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2013 Transitional Colorado Assessment Program (TCAP) Student

Achievement Summary ResultsGrowth Seen in All Subject Areas

Embargoed until noon on Wednesday, Aug. 14, 2013

TCAP Status Results:

BACKGROUND INFORMATION: The Transitional Colorado Assessment Program (TCAP) was administered for the first time in 2012. TCAP supports

the transition from the Colorado Model Content Standards to the Colorado Academic Standards in grades 3 through

10 in the content areas of reading, writing and mathematics and in grades 5, 8 and 10 for science.

1,683,018 tests were administered to about 499,800 Colorado students in 2013. The tests require six to 12 hours to complete. The tests provide the state, districts, schools, teachers, parents and

students with valuable student achievement data in what amounts to less than one percent of the total instructionaltime in an academic year.

SUMMARY OF FINDINGS:

Since 2008, state results have remained relatively steady in all content areas

In all content areas the percentage of

students scoring proficient and

advanced remained relatively steady

since 2008. Science scores showed

the largest gain with an increase of

4.6 percentage points. Writing

showed the smallest gain with an

increase of 1.7 percentage points.

67.8

53.4 53.2

45.8

69.5

55.0 56.7

50.4

0

10

20

30

40

50

60

70

80

90

100

Reading Wring Mathemacs Science

Percen

tPro

fic

ien

t&

Ad

vance

d

PercentProficientandAdvanced:2008and2013

2008 2013

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Slight narrowing of the achievement gap for key subgroups, but there are still persistent gaps.Minority Subgroup Progress

Achievement

For students scoring proficient and

advanced since 2008:

Hispanic subgroup gains areat a higher rate than white

subgroup gains in all content

areas.

Black subgroup gains are at ahigher rate than white

subgroup gains in writing

and science.

However, the 2013 gap is still

significant for both groups.

English Language Learner Subgroup

Progress

For students scoring proficient and

advanced since 2008, English

Language Learner (ELL) subgroup

gains are at a higher rate than non-

ELL subgroup gains in reading,

writing and science. However, the

2013 gap is still significant.

Low Income Subgroup Progress

For students scoring proficient and

advanced since 2008, low income

subgroup gains are at a higher rate

than non-low income student gains in

reading, writing and science.However, the 2013 gap is still

significant for all content areas.

32.

3

32.

8

29.

2

38.

3

27.5

28.

0

30.

8 3

5.

3

27.

2

28.

0

26.

8

34.3

28.

0

27.

8

31.5

34.5

0

5

10

15

20

25

30

35

40

45

ReadingWring Math ScienceReadingWring Math Science

White/Hispanic White/Black

Siz

eo

fG

ap

inPercen

tage

Po

ints

MinorityAchievementGap:2008and2013

2008 2013

35.433.6

25.2

36.1

29.0

26.5

22.1

31.5

05

10

15

20

25

30

35

40

Reading Wring Math Science

Sizeo

fG

ap

inPercen

tage

Po

ints

ELLAchievementGap:2008and2013

2008 2013

30.932.4

27.3

35.1

28.5

31.1

27.8

34.4

0

5

10

15

20

25

30

35

40

Reading Wring Math Science

Siz

eo

fG

apin

Percen

tage

Po

ints LowIncomeAchievementGap:2008and2013

2008 2013

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Growth Results:

BACKGROUND INFORMATION:Colorado Growth Model results provide information about:

How much students grew relative to their academic peers If that growth was enough (adequate) to reach or maintain proficiencyAdditional information about the Colorado Growth Model can be found on SchoolView(http://www.schoolview.org/ColoradoGrowthModel2.asp )

What is adequate growth?

Catch-Up Growth:Previously non-proficient students who made enough growth to

be Proficient or Advanced within the next 3 years or by 10th grade.

Keep-Up Growth:Previously proficient or advanced students who made enough

growth to remain in the proficient category in each of the next

three years or by 10th grade.

SUMMARY OF FINDINGS:

A larger percentage of students who were already proficient made enough growth to stay

proficient in 2013 compared to 2012.

In reading, 81.5 percent ofproficient and advanced students

made enough growth to maintain

proficiency for the next three years

(or until 10th-grade). This

represents a slight .4 percent

increase from 2011-12 school year.

The percentage is 74.2 percent in

writing, an increase of 3.7 percent.

While 63.4 percent made keep-up

growth in math, which represents

an increase of 2.5 percent.

Percent of Students Making Keep-Up Growth by Subject

Growth needs to be accelerated for non-proficient students.

Only 32.1 percent of non-proficient

students made enough growth in

reading to catch-up within three

years or by 10th-grade. This

represents a slight decline of .5

percent from the previous schoolyear. Meanwhile 27.8 percent of

non-proficient students made

catch-up growth in writing (an

increase of 3.1 percent) and 12.4

percent in math (a slight increase of

.3 percent).

Percent of Students Making Catch-Up Growth by Subject

79.0%73.7%

62.4%

81.1%

70.5%

60.9%

81.5%74.2%

63.4%

0.0%

20.0%

40.0%

60.0%

80.0%

100.0%

Reading Wring MathP

ercen

tMa

kin

gKeep-U

pG

row

th

2011 2012 2013

29.2% 28.7%

13.5%

32.6%

24.7%

12.1%

32.1%27.8%

12.4%

0.0%

10.0%

20.0%

30.0%

40.0%

50.0%60.0%

70.0%

80.0%

90.0%

100.0%

Reading Wring MathPercen

tMa

kin

gC

atch

-Up

Grow

th

2011 2012 2013

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Catch-Up and Keep-Up Growth by Demographics

Minority Students vs Non-Minority StudentsWe see gaps in the percent of students making adequate growth; however, growth increased more for minority

students than for their white peers for reading and writing from 2012 to 2013.

Percent of Students Making Catch-Up Growth by

Subject, 2013 TCAP

Percent of Students Making Keep-Up Growth by

Subject, 2013 TCAP

ELL Students vs Non-ELL Students

Mirroring the achievement gaps, adequate growth gaps exist for ELLs compared to their non-ELL peers. ELL students

showed year-to-year gains that outpaced their peers in reading and math from 2012 to 2013.

Percent of Students Making Catch-Up Growth by

Subject, 2013 TCAP

Percent of Students Making Keep-Up Growth by

Subject, 2013 TCAP

29.8%24.1%

11.3%

36.2% 32.8%

14.2%

Reading Wring Math

Minority Non-Minority

76.6%68.0%

56.6%

84.2%77.3%

66.9%

Reading Wring Math

Minority Non-Minority

29.5%22.8%

12.1%

33.4% 29.6%

12.6%

Reading Wring Math

ELL Non-ELL

75.2%64.6%

55.4%

82.4%75.3%

64.5%

Reading Wring Math

ELL Non-ELL

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FRL-Eligible Students vs FRL-Ineligible Students

Fewer FRL-eligible students made adequate growth compared to non-FRL students. FRL-eligible students did show

year-to-year growth that outpaced their non-FRL peers in reading and math.

Percent of Students Making Catch-Up Growth by

Subject, 2013 TCAP

Percent of Students Making Keep-Up Growth by

Subject, 2013 TCAP

2013 State-Level Detailed Growth Results by School LevelThe data below is for reference purposes only; please refer to the state board presentation for additional analyses.

Reading

Level

Catch-Up 2013 Keep-Up 2013

Total

N

Percent

Making

Catch-Up

Growth

Total

N

Percent

Making

Keep-Up

Growth

Elementary 37495 37.8% 93597 77.7%

Middle 47024 31.3% 115239 79.2%

High 32855 26.6% 74995 89.9%

Writing

Level

Catch-Up 2013 Keep-Up 2013

Total

N

Percent

Making

Catch-Up

Growth

Total

N

Percent

Making

Keep-Up

Growth

Elementary 62197 38.2% 68649 74.3%Middle 65963 26.2% 96834 70.8%

High 48203 16.4% 59481 79.5%

Math

Level

Catch-Up 2013 Keep-Up 2013

Total

N

Percent

Making

Catch-Up

Growth

Total

N

Percent

Making

Keep-Up

Growth

Elementary 37861 23.0% 94709 64.8%

Middle 65052 13.0% 97869 58.1%

High 57564 4.9% 50264 71.2%

Where Can I Learn More?Communications Division: http://www.cde.state.co.us/communications or 303-866-4247

SchoolView Growth Model Results: http://www.schoolview.org/ColoradoGrowthModel.asp

Assessment: http://www.cde.state.co.us/assessment

29.2%23.4%

11.2%

37.6% 34.1%

14.3%

Reading Wring Math

FRL-Eligible FRL-Ineligible

73.0%63.3%

51.4%

85.5%78.4%

68.5%

Reading Wring Math

FRL-Eligible FRL-Ineligible