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ABCs Report Logo
Appendix
 
 

Special Conditions

2000-2001

Adjustments for ABCs Special Conditions


 
Condition
code
ABCs Adjustment
K-2 feeder 1 A K-2 feeder school serves only students in kindergarten, first grade, or second grade and sends more than half its students to one receiving school that has a third grade. ABCs awards are based on the performance of students in the school that receives the K-2 students. The K-2 feeder can make expected growth, exemplary growth, or receive no recognition. K-2 schools cannot receive recognition as a Most Improved School in academic growth, School of Excellence/Distinction, or be identified as a low-performing school.
Senior high schools 2
 
 
 
 
 
 
 
 

3

Senior high schools (schools with grades 10-12 only) have two options for participation:

1) Grades 9-12 option:

Grades 10-12 data can be combined with Grade 9 data from feeder junior high schools.
    • All courses and components are part of the model;
    • Algebra I scores of ninth graders who took the course while in grades 7 or 8
are included when computing the performance composite; and incentive

awards are prorated to reflect the special arrangement.

2) Grades 10-12 option:
    • English I and Economic, Legal, and Political Systems (ELPS) are not included unless more than 10% of students in grade 10 take English I or ELPS respectively, and
    • Algebra I scores of tenth graders who took the course while in grades 7, 8, or 9 are included when computing the performance composite.
Data requirements 9 Schools have insufficient data when there are fewer than 30 students and/or scores contributing to the growth composite.

If schools (other than Alternative/Special Schools) have insufficient data then they are not included in the ABCs.

 

   

 

Technical Notes



Technical Notes: Standard Conventions used in the 2000-2001 ABCs Analyses

98% Rule. K-8 schools must test at least 98% of eligible students. Eligible students are those who are not excluded from an End-of-Grade 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 low-performing 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 low-performing.

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 End-of-Course (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 low-performing 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 low-performing.

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 K-8 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 10-12) 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 Low-Performing 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 end-of-grade and/or end-of-course 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 low-performing 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 low-performing.

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 low-performing school has a performance composite that is considerably below 50% but that school is not considered low-performing 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 low-performing 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 low-performing.

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 2000-2001 through the following memorandums to LEA superintendents:
 
 

  • Changes to Guidelines for Testing Students with Disabilities (September 19, 2000),
  • Changes to Guidelines for Testing Students with Limited English Proficiency Effective 2000-2001 (February 16, 2001), and
  • End-of-Grade Testing for Students with Disabilities; Use of End-of-Grade and End-of-Course Tests in Promotion Decisions or Course Credit Decisions for Students with Disabilities; Procedures for Review of Requests for Waiver of Promotion Standards (March 29, 2001).

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 K-8 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 low-performing by the State Board of Education.

Equating Study. In May of 1998 the State Board of Education (SBE) adopted a new K-12 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 3-8 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 (1st edition) and the new mathematics test (2nd edition) to enable use of the ABCs formulas for the 2000-2001 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 (UNC-CH) 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 sign-off 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 2000-2001.
 
 

Parameters and Other Constants Used in the ABCs End-of-Grade Growth Model for 2000-2001


 
Grade

"pre" "post"

b0
b1
b2
Centering Mean
SD for composite component
     
   
Reading
             
             
pre3
3
8.0
0.47
- 0.98
139.1
1.645731
3
4
5.2
0.22
- 0.60
143.4
1.283104
4
5
4.6
0.22
- 0.60
147.6
1.215183
5
6
3.0
0.22
- 0.60
152.4
1.270763
6
7
3.3
0.22
- 0.60
154.5
1.105819
7
8
2.7
0.22
- 0.60
158.1
1.197829
8
10
2.3
0.24
- 0.52
161.9
1.631243
             
   
Mathematics
             
             
Pre3
3
14.3
0.20
- 0.58
236.4
1.675164
3
4
7.3
0.26
- 0.58
141.2
2.065777
4
5
7.4
0.26
- 0.58
147.9
1.989928
5
6
7.1
0.26
- 0.58
154.4
2.130592
6
7
6.5
0.26
- 0.58
160.2
1.966777
7
8
4.9
0.26
- 0.58
166.0
1.730942
8
10
2.3
0.28
- 0.43
173.1
2.001917
             
     
             
             
             
             

 
 

Prediction Formula Parameters for End-of-Course Performance
(Revised March 24, 2000)

IRP = Index of Reading Proficiency
IMP = Index of Mathematics Proficiency
IAP = Index of Algebra I Proficiency
IBP = Index of Biology Proficiency
IEP = Index of English I Proficiency

b0 bIRP bIMP bIMP bIMP3 bIAP bIBP bIEP
Algebra I 60.365508 0.882877
Biology 55.211147 0.709879 0.317544 -0.013484 -0.001827
ELPS 53.951374  0.883888
English I 53.256009 1.005168
U.S. History 55.952964 0.680936 0.147541 -0.011331
Algebra II  59.265552 0.434241 0.887402
Chemistry 56.880878 0.184021 0.513002 0.269941
Geometry 58.483974 0.416898 0.389016 0.431191
Physical Science 53.839061 0.583869 0.340070
Physics 56.061420  0.280134 0.656071 0.315458

Centering Means for Proficiency Indexes*

EOG Reading EOG Math Algebra I Biology English I Standard Deviation for Composite Component
Algebra I 176.1 3.349160
Biology 161.3 172.0 2.624947
ELPS 161.3 3.136528
English I 161.0  1.765422
U.S. History 161.1 171.8 2.241525
Algebra II  164.7 60.0 2.945220
Chemistry 59.9 59.7 58.1 2.545592
Geometry 164.5 176.7 59.7 2.486069
Physical Science 160.7  171.6  2.490687
Physics 182.0 63.7  61.6  3.321596
*Means are based on all students in the school with scores for the predicted EOC and all other EOG/EOC tests used as predictors.
 
 

Constants Used in the ABCs Growth Model for End-of-Course


Component of Growth Composite
Standard Deviation of change for expected growth composite
Standard Deviation of change for exemplary growth composite
     
English II
7.6
7.5
     
Competency Passing Rate
12.8
12.8
     
College Prep/College Tech Prep %
10.0
10.0
ABCs Dropout Rate  

2.0

 

2.0

     
     
     

 
 
 
 
 

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



 
A

Communications

B

Personal Home Management

C

Community

D

Career/Vocational

E

Number of

Domains

Proficient

F

Proficient Score

E/4(# of Domains)

Student (1)
*NP
**P
P
NP
2
.50
Student (2)
NP
NP
NP
NP
0
.00
Total #

Of (P)

0
1
1
0
2
.50

*NP = Not Proficient

**P = Proficient

Example: For a K-5 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


 
R
M
W NCAAP Total Performance Composite
Scores at or above Level III 117
161
40
.50
318.50
 

.68 x 100 = 68.00%

Total (N) Students 200 201 64
2
467

 

North Carolina End-of-Grade Tests

Achievement Level Ranges (Adjusted Ranges for Mathematics)

Grades 3 – 8 (Including Grade 3 Pretest)



 
Subject/Grade
 
Level I
Level II
Level III
Level IV
Reading
PT3
119-127
128-132
133-144
145-162
  3
115-130
131-140
141-150
151-172
  4
119-134
135-144
145-155
156-174
  5
124-138
139-148
149-158
159-178
  6
128-140
141-151
152-161
162-180
  7
130-144
145-154
155-163
164-183
  8
132-144
145-155
156-165
166-184
           
Mathematics
PT3
211-219
220-229
230-239
240-260
  3
218-237
238-245
246-254
255-276
  4
221-239
240-246
247-257
258-285
  5
221-242
243-249
250-259
260-295
  6
228-246
247-253
254-264
265-296
7
231-249
250-257
258-266
267-307
  8
235-253
254-260
261-271
272-310

 
 
Subject/Grade  
Level I
Level II
Level III
Level IV
Writing 4 & 7
 
0.0-1.0
1.5-2.0
2.5-3.0
3.5-4.0

 

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.



 
 

2000-01 Equating Study Results

Grade 3 Mathematics

   
2nd Edition
1st Edition
(New)
(Old
   
218
100
219
101
220
103
221
104
222
105
223
106
224
108
225
109
226
110
227
111
228
113
229
114
230
115
231
116
232
118
233
119
234
120
235
121
236
123
237
124
238
125
239
126
240
126
241
127
242
129
243
131
244
134
245
137
246
138
247
139
248
140
249
141
250
143
251
144
252
146
253
148
254
149
255
151
256
153
257
154
258
155
259
156
260
157
261
158
262
158
263
159
264
160
265
161
266
162
267
163
268
164
269
165
270
165
271
166
272
167
273
168
274
169
275
170
276
171

 
 
 
2000-01 Equating Study Results
Grade 4 Mathematics
2nd Edition
1st Edition
(New)
(Old)
221
111
222
112
223
113
224
114
225
116
226
117
227
118
228
119
229
120
230
121
231
122
232
124
233
125
234
126
235
127
236
128
237
129
238
130
239
131
240
133
241
134
242
135
243
137
244
138
245
140
246
141
247
143
248
144
249
146
250
147
251
148
252
149
253
150
254
152
255
153
256
154
257
155
258
156
259
158
260
159
261
160
262
161
263
162
264
162
265
163
266
164
267
165
268
165
269
166
270
167
271
168
272
168
273
169
274
170
275
171
276
171
277
172
278
173
279
174
280
174
281
175
282
176
283
177
2000-01 Equating Study Results

Grade 4 Mathematics

   
2nd Edition
1st Edition
(New)
(Old)
   
284
177
285
178

 
 
 
 
 
2000-01 Equating Study Results

Grade 5 Mathematics

   
2nd Edition
1st Edition
(New)
(Old)
   
221
120
222
121
223
122
224
123
225
124
226
125
227
126
228
127
229
128
230
129
231
130
232
131
233
131
234
132
235
133
236
134
237
135
238
136
239
137
240
138
241
139
242
140
243
141
244
142
245
143
246
145
247
146
248
148
249
149
250
151
251
152
252
153
253
154
254
155
255
156
256
157
257
157
258
158
259
159
260
161
261
162
262
162
263
163
264
164
265
164
266
165
267
166
268
167
269
168
270
169
271
169
272
170
273
171
274
172
275
173
276
174
277
174
278
175
279
175
280
176
281
176
282
177
2000-01 Equating Study Results

Grade 5 Mathematics

   
2nd Edition
1st Edition
(New)
(Old)
   
283
178
284
178
285
179
286
180
287
180
288
181
289
181
290
182
291
183
292
183
293
184
294
184
295
185

 
 
 
 
 
2000-01 Equating Study Results

Grade 6 Mathematics

   
2nd Edition
1st Edition
(New)
(Old)
   
228
130
229
131
230
132
231
133
232
133
233
134
234
135
235
136
236
137
237
138
238
138
239
139
240
140
241
141
242
142
243
143
244
143
245
144
246
145
247
146
248
147
249
149
250
150
251
152
252
153
253
154
254
156
255
157
256
158
257
159
258
161
259
162
260
163
261
164
262
165
263
166
264
167
265
169
266
170
267
171
268
172
269
173
270
174
271
175
272
177
273
178
274
179
275
180
276
181
277
182
278
183
279
184
280
184
281
185
282
185
283
186
284
186
285
187
286
187
 
 
 

2000-01 Equating Study Results

Grade 6 Mathematics

   
2nd Edition
1st Edition
(New)
(Old)
   
287
188
288
189
289
189
290
190
291
190
292
191
293
191
294
192
295
192
296
193

 
 
 
2000-01 Equating Study Results

Grade 7 Mathematics

   
2nd Edition
1st Edition
(New)
(Old)
   
231
138
232
139
233
139
234
140
235
141
236
142
237
142
238
143
239
144
240
145
241
145
242
146
243
147
244
147
245
148
246
149
247
150
248
150
249
151
250
153
251
154
252
155
253
157
254
158
255
158
256
160
257
160
258
162
259
164
260
166
261
168
262
169
263
170
264
171
265
172
266
172
267
173
268
174
269
175
270
176
271
177
272
178
273
179
274
180
275
180
276
181
277
182
278
182
279
183
280
184
281
185
282
185
283
186
284
187
285
187
286
188
287
189
288
189
289
190
290
190
291
191
292
192
2000-01 Equating Study Results

Grade 7 Mathematics

   
2nd Edition
1st Edition
(New)
(Old)
   
293
192
294
193
295
194
296
194
297
195
298
195
299
196
300
197
301
197
302
198
303
199
304
199
305
200
306
200
307
201

 
 
 
 
 
2000-01 Equating Study Results

Grade 8 Mathematics

   
2nd Edition
1st Edition
(New)
(Old)
   
235
140
236
141
237
142
238
142
239
143
240
144
241
145
242
145
243
146
244
147
245
148
246
148
247
149
248
150
249
151
250
151
251
152
252
153
253
153
254
155
255
157
256
158
257
160
258
161
259
163
260
164
261
165
262
166
263
167
264
168
265
169
266
170
267
171
268
173
269
174
270
175
271
176
272
178
273
178
274
179
275
180
276
181
277
182
278
183
279
184
280
185
281
186
282
187
283
188
284
189
285
190
286
190
287
191
288
192
289
192
290
193
291
194
292
194
293
195
294
196
295
196
296
197
2000-01 Equating Study Results

Grade 8 Mathematics

   
2nd Edition
1st Edition
(New)
(Old)
   
297
198
298
198
299
199
300
199
301
200
302
201
303
201
304
202
305
203
306
203
307
204
308
205
309
205
310
206

 
 
 
 
 

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North Carolina Department of Public Instruction
301 N. Wilmington St.
Raleigh, NC 27601
Phone: 919-807-3300 
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