




Appendix 20002001 Adjustments for ABCs Special Conditions
Technical Notes: Standard Conventions used in the 20002001 ABCs Analyses 98% Rule. K8 schools must test at least 98% of eligible students. Eligible students are those who are not excluded from an EndofGrade test according to the rules and procedures governing the testing program. A composite percentage of eligibles tested is computed by combining information from reading, mathematics and alternate assessments across all grades in a school. (Note. Students who registered for the North Carolina Computer Adaptive Testing System (NCCATS), or the North Carolina Alternate Assessment Portfolio (NCAAP), or the North Carolina Alternate Assessment Academic Inventory (NCAAAI) are credited as having been tested). The final composite must be greater than or equal to 98, when rounded to the nearest whole number. Schools identified as having violated the 98% rule are asked to justify their rate. The explanations are reviewed by DPI, and either accepted or rejected. If rejected, the school is assigned a 98R status, which means the school is in violation of the rule and ineligible to receive incentives or recognition. A school in violation for two consecutive years may be identified as lowperforming by the State Board of Education. In this report, schools that violate testing requirements are assigned a violation status and cannot receive another ABCs status, except lowperforming. 95% Rule. High schools must test at least 95% of the students in membership in grade 10 and enrolled in courses for which there are EndofCourse (EOC) tests. A composite percentage of students is computed by combining information from grade 10 membership, alternate assessments and enrollment in EOC courses. (Note. Students who registered for the North Carolina Computer Adaptive Testing System (NCCATS), or the North Carolina Alternate Assessment Portfolio (NCAAP), or the North Carolina Alternate Assessment Academic Inventory (NCAAAI) are credited as having been tested). The composite must be greater than or equal to 95, when rounded to the nearest whole number. Schools in violation are asked to justify their rate. The explanations are reviewed by DPI; and accepted or rejected. If rejected, the school is assigned a 95R status, which means the school is in violation of the rule and ineligible to receive incentives or recognition. A school in violation for two consecutive years may be identified as lowperforming by the State Board of Education. In this report, schools that violate testing requirements are assigned a violation status and cannot receive another ABCs status, except lowperforming. Algebra I Scores in the Performance Composite. Algebra I scores for current ninth graders who took Algebra I prior to their ninth grade year are included in the performance composite for the high school where they are currently enrolled. Algebra I scores of students in the middle school grades (6, 7, or 8) during the current school year are included in the K8 performance composite of the middle school where they are currently enrolled. Algebra I scores of students currently enrolled in grade 10 in a senior high school (Grades 1012) who took Algebra I while in grades 7, 8, or 9 are included in the performance composite of the senior high school. Confidence Interval Applied to the Performance Composite in LowPerforming Schools. The performance composite is the percent (proportion) of students in a school who score at or above grade level (i.e., in Achievement Levels III or IV) on endofgrade and/or endofcourse tests. The performance composite is computed by adding all scores at or above Achievement Level III on each of the tests, and then dividing the sum by the total number of valid scores on the tests. The result is one of the factors used in determining lowperforming school status. If a school does not make expected growth and less than half its students are performing at or above grade level, the school is lowperforming. The confidence interval is a way of taking into account the statistical fluctuations that occur from year to year in small schools or schools with highly variable scores. The confidence interval itself will be narrow or wide depending on the size of the school and the variation in the scores that make up the performance composite. In general, the confidence interval is narrower when the number of students is larger, or the scores are more homogeneous; conversely, the confidence interval is wider when the number of students is smaller, or the scores are less homogeneous. This means it is possible that a potentially lowperforming school has a performance composite that is considerably below 50% but that school is not considered lowperforming because the confidence interval for that school is wide (i.e., there is less confidence in the value of the performance composite). This situation would likely be true for a school that has few students or has wide variation in test scores. Conversely, it is possible that a school has a performance composite that is fairly close to 50% and is considered lowperforming because the confidence interval for that school is very narrow (i.e., there is high confidence in the performance composite). This situation would likely be true for a school that has a large number of students or students all have about the same test score. As long as the value, 50, lies within or on the boundary of the confidence interval for an observed performance composite, then the performance composite is not significantly less than 50 and hence the school is not classified as lowperforming. Excessive Exclusions. Another
testing requirement of schools in the ABCs is that they must not
have excessive exclusions. Student exclusions from testing must be consistent
with federal and state guidelines for students with disabilities and students
appropriately identified as Limited English Proficient. Please refer to
relevant testing program guidelines specified in Testing Modifications
and Accommodations for Students with Disabilities and Guidelines
for Testing Students with Limited English Proficiency, and the updates
to these guidelines, which were disseminated during 20002001 through the
following memorandums to LEA superintendents:
Exclusions are determined at the
school on a case by case basis and they must be documented in Individualized
Education Programs (IEPs). A composite index for exclusions is computed
for every school; when this index is greater than the state average exclusion
rate plus two standard deviations (determined from the distribution of
school exclusion rates), they are considered excessive. (Note.
Students who registered for the North Carolina Computer Adaptive Testing
System (NCCATS), or the North Carolina Alternate Assessment Portfolio (NCAAP),
or the North Carolina Alternate Assessment Academic Inventory (NCAAAI)
are credited as having been tested).
To compute the exclusion rate in a K8 school, information from reading and mathematics EOG, alternate assessments and EOC information if appropriate across all grades in a school are combined in a composite index. For high schools, EOC data, North Carolina High School Comprehensive Test (NCHSCT) information and alternate assessment information if appropriate are combined to form a composite index. Schools identified as having excessive exclusions are asked to justify their exclusion rate; explanations are reviewed by DPI, and accepted or rejected. If rejected, the school is assigned an EE status, and cannot receive incentives or recognition. A school that has excessive exclusions for two consecutive years may be identified as lowperforming by the State Board of Education. Equating Study. In May of
1998 the State Board of Education (SBE) adopted a new K12 mathematics
curriculum which necessitated development of new mathematics tests. The
Testing Section of the Division of Accountability Services developed EOG
field test items for mathematics in 2000, and the "new" mathematics tests
at grades 38 were administered in the Spring of 2001. As early as January,
1999, the Department of Public Instruction informed the SBE of the need
to conduct an equating study to link the old mathematics test (1^{st}
edition) and the new mathematics test (2^{nd} edition) to enable
use of the ABCs formulas for the 20002001 school year.
Two groups of analysts worked independently analyzing the equating data during the summer of 2001 for the EOG mathematics tests. The groups were Dr. David Thissen and his staff at the L.L. Thurstone Psychometric Laboratory (UNCCH) and, the Reporting Section of the Division of Accountability Services. After determining the adequacy of the equating samples, equipercentile equating was used. This method calculates the percentiles of each distribution of the old mathematics test and the new mathematics test and equating scores corresponding to the same percentile ranks. The groups conferred and compared
results in early August. An audit panel of outside technical experts appointed
by the SBE reviewed the methodology and results on August 16 17 and reported
to the SBE Ad Hoc Committee on September 7. The panel concluded that the
technical process used to compute the equating study was sound. The Ad
Hoc Committee of the SBE accepted the report and directed the Department
of Public Instruction Accountability Services Division to proceed with
the compilation of the ABCs report. With the signoff of the technical
process to equate the new mathematics test scores with the old ones, achievement
level cut scores also were revised and the new achievement levels are used
in the ABCs results for 20002001.
Parameters and Other Constants Used in the ABCs EndofGrade Growth Model for 20002001
Prediction Formula Parameters
for EndofCourse Performance
IRP = Index of Reading Proficiency
Centering Means for Proficiency Indexes*
Constants Used in the ABCs Growth Model for EndofCourse
How to Include the North Carolina Alternate Assessment Portfolio (NCAAP) Results in the School Performance Composite The NCAAP has four domains: Communication (C), Personal Home Management (PHM), Community (COM), and Career/Vocational (C/V). Each domain receives a score of .25 for a total possible score of 1.00 if a student is proficient in all four domains. A student must receive a 3 or 4 in a domain to be counted as proficient in that area. The student’s proficiency score is derived from the following scale: 1=Novice; 2=Apprentice; 3=Proficient; and 4=Distinguished The resulting sum of scores across the four domains of NCAAP contributes to the school’s performance composite score for the ABCs. Table 1 shows possible NCAAP data for two students in a school. Table 1
*NP = Not Proficient **P = Proficient Example: For a K5 Elementary
School Performance Composite at grade 4 for Reading, Math, Writing and
NCAAP.
The performance composite for any school is the total number of scores at or above Level III (or at or above grade level) in each subject included in the ABCs model, divided by the total number of valid scores. The performance composite is reported as a percentage. In Table 2, the NCAAP performance for the two students in Table 1 is included in the school’s performance composite. The first row represents the total
number of scores at or above Level III (numerator) as reported for each
subject area and for the NCAAP. In the second row, the total number of
valid scores (denominator) or number of students who were tested in each
subject area or participated in the NCAAP at this particular school are
included. To obtain the performance composite, divide the total number
scores at or above Level III by the total number of valid scores or number
of students who took the test and participated in the NCAAP. Multiply the
product by 100 to yield the performance composite score for this school.
Table 2
North Carolina EndofGrade Tests Achievement Level Ranges (Adjusted Ranges for Mathematics) Grades 3 – 8 (Including Grade 3 Pretest)
Achievement Level Descriptions:
Level I: Students performing
at this level do not have sufficient mastery of knowledge and skills in
this subject area to be successful at the next grade level.
Level II: Students performing
at this level demonstrate inconsistent mastery of knowledge and skills
in this subject are and are minimally prepared to be successful at the
next grade level.
Level III: Students performing
at this level consistently demonstrate mastery of grade level subject matter
and skills and are well prepared for the next grade level.
Level IV: Students performing at this level consistently perform in a superior manner clearly beyond that required to be proficient at grade level work.



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Carolina Department of Public Instruction
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