Performance Data Scenario[1]

Performance Assessment One of the assessments that we analyze at Chesapeake High School is the PSAT/NMSQT results. The PSAT is the preliminary test to the SAT. This test is designed to measure the skills students have learned throughout their education. It tests critical reading skills, math problem-solving skills and writing skills. At a school level it aides in making academic decisions regarding a student’s course of study. It also allows the school to assist in counseling each student on when to take the SAT. The PSAT can also be an indicator of success in Advanced Placement (AP) courses. Students are encouraged to take these AP courses for four reasons: Earn College Credit and Advanced Placement Stand Out in the College Admissions Process Gain Skills that Will Help with College Success Exposure to the Possibilities of College Chesapeake High tests all 9th and 10th graders and a group of 11th graders identified as possible National Merit Scholars. After reviewing the PSAT data below, respond to the following: PSAT Correlation Chart The second column of the table below identifies the section(s) of the PSAT/NMSQT that were used to predict performance for each course and the strength of the correlation between PSAT/NMSQT performance and AP performance for each AP Exam. Since this test is designed to measure the skills students have learned throughout their education, how could vertical teaming within feeder patterns help to increase the number of students identified as having AP potential in each content area? Note: In 2004, the Verbal section of the PSAT/NMSQT was renamed Critical Reading, which is designated as "CR" in the table below.

AP Exam

PSAT/NMSQT Section Used

PSAT/NMSQT Correlation

Biology

CR + M

.656

Calculus AB

Math

.530

Calculus BC

Math

.484

Computer Science A

Math

.511

English Language

CR + W

.732

English Literature

CR + W

.727

Environmental Science

CR + M

.632

Government & Politics: United States

CR + M + W

.622

Macroeconomics

CR + M

.566

Microeconomics

CR + M

.549

Psychology

CR + M + W

.624

Statistics

CR + M

.617

U.S. History

CR + M + W

.603

World History

CR + M

.584

2009 AP Potential Chart – Chesapeake HS A pool reflects the probability of students receiving an AP® Exam grade of 3, 4, or 5. For example, if you set your pool at 61, your roster includes all students whose probability of receiving an AP Exam grade of 3, 4, or 5 is anywhere between 61% and 100%.

What advantage would there be for increasing or decreasing the 61%? What supports would be necessary if the pool was decreased from 61%? This pool reflects the comparative standard from around the country. Define Pool

Subject Biology

2009 Potential AP Students 13

Calculus AB

8

Calculus BC

8

Computer Science 8 A English Language 22

Define Pool

Subject

2009 Potential AP Students

Biology

29

Calculus AB

69

Calculus BC

69

Computer Science 30 A English Language 33 English Literature 22 Environmental Science

29

Macroeconomics

18

Microeconomics

29

Psychology

108

Statistics

29

6

U.S. Government & Politics

30

U.S. Government & Politics

5

U.S. History

30

U.S. History

15

World History

124

World History

29

English Literature 12 Environmental Science

13

Macroeconomics

6

Microeconomics

13

Psychology

30

Statistics

The pool % has been increased in this example. The pool % has been lowered in this example.

Define Pool

Subject

2009 Potential AP Students

Biology

1

Calculus AB

1

Calculus BC

1

Computer Science 0 A English Language 1 English Literature 1 Environmental Science

0

Macroeconomics

0

Microeconomics

0

Psychology

1

Statistics

0

U.S. Government & Politics

0

U.S. History

0

World History

1

2009 HSA English10-Chesapeake High English Students Count as Values A Passed May2009 1 9 Not May2009 1 Passed Totals 2 0

B 5 3 1 7 7 0

C 4 1 3 9 8 0

English D E All Final Grades 13 0 126 39 1 7 52 1 7

113 239

2009 MSA Reading-Sussex Elementary Basic

All Students

Proficient

Advanced

%

#

%

#

%

#

18.9

27 143

65.7

94 143

15.4

22 143

AMO Gap

4.6

2009 MSA Reading-Deep Creek Middle Basic

All Students

Proficient

Advanced

%

#

%

#

%

#

21.5

168 783

47.1

369 783

31.4

246 783

AMO Gap

2.6

The PSAT Correlation Chart previously used identifies Critical Reading as an area that is evaluated to determine AP Potential for every course area except for Calculus and Computer Science. Using the Chesapeake HSA data provided and the DCMS and Sussex Reading MSA data, what correlation can be made between student success on the MSA at the elementary and middle school levels, the HSA and the potential of students to be successful in AP courses?