March 5, 20126:30 p.m. BCS Media Center

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Each year, public school students in grades 3-9 are required by the state of Michigan to take the Michigan Educational Assessment Program (MEAP) test. Students are tested in Mathematics, Reading, Writing, Science and Social Studies. Eleventh graders take the Michigan Merit Exam (MME). The MME assesses students in English Language Arts (reading and writing), Mathematics, Science and Social Studies. These tests assess students’ learning to ensure they are on track to be college and career ready.

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Students who meet or exceed standards on the MEAP and MME meet Michigan’s definition of proficient.

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Cut scores separate test takers into various categories, such as advanced, proficient, partially proficient and not proficient. MEAP and MME cut scores and categories are determined by the Michigan Department of Education and approved by the Michigan State Board of Education.

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Michigan’s previous cut scores for these state tests were set at a very basic level. Raising the cut scores will give Michigan parents and students a much better sense of whether students are adequately prepared for the next step in their education and a future career in a global economy. Michigan is one of only three states in the nation (along with New York and Tennessee) to move to this top tier level of test scoring. The top tier level measures readiness for college and careers.

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The new cut scores represent a significantly higher standard for student achievement and are intended to more accurately reflect whether students are on track and prepared for college and careers. On some tests, students previously could have answered as few as 40 percent of the questions correctly to be considered proficient. Under the new scoring system, students will have to correctly answer a much higher percentage of questions. While we anticipate an initial decline in the number of students reported as “proficient,” we are confident this change will be temporary due to ongoing school improvement efforts and support for students.

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Parents may notice their child is not at the same proficiency level as previous years. A lower score does not mean that a child isn't gaining academic skills or is falling behind, but it is a reflection of higher standards. If a child does not score at or above the proficient level on any of the assessments, this could be an indication that, on the day of the test, the child had not yet mastered the skills or knowledge expected for his or her grade level. Students may require additional help and/or time to master these skills.

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ACT Research & Development Unit National Center for Educational

Achievement Michigan Technical Advisory

Committee MDE/BAA Measurement Research

& Psychometrics Unit

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Identify a score for Proficient on the MME that represents being on track for career and college success

Identify a score for Proficient on the highest grade level of MEAP that represents being on track to high school success

Identify a score for Proficient on the lower grade levels of MEAP that represent being on track to success in the next higher grade

Identify a score in each grade level of MEAP or MME that represents attainment of Partial Proficiency

Identify a score in each grade level of MEAP or MME that represents attainment of Advanced skills

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Assumed that if a student is on track to success in college, then the student is also on track to success in technical career training Therefore, focus on success in college Included 2-year college programs (including job

training programs at 2-year institutions) Success could mean many things:

A, B, or C in college? In a 2-year or 4-year college?

Conducted analyses of all of these scenarios Conducted analyses only of academic success,

not of every factor that leads students to be successful in college

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2-year versus 4-year colleges Separate analyses were run regarding

college success in 2-year and 4-year institutions

The cut scores identified for 2 year versus 4 year institutions were within measurement error of each other

Therefore, all final analyses combined all students from 2-year and 4-year colleges into a single group

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Separate analyses were run using students achieving an A versus B versus C in their first credit-bearing freshman courses

A and C analyses did not produce usable results

Therefore, all final analyses used the criterion of B or better as the measure of college success

This is also the criterion for success used by ACT in its college readiness benchmarking study

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Three types of analyses conducted Logistic Regression (LR) Signal Detection Theory (SDT) Equipercentile Cohort Matching (ECM)

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Recommend retaining the labels for the four performance categories Not Proficient (Considered “Off Track”) Partially Proficient (Considered “Off

Track”) Proficient (Considered “On Track”) Advanced (Considered “On Track”)

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95 91

80 84 8578

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35 37 39 36 3629 28

0102030405060708090

100

3 4 5 6 7 8 11

Perc

ent M

eetin

g Pr

ofici

ency

Targ

ets

Grade

With Old Cut Scores

With New Cut Scores

BCS New69

85 92

83 69

87BCS Old

100 100

10099 100 93

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0

20

40

60

80

100

120

140

160

0 5 10 15 20 25 30 35 40 45 50 55 60 65 70 75 80 85 90 95 100

Num

ber o

f Sch

ools

Percent Proficient or Advanced

With New Cut Scores

With Old Cut Scores

BCS Old 99%

BCS New 81%

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BCS New

BCS Old95

8690

8390 90

99 9899

10098

95

18

0

20

40

60

80

100

120

140

160

0 5 10 15 20 25 30 35 40 45 50 55 60 65 70 75 80 85 90 95 100

Num

ber o

f Sch

ools

Percent Proficient or Advanced

With New Cut Scores

With Old Cut Scores

BCS Old 99%

BCS New 90%

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BCS Old

BCS New

10098

3643

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0

20

40

60

80

100

120

140

160

0 5 10 15 20 25 30 35 40 45 50 55 60 65 70 75 80 85 90 95 100

Num

ber o

f Sch

ools

Percent Proficient or Advanced

With New Cut Scores

With Old Cut Scores

BCS New 39%

BCS Old 99%

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45

93

22

0

10

20

30

40

50

60

0 5 10 15 20 25 30 35 40 45 50 55 60 65 70 75 80 85 90 95 100

Num

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f Sch

ools

Percent Proficient or Advanced

With New Cut Scores

With Old Cut Scores

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BCS will continue to use the MEAP data as one source of information as we look at our delivery timelines and guidelines/instructional practices

BCS, in conjunction with BPS, will make decisions based on relevance and rigor

BCS continues to score in the top percentage of schools in the state

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BCS (and BPS)uses a variety of measurements to monitor student progress and ensure that our students are on track to be college and career ready. We look at both informal and formal classroom assessments and college readiness.Our curriculum is regularly reviewed, enhanced and when necessary, modified, to meet the needs of our learners. Our commitment to student success is our number one priority. We will use this new assessment information to help guide us and ensure that our students reach their academic goals and are well prepared for their future.

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THANK YOU