Fayette County -- Dixie Elementary Magnet (103.5)
Fayette County -- Glendover Elementary (102.6)
Fayette County -- Maxwell Spanish Immersion Elem (113.2)
Fayette County -- Meadowthorpe Elementary (104.6)
Fayette County -- Picadome Elementary (105.4)
Fayette County -- Rosa Parks Elementary (114.4)
Fayette County -- SCAPA at Bluegrass(113.8)
Fayette County -- Stonewall Elementary (101.6)
Fayette County -- Veterans Park Elementary (121.1)
Floyd County -- James A. Duff Elementary (104.1)
Floyd County -- May Valley Elementary (125.1)
Floyd County -- McDowell Elementary (100.6)
Fort Thomas Independent -- Highlands High (100.8)
Fort Thomas Independent -- Johnson Elementary (109.7)
Fort Thomas Independent -- Moyer Elementary (111.8)
Fort Thomas Independent -- Woodfill Elementary (105.6)
Franklin County -- Collins Lane Elementary (100.5)
Garrard County -- Paint Lick Elementary (111.1)
Glasgow Independent -- South Green Elementary (100.3)
Graves County -- Farmington Elementary (104.6)
Graves County -- Lowes Elementary (109.4)
Graves County -- Sedalia Elementary (114.8)
Graves County -- Symsonia Elementary (106.4)
Green County -- Summersville Elementary (112.1)
Hancock County -- Hancock County Middle (102.8)
Henderson County -- East Heights Elementary (114.3)
Henderson County -- Niagara Elementary (101.7)
Hopkins County -- Hanson Elementary (104.4)
Jefferson County -- Audubon Traditional Elementary (101.8)
Jefferson County -- Barret Traditional Middle (100.4)
Jefferson County -- duPont Manual High (108.5)
Jefferson County -- Greathouse Shryock Trad. Elementary (113.6)
Jefferson County -- Louisville Male High (104.2)
Jefferson County -- Lowe Elementary (101.5)
Jefferson County -- Norton Elementary (101.7)
Jefferson County -- Schaffner Traditional Elementary (103.4)
Johnson County -- Central Elementary (124.4)
Laurel County -- Bush Elementary (107.6)
Madison County -- White Hall Elementary (116.9)
Magoffin County -- Middle Fork Elementary (123.8)
Magoffin County -- Millard Hensley Elementary (109.4)
Marion County -- Calvary Elementary (104.9)
McCracken County -- Heath Elementary (101.6)
McCracken County -- Lone Oak Elementary (100.2) )
McLean County -- Calhoun Elementary (100.2)
Meade County -- Payneville Elementary (100.2)
Monroe County -- Joe Harrison Carter Elementary (101.8)
Monroe County -- Tompkinsville Elementary (107.1)
Morgan County -- Ezel Elementary (106.5)
Muhlenberg County -- Central City Elementary (101.9)
Muhlenberg County -- Muhlenberg South Elementary(101.5)
Oldham County -- Buckner Elementary (104)
Oldham County -- East Oldham Middle (100.2)
Oldham County -- Goshen at Hillcrest Elementary (106.3)
Oldham County -- Harmony Elementary (100.6)
Oldham County -- Liberty Elementary (102.6)
Oldham County -- North Oldham Middle (104.8)
Paintsville Independent -- Paintsville Elementary (103.6)
Pike County -- Elkhorn City Elementary (105.9)
Pike County -- George F. Johnson Elementary (105.2)
Pike County -- Kimper Elementary (106.2)
Pike County -- Robinson Creek Elementary (100.7)
Pike County -- Southside Elementary (109)
Rockcastle County -- Brodhead Elementary (106.8)
Rockcastle County -- Mount Vernon Elementary (102.2)
Rockcastle County -- Roundstone Elementary (104.2)
Russell County -- Jamestown Elementary (112.4)
Russell County -- Salem Elementary (104.7)
Russell County -- Union Chapel Elementary (101.8)
Whitley County -- Boston Elementary (100.3)
Schools also are honored for reaching recognition points. When a school's accountability index passes 55, 66, 77, 88 and 100, it receives a one-time recognition.
NUMBER OF SCHOOLS PASSING EACH RECOGNITION POINT FROM THE 2006 CYCLE TO THE 2008 CYCLE
Recognition Levels Passed
Level 1 (55) -- 6
Level 2 (66) -- 43
Level 3 (77) -- 200
Level 4 (88) -- 203
Level 5 (100) -- 55
Grand Total -- 507
Pace Setter Schools
Pace Setter schools are the highest-scoring five percent of all schools that have reached the fourth recognition point (88) and met the dropout rate and novice reduction requirements. Sixty-one schools are Pace Setters for this accountability cycle, with indices ranging from 102.2 to 125.1.
PACE SETTER SCHOOLS – 2007-2008 BIENNIUM
Anchorage Independent -- Anchorage Public Elementary
Beechwood Independent -- Beechwood Elementary
Boone County -- North Pointe Elementary
Bowling Green Independent -- Potter Gray Elementary, W R McNeill Elementary
Clark County -- Trapp Elementary
Clay County -- Hacker Elementary, Oneida Elementary
Corbin Independent -- South Elementary
Daviess County -- Highland Elementary, Sorgho Elementary, Utica Elementary
Fayette County -- Cassidy Elementary, Dixie Elementary Magnet, Glendover Elementary, Maxwell Spanish Immersion Elem., Meadowthorpe Elementary, Picadome Elementary, Rosa Parks Elementary, SCAPA at Bluegrass, Veterans Park Elementary
Floyd County -- James A. Duff Elementary, May Valley Elementary
Fort Thomas Independent -- Johnson Elementary, Moyer Elementary, Woodfill Elementary
Garrard County -- Paint Lick Elementary
Graves County -- Farmington Elementary, Lowes Elementary, Sedalia Elementary, Symsonia Elementary
Green County -- Summersville Elementary
Hancock County -- Hancock County Middle
Henderson County -- East Heights Elementary
Hopkins County -- Hanson Elementary
Jefferson County -- duPont Manual High, Greathouse Shryock Trad Elem., Louisville Male High, Schaffner Traditional Elementary
Johnson County -- Central Elementary
Laurel County -- Bush Elementary
Madison County -- White Hall Elementary
Magoffin County -- Middle Fork Elementary, Millard Hensley Elementary
Marion County -- Calvary Elementary
Monroe County -- Tompkinsville Elementary
Morgan County -- Ezel Elementary
Oldham County -- Buckner Elementary, Goshen at Hillcrest Elementary, Liberty Elementary, North Oldham Middle
Paintsville Independent -- Paintsville Elementary
Pike County -- Elkhorn City Elementary, George F. Johnson Elementary, Kimper Elementary, Southside Elementary
Rockcastle County -- Brodhead Elementary, Mount Vernon Elementary, Roundstone Elementary
Russell County -- Jamestown Elementary, Salem Elementary
Under CATS, school districts also are held accountable for the performance of their students. School districts are not formally designated under the same classifications as schools, but there are specific accountability requirements for districts.
Some districts may be classified as follows:
Exemplary Growth District -- all schools in the districts are classified as "Progressing" or "Meets Goal" and have met the dropout and novice reduction criteria established for schools.
Audit Level 1 District -- one or more schools in the district are classified as "Assistance Level 3" and were not classified as "Assistance Level 3" in the previous accountability cycle. The district will modify its comprehensive plan to include support for those Level 3 schools.
Audit Level 2 District -- at least one school in the district has been classified as "Assistance Level 3" for two or more consecutive accountability cycles. A district evaluation team will conduct an audit of the school's curriculum and instruction to ensure that support for Level 3 schools is implemented.
SCHOOL DISTRICT CLASSIFICATIONS
Exemplary Growth - 64
Audit Level 1 - 1
Audit Level 2 - 1
No classification - 109
Exemplary Growth - 40
Audit Level 1 - 5
Audit Level 2 - 3
No classification - 128
Exemplary Growth - 47
Audit Level 1 - 8
Audit Level 2 - 1
No classification - 120
Exemplary Growth - 22
Audit Level 1 - n/a
Audit Level 2 - n/a
No classification - 154
Student performance is categorized with four levels: novice, apprentice, proficient and distinguished. The lowest percentages of novices by subject area are in the writing portfolio at the elementary level (1.22 percent), middle school level (4.30 percent) and high school level (4.13 percent).
The highest percentages of proficient and above scores by subject area are in the writing portfolio at the elementary level (75.3 percent); reading at the middle school level (66.8 percent); and arts & humanities at the high school level (63.73 percent).
There were a number of changes to the testing and accountability system that affect the data reported for both the 2007 and 2008 administrations. For the 2007 and 2008 data reporting, a concordance process was used to statistically link the “old” CATS with the “new” CATS. Changes to the system included:
· The Kentucky Core Content Test (KCCT) was based on a revised Core Content for Assessment 4.1.
· The KCCT used a new test design.
· Assessments in on-demand writing and practical living/vocational studies were moved to new grades.
· Assessments in reading and mathematics were added to accomplish annual testing of those content areas in grades 3-8 as required by No Child Left Behind.
· Legislative requirements were passed that Kentucky public school students participate in the ACT and its companions, PLAN and EXPLORE.
· The Alternate Assessment program was revised and includes three components: Portfolios, Attainment Tasks and Transition Attainment Record. Separate scores are reported for each content area.
These changes required that Kentucky examine the student performance standards that define the student performance categories of novice, apprentice, proficient and distinguished (NAPD). During the summer of 2007, Kentucky teachers participated in standard-setting processes for the Kentucky Core Content Test and the Alternate Assessment program. Existing standards were validated, or standards were set for new assessments. The standard-setting process yielded new cut scores that identify when a student moves from one performance level category to another.
Because of the multiple changes to the assessment and accountability program, the National Technical Advisory Panel on Assessment and Accountability (NTAPAA) felt a statistical process to link old CATS (2000-2006) and new CATS (2007 and 2008) was necessary and appropriate.
Since the Kentucky Board of Education wished to keep accountability index targets in place and that state-level trends in accountability indices are stable over time, NTAPAA proposed the use of a concordance approach that would link the old and new CATS and allows Kentucky to compare two different tests from different years.
With concordance, the accountability indices in 2007 and 2008 are linked to the original goals schools are expected to meet every two years, which keeps accountability moving forward. The concordance link is made at the accountability index level only. School baselines are not recalculated, and growth lines are not redrawn.
This will be the last year that the concordance method is used to calculate accountability index scores. For future CATS accountability index calculations, growth lines and biennial goals will be revamped.
The data reported today includes nonadjusted and adjusted accountability index scores, content-area scores and overall nonacademic indices. Both the nonadjusted and adjusted index scores provide valuable information, depending on whether they are used for accountability or instruction.
· The Adjusted Accountability Index continues accountability. It links the 2008 performance to the past system. The score is related to the performance trends, the original goal and assistance lines in a school’s or district’s growth chart.
· The Nonadjusted Accountability Index and Content Area Indices provide the connection to the absolute goal of proficiency (100) by 2014. It is the first instructional look at the current position of a school or district compared to absolute goal of proficiency. Nonadjusted data is calculated for 2008 using new content area weights and new cut scores for student performance (novice, apprentice, proficient and distinguished).
Through data analysis, schools and districts can focus on instruction with the future in mind and celebrate the good work that has occurred by focusing on two data purposes — accountability and instruction.
Click the link below for the full report.