PENNSYLVANIA SYSTEM OF SCHOOL ASSESSMENT (PSSA)
READING AND MATHEMATICS
SCHOOL-BY-SCHOOL PERFORMANCE LEVELS RESULTS
AUGUST 2003
Background
The state’s assessment system is known as the Pennsylvania System of School Assessment (PSSA). Tests are required under the Chapter 4 Regulations of the State Board of Education and the federal No Child Left Behind (NCLB) Act. The tests are based on the Pennsylvania’s Academic Standards in Reading, Writing, Speaking and Listening and Mathematics.
The state currently assesses students in Mathematics and Reading at grades 3, 5, 8 and 11. Writing is assessed at grades 6, 9 and 11. By 2005/06, the state will assess students in grades 4, 6 and 7 in Mathematics and Reading. By 2007/08, the state will include Science assessments in grades 4, 7 and 10. These additions to the current system are required by NCLB. These files only include school PSSA performance levels for grades 5, 8 and 11 in Reading and Mathematics. Grade 11 writing results will be available this fall on the website. Districts and schools will be releasing their scaled scores later this fall for Grades 3, 5, 8 and 11.
How to read this report
This report contains PSSA performance level data in Reading and Mathematics for all public schools listed by county, IU and district. In addition, results are reported for:
Ø Intermediate Units. IUs provide a wide variety of educational program services to special needs students with disabilities within 29 regions in Pennsylvania. The students served by IUs typically have severe disabilities, which occur at relatively low incidence in the general school population.
Ø Approved Private Schools. APSs provide specific special education programs for students with disabilities such as cerebral palsy, neurological impairment, or serious emotional disturbance who cannot be adequately served by their school district or intermediate unit. An Approved Private School is a private school licensed by the State Board of Private Academic Schools.
Ø Private Residential Rehabilitive Institutions. PRRIs are residential facilities for court placed juveniles who are declared legally delinquent under the Juvenile Act. Educational services are provided to the PRRI students as part of their total rehabilitative package of services pursuant to a contract with the school district or IU.
Ø Non-public and private schools. These schools are not required to participate in the PSSA. However, the Department offers these educational institutions the option of voluntarily participating in the PSSA provided they agree to include their results in Department reports and publications. One hundred-sixty seven non-public and private schools (counted by grades tested), and 116 other schools (counted by grades tested) such as Licensed Private Academic Schools, Juvenile Correction Facilities, and Private Residential Rehabilitation Institutes participated in the 2003 assessment.
Performance levels
Performance levels were initially reported based upon the April 2001 reading and mathematics PSSA for grades 5, 8, and 11. (While the Grade 3 reading and mathematics assessments are administered, performance levels at this grade have not yet been determined and implemented.) These performance levels, designated as advanced, proficient, basic, and below basic, are criteria based measures that represent how well a student is achieving in a particular area of Pennsylvania’s academic standards. Committees of Pennsylvania educators established the performance levels.
Since the “cut scores” that reference the achievement criteria for advanced, proficient, and basic performance levels remain unchanged across years (and continue represent the same achievement thresholds across years) these measures can reflect growth (change) from 2001 -- the first year of performance level implementation. For example, a school that has 14% of its students advanced in fifth grade math in 2001 and then increases this to 23% advanced in 2003 has shown an actual growth in the “advanced” category criterion referenced achievement (in fifth grade math). (Please refer to the Department web, under “k-12 schools”, then to “assessment and testing”, then to “interpretation aids” - PSSA performance levels, for these “cut scores”).
Statewide Results
The 2003
statewide performance level percentages (rounded) by content and grade are as follows: (ADV = advanced, PRO= proficient, BASIC = basic, BB =Below Basic).
Statewide statistics are based on public schools only.
|
Mathematics Performance Level 2003 |
|
|
Grade 5 |
Grade 8 |
Grade 11 |
|
ADV |
27.7 |
19.3 |
23.1 |
|
PRO |
28.6 |
32.0 |
26.0 |
|
BASIC |
21.3 |
22.3 |
20.9 |
|
BB |
22.4 |
26.4 |
30.0 |
|
Reading Performance Level 2003 |
|
|
Grade 5 |
Grade 8 |
Grade 11 |
|
ADV |
27.1 |
26.0 |
20.1 |
|
PRO |
30.9 |
37.4 |
39.1 |
|
BASIC |
20.4 |
18.9 |
18.8 |
|
BB |
21.5 |
17.6 |
22.0 |
The 2003 statewide scaled score averages (rounded) are as follows:
|
|
Grade 5 |
Grade 8 |
Grade 11 |
|
Mathematics |
1340 |
1320 |
1320 |
|
Reading |
1330 |
1340 |
1320 |
Keep in mind
In some cases, test data are not listed for a school. This occurs when a school does not have students in the PSSA grade(s) tested. For example, an elementary school that does not have fifth, eighth, or eleventh graders would not participate in the reading or mathematics PSSA. In addition, some educational institutions generally serve special populations, such as IUs, APSs, and PRRIs. Further, because each one of these educational institutions is highly unique, they should be contacted to best understand their student population.
In addition, the size of the school/educational institution should also be considered in interpreting the results from year to year. That is, institutions with a lesser number of children will tend to show more variability in scores from year to year. Schools that have less than 10 students assessed are noted by an asterisk (*).
In July 2003, each educational institution received performance level analyses of their PSSA achievement. To fully understand these scores and receive detailed information on an academic program, please contact the institution directly. Individuals are also encouraged to contact the IU, APS, or PRRI of their interest to further understand the uniqueness of that particular educational program and the special student population served.
