Museado / NARA Collection rr-0840 — Collection rr-0840
Recent Folios
Login Register
English (inglés) español magyar (húngaro)

Survos folio page chat

[Education] - Profiles of School District Performance, 1973-1974

Ask the Scholar

Page 1 of 1
I can add historical knowledge about this page.

Page image

Page 1

OCR

Ronald Reagan Presidential Library Digital Library Collections This is a PDF of a folder from our textual collections. Collection: Reagan, Ronald: Gubernatorial Papers, 1966-74: Press Unit Folder Title: [Education] - Profiles of School District Performance, 1973-1974 Box: P34 To see more digitized collections visit: https://reaganlibrary.gov/archives/digital-library To see all Ronald Reagan Presidential Library inventories visit: https://reaganlibrary.gov/document-collection Contact a reference archivist at: [email protected] Citation Guidelines: https://reaganlibrary.gov/citing National Archives Catalogue: https://catalog.archives.gov/ PRESS CAP CALIFORNIA ASSESSMENT PROGRAM PROFILES of SCHOOL DISTRICT PERFORMANCE 1973-74 Statewide Summary CALIFORNIA STATE DEPARTMENT OF EDUCATION . Wilson Riles . Superintendent of Public Instruction - Secramento, 1974 CALIFORNIA ASSESSMENT PROGRAM PROFILES Of SCHOOL DISTRICT PERFORMANCE 1973-74 Statewide Summary Prepared by the OFFICE OF PROGRAM EVALUATION AND RESEARCH California State Department of Education This publication, which was edited and prepared for photo-offset production by the Bureau of Publications, California State Depart- ment of Education, was published by the Department, 721 Capitol Mall, Sacramento, California 95814, and distributed under the pro- visions of the Library Distribution Act. 1974 Contents Summary of State Results 1 Introduction 3 Results of Reading Achievement Testing, Grades Two and Three 5 Results of Achievement Testing, Grades Six and Twelve 13 List of Tables Table 1 Comparison of Performance of 295,821 California Public School Pupils on the Reading Test to Estimated National Norms, 1973-74, Grade Two 8 Table 2 Comparison of Performance of 306,901 California Public School Pupils on the Reading Test to Estimated National Norms, 1973-74, Grade Three 9 Table 3 Percentile Ranks of Publishers' National Sample and Estimated California Percentile Rank Based on Pupil Performance on the Reading Test, 1973-74 10 Table 4 Statewide Standardized Test Results, California Public Schools, 1965-66 Through 1973-74: Reading Achievement Tests, Grade Two 11 Table 5 Statewide Standardized Test Results, California Public Schools, 1965-66 Through 1973-74: Reading Achievement Tests, Grade Three 13 Table 6 Statewide Standardized Test Results, California Public Schools, 1969-70 Through 1973-74: Achievement Tests, Grade Six 17 Table 7 Statewide Standardized Test Results, California Public Schools, 1969-70 Through 1973-74: Achievement Tests, Grade Twelve 18 iii Summary of State Results The statewide testing program was substantially revised by the Cali- fornia Legislature in 1972. Implementation of the new program will be completed during the 1974-75 school year. The first part of the program became operational in 1973-74 with the administration of the new Reading Test in grades two and three; 295,821 pupils in grade two and 308,901 in grade three took the test in May, 1974. The Comprehensive Tests of Basic Skills were administered to 336,054 students in grade six, and the Iowa Tests of Educational Development were administered to 252,326 students in grade twelve. Both of these tests, administered for the last time in October, 1973, will be replaced by new state-developed tests during the 1974-75 school year. The 1973-74 results of the Reading Test for grades two and three showed little change in pupil performance from previous years. Second and third grade pupils in California's public schools continued to score above the national norms. Higher achieving students in 1973-74 had slightly higher scores than the 1972-73 high achieving students, while lower achieving students in 1973-74 had slightly lower scores than the low achieving pupils of 1972-73. Under the revised testing program, a great deal more information will be available to the Department of Education to use in evaluating and improv- ing instructional programs. A considerable amount of additional time and effort must be devoted to data analysis before any useful trends in pupil 1 performance and relationships among the data and other factors can be confirmed. However, a preliminary analysis has yielded the following ten- tative findings: 1. Pupils in small-to-medium sized schools scored higher than pupils in very small and large schools. 2. Pupils who attended suburban schools scored higher than pupils in both rural and urban schools. 3. Pupils whose parents were employed in professional fields scored higher than pupils whose parents were employed in skilled and semiskilled occupations. 4. By and large, pupils who had attended preschools scored higher than those who had not. 5. Pupils who have always attended the same school scored higher than pupils who were more mobile. However, these differences virtually disappeared when socioeconomic status and ethnic group membership were taken into account. The 1973-74 results of achievement testing for students in grades six and twelve showed a slight decline in reading, language, and spelling scores at both grade levels when compared to the scores from 1972-73. Achievement test scores in mathematics remained at the same level as the 1972-73 results. In all areas California students in grades six and twelve continued to score below the publishers' national norms. 2 Introduction The 1973-74 statewide testing program had its foundation in two legis- lative acts: (1) the California School Testing Act of 1969, a revision of a 1961 law which first required an intelligence and achievement testing program in the public schools; and (2) the Miller-Unruh Basic Reading Act, which originally required reading tests in grades one, two, and three. The testing program was revised by 1972 legislation, and as a result, the Cali- fornia statewide testing program has undergone major changes. One of the fundamental changes provided by this legislation was the development of tests specifically designed for schools in California. There were several reasons why this change was desirable. The primary reason was that, since tests are based on certain objectives, the use of nationally published testing instruments gave California's citizens little control in determining the objectives to be assessed. The state-developed tests, on the other hand, have been designed to focus on objectives selected by a large number of California educators. A second important reason for changing the test was that commercially available tests were intended for assessment of individual pupil achievement, not for statewide assessment. A test ideally suited for statewide assess- ment differs considerably from one used for individual pupil assessment; that is, a statewide test should cover a broader range of objectives and should, therefore, be much longer than a commercially available test designed 3 for pupil assessment. However, since accurate group assessments can be made with only a little information from each pupil, it should take less testing time per pupil. These two seemingly antithetical requirements that is, that the test be longer and yet take less testing time per examinee--are met simultaneously through the use of a testing scheme called multiple matrix sampling. Using multiple matrix sampling procedures, all pupils are tested but each pupil takes only a small part of the whole test. Thus, under this procedure it is possible to get much more information about program achievement at considerable savings in costs and testing time. For example, the Reading Test developed by the Department of Education for use in assessment of reading achievement in grades two and three during the school year 1973-74 contained over four times as many items as the Cooperative Primary Reading Test used during the 1972-73 school year and yet required less administration time per pupil. Because it was considered desirable to compare the progress of California pupils in relation to national norms, the Reading Test was constructed from several widely used commercially available tests, including the Cooperative Primary Reading Test, the Comprehensive Tests of Basic Skills, and the Stanford Reading Test. Thus, it was possible to estimate what the performance of California's pupils would have been if they had taken any one of these tests. 4 Results of Reading Achievement Testing Grades Two and Three Comparison of California Results to National Norms Because the Reading Test is designed for use specifically in California and no pupil outside the state has taken the exam, a direct comparison of the progress of California pupils in relation to national norms is not possible. However, because the Reading Test is composed of items drawn from a variety of nationally normed tests, it is possible to estimate (1) how pupils in a national sampling would have done if they had taken the Reading Test; and (2) how California pupils would have done if they had taken one of the commercially available tests. The first type of estimate is done by a comparison of item difficulty values; the second is done by the use of a technique called equating. Comparison to Estimated National Norms: Use of Item Difficulty Values The proportion of examinees who answer a test item correctly is called the difficulty level, or p-value, of that item. The estimated mean score on a test is the sum of the p-values of the items which comprise the test. Because information is available from publishers concerning the national p-values on the items in the Reading Test, it was possible to estimate the percent of items that students nationwide would have been able to answer correctly. These results, together with their comparison to the actual scores obtained on the Reading Test by California pupils, are presented in Tables 1 and 2. 5 Tables 1 and 2 illustrate that, in general, pupils in California scored higher on the Reading Test than did the estimated national norms group. These results were true for the total test score and for three of the four major subtests at both grade levels. California pupils scored considerably higher than the estimated national group in the reading skill areas of phonetic analysis, relational vocabulary, and comprehension of literal details, and the California group scored lower in the areas of structural analysis, denotative vocabulary, and study locational skills. Comparison to National Norms: Use of Results of Equating Study In a study conducted by the California State Department of Education, the total score results of the Reading Test were equated to three nationally normed tests: the Cooperative Primary Reading Test, the reading subtest of the Comprehensive Tests of Basic Skills, and the Stanford Reading Test. The results of this study made it possible to estimate how California's pupils would have scored if they had taken any one of the three national tests. Table 3 illustrates that the quartile scores achieved by California pupils surpassed the publishers' norms for all three commercially available tests with one exception- that of the 25th percentile in grade three on the Cooperative Primary Reading Test. Comparison of 1973-74 California Results to Previous Years' Results The 1973-74 Reading Test results, equated to the Cooperative Primary Reading Test, are displayed graphically in Tables 4 and 5, together with the results of previous years' reading test results. Although reading 6 achievement has improved each year for the past eight years, that trend appears to have leveled off; scores for 1973-74 were roughly equal to those achieved in 1972-73. In both grades the scores at the third quartile rose slightly, but a small decline occurred at both the first quartile and the median. 7 Table 1 Comparison of Performance of 295,821 California Public School Pupils on the Reading Test to Estimated National Norms, 1973-74, Grade Two Mean percent of items answered correctly Number of Content area Estimated items California national Difference pupils norms* Word Identification 52 77.82 77.25 .57 Sight words 18 87.19 86.33 .86 Phonetic analysis 17 82.80 77.47 5.33 Consonants 86.78 82.50 4.28 Vowels 72.63 61.25 11.38 Structural analysis 17 62.94 67.41 -4.47 Vocabulary 60 65.15 61.38 3.77 Denotation 21 67.21 73.24 -6.03 Relational 39 64.17 55.00 9.17 Synonyms 64.86 54.79 10.07 Comprehension 80 58.59 53.93 4.66 Literal 50 57.06 52.62 4.44 Details 60.27 53.75 6.52 Main idea 48.49 45.60 2.89 Interpretive 30 58.20 56.10 2.10 Details 58.77 57.92 .85 Main idea 54.57 53.11 1.46 Cause and effect 57.61 54.00 3.61 Study Location 20 73.59 76.10 -2.51 Total 212 66.58 63.85 2.73 * Estimated national norms were developed by averaging the item p-values for the items chosen from publishers' tests to construct the Reading Test. 8 Table 2 Comparison of Performance of 306,901 California Public School Pupils on the Reading Test to Estimated National Norms, 1973-74, Grade Three Mean percent of items answered correctly Number of Content area Estimated items California national Difference pupils norms* Word Identification 52 86.73 86.54 .19 Sight words 18 94.38 95.06 -.68 Phonetic analysis 17 88.28 84.59 3.69 Consonants 92.70 88.42 4.28 Vowels 80.85 71.50 9.35 Structural analysis 17 76.58 79.47 -2.89 Vocabulary 60 81.00 80.45 .55 Denotation 21 83.74 87.48 -3.74 Relational 39 79.45 76.67 2.78 Synonyms 80.49 77.06 3.43 Comprehension 80 73.93 72.04 1.89 Literal 50 71.89 71.36 .53 Details 75.51 72.25 3.26 Main idea 65.00 66.40 -1.40 Interpretive 30 73.56 73.17 .39 Details 74.53 75.33 -.80 Main idea 70.54 69.78 .76 Cause and effect 72.48 71.75 .73 Study Location 20 86.07 90.45 -4.38 Total 212 80.21 79.71 .50 * Estimated national norms were developed by averaging the item p-values for the items chosen from publishers' tests to construct the Reading Test. 9 Table 3 Percentile Ranks of Publishers' National Sample and Estimated California Percentile Rank Based on Pupil Performance on the Reading Test, 1973-74 Test to which Percentile rank, according to grade level Reading Test results Grade two Grade three were equated Q1 Q2 23 Q1 Q2 Q3 Cooperative Primary Reading Test Publisher's norms 25 50 75 25 50 75 California results 29* 53 86 24 52 75 Comprehensive Tests of Basic Skills Publisher's norms 25 50 75 25 50 75 California results 34 55 80 27 57 81 Stanford Reading Test Publisher's norms 25 50 75 ** ** ** California results 26 54 80 ** ** ** * This value should be interpreted as follows: A pupil who scored at the 25th percentile on the distribution of California results was estimated to be at the 29th percentile on the publisher's distribution of pupil scores. ** Results of the equating study for the Stanford Reading Test, grade three, are not available. 10 Table 4 Statewide Standardized Test Results, California Public Schools, 1965-66 Through 1973-74 Reading Achievement Tests, Grade Two COOPERATIVE PRIMARY READING TEST STANFORD READING TEST Actual Estimated b Year administered 1965-66 1966-67 1967-68 1968-69 1969-70 1970-71 1971-72 1972-73 1973-74 Number of pupils tested 314,646 318,529 329,021 337,151 345,586 332,517 332,019 312,754 33,007 A. Interquartile range (25th, 50th, and 75th percentile scores) compared to publishers' normsᵃ Publisher's percentile rank Middle 50 percent of 75 California pupil scores 50 25 11 B. Publisher's percentile ranks and grade equivalents of state quartile scores (25th, 50th, and 75th percentile) 75th Percentile (State Q3) State Raw Score 55.3 56.6 57.1 58.3 59.3 34.4 35.4 35.7 36.2 Publisher's Percentile Rank 60 64 64 66 68 70 73 76 76 Publisher's Grade Equivalent 3.0 3.1 3.1 3.2 3.2 3.5 3.6 3.7 3.7 50th Percentile (State Q2) State Raw Score 37.6 39.3 39.7 41.7 42.6 26.6 27.8 28.2 27.9 Publisher's Percentile Rank 28 30 32 36 38 50 53 53 53 Publisher's Grade Equivalent 2.5 2.5 2.5 2.6 2.6 2.8 2.9 2.9 2.9 25th Percentile (State Q1) State Raw Score 23.7 24.8 25.1 26.4 26.5 20.3 21.1 21.3 21.2 Publisher's Percentile Rank 6 7 7 8 10 25 29 29 29 Publisher's Grade Equivalent 1.9 1.9 1.9 1.9 2.0 2.1 2.2 2.2 2.2 a The three broken horizontal lines indicate the publisher's 75th, 50th, and 25th ᵇThe 1973-74 results are estimated from a one-ninth systematic sample of Reading percentiles. The shaded columns represent the middle 50 percent of the test scores Test scores. An equating study performed by the Department of Education allows of California pupils in grade two. The top of each column represents the 75th scores on the Cooperative Primary Reading Test to be estimated from results percentile for the California pupils, the bottom represents the 25th percentile score, obtained on the Reading Test. and the break in the middle of the column represents the 50th percentile score. These data are presented in numerical form in Part B of this exhibit. Table 5 Statewide Standardized Test Results, California Public Schools, 1965-66 Through 1973-74 Reading Achievement Tests, Grade Three COOPERATIVE PRIMARY READING TEST STANFORD READING TEST Actual Estimated Year administered 1965-66 1966-67 1967-68 1968-69 1969-70 1970-71 1971-72 1972-73 1973-74ᵇ Number of pupils tested 313,380 319,903 329,447 347,410 336,845 334,644 329,187 34,501 A. Interquartile range (25th, 50th, and 75th percentile scores) compared to publishers' norms³ Publisher's percentile rank 75 Middle 50 percent of California pupil scores 50 25 12 B. Publisher's percentile ranks and grade equivalents of state quartile scores (25th, 50th, and 75th percentile) 75th Percentile (State Q3) State raw score 75.1 75.3 75.7 75.8 75.6 42.6 42.7 42.9 Publisher's percentile rank 56 56 60 60 60 75 75 75 Publisher's grade equivalent 4.1 5.1 4.2 4.2 4.2 4.3 4.3 4.3 50th Percentile (State Q2) State raw score 61.9 62.2 63.1 63.4 63.6 37.5 37.6 37.5 Publisher's percentile rank 34 34 36 36 38 52 52 52 Publisher's grade equivalent 3.4 3.4 3.4 3.4 3.5 3.8 3.8 3.8 25th Percentile (State Q1) State raw score 44.4 44.9 46.2 46.6 47.1 30.4 30.7 30.1 Publisher's percentile rank 12 12 13 13 13 24 27 24 Publisher's grade equivalent 2.7 2.7 2.7 2.8 2.8 2.9 3.0 2.9 a The three broken horizontal lines indicate the publisher's 75th, 50th, and 25th ᵇThe 1973-74 results are estimated from a one-ninth systematic sample of Reading percentiles. The shaded columns represent the middle 50 percent of the test scores Test scores. An equating study performed by the Department of Education allows of California pupils in grade three. The top of each column represents the 75th scores on the Cooperative Primary Reading Test to be estimated from results percentile for the California pupils, the bottom represents the 25th percentile score, obtained on the Reading Test. and the break in the middle of the column represents the 50th percentile score. These data are presented in numerical form in Part B of this exhibit. Results of Achievement Testing Grades Six and Twelve Pupils in grades six and twelve were tested in the fall of 1973, as required by the California School Testing Act of 1969. Pupils were admin- istered achievement tests in the basic skills. Aptitude testing is no longer a requirement of the state testing program because of amendments to the state testing law passed at the 1972 session of the Legislature. Grade six achievement test scores in 1973-74 were, in general, lower at all three quartile points than they were in 1972-73. Only in arithmetic did the average (median) score remain the same. Most of the decreases, however, were not large enough to affect the percentile rank or the grade equivalent. The one exception was in language. Grade twelve achievement test scores exhibited the same pattern as sixth grade scores, with lower scores in all areas except arithmetic. The largest decrease was in the area of language (expression). The lower scores were reflected in percentile rank decreases in language (expression). Background of the Testing Program In accordance with the requirements of the California School Testing Act of 1969, the State Board of Education has established a statewide testing program involving pupils in grades six and twelve. This testing is designed to provide annual measures of achievement in the basic skills. Since the 1969-70 school year, the achievement tests designated by the State Board 13 of Education to be administered in the fall in these grades are as follows: Grade Six: Comprehensive Tests of Basic Skills (CTBS) Grade Twelve: Iowa Tests of Educational Development (ITED) Both of these batteries of tests provide measurements of pupil achievement in reading, language, spelling, and arithmetic. However, these tests will not be administered again for the state testing program, because new tests are being developed to assess basic skills, as required by 1972 amendments to the Education Code. The new tests will be administered in the 1974-75 school year. Results of Testing The results of the achievement testing in 1973-74 are presented in summary form in Table 6 for grade six and in Table 7 for grade twelve. Corresponding data for the four previous years are also included. In the last three years, the tests have been administered in October. In the first two years, they were administered in November. In the tables raw scores for the 25th, 50th, and 75th percentiles are given, and these scores are compared with the publishers' percentile rank and grade equivalent norms. A raw score is the number of test questions answered correctly. The percentile rank indicates the percent of pupils in the pub- lisher's norm group that scored below a given raw score point. A grade equivalent score indicates the grade placement of the average pupil in the publisher's norm group who achieved a given raw score value. Grade Six Results Test scores for pupils in grade six in 1973-74 remained the same as those in 1972-73 or, in some cases, were lower; the scores are below the 14 publishers' norms for both years. The slight decreases in raw score points were not reflected in changes in percentile rank and grade-equivalent scores except in the area of language. Findings in each of the test areas are as follows: Reading - At the median a .1 raw score decrease did not change the percentile rank or the grade equivalent, nor did the .1 decrease at the first quartile. Language A .5 decline at the median was reflected in a decrease in percentile rank from 39 to 37 and the grade equivalent from 5.4 to 5.3. The .8 raw score decrease at the first quartile was reflected in a one point decrease in percentile rank and one month in grade equivalent, while the .3 decrease at the third quartile resulted in a three point decrease in percentile rank and a one month loss in grade equivalent. Spelling - The .2 decrease in raw score at the median, the .2 decrease at the third quartile, and the .4 decrease at the first quartile did not result in any changes in percentile rank or grade equivalent. Arithmetic - There was no change in test score at the median, and the .1 decrease at the first quartile did not affect the percentile rank or the grade equivalent. Grade Twelve Results Because the publisher of the Iowa Tests of Educational Development does not provide grade-equivalent scores, the discussion of grade twelve results will be limited to raw scores and percentile ranks. The scores of California pupils were lower than the scores of the publisher's norm group. As with the grade six scores, the greatest change between 1972-73 and 1973-74 15 scores occurred in the language (expression) subtest where the .9 raw score drop at the median moved the percentile rank from 36 to 34, the .6 decline at the first quartile was. reflected in a one point decrease in percentile rank, and the .9 decline at the third quartile caused a three point decline in percentile ranks. Findings in each of the score areas are given below: Reading - The slight declines at all three quartile points did not change the percentile rank. At the median the raw score changed from 20.2 to a score of 20.1 and was not reflected in a change in the percentile rank. Expression - The changes of greatest magnitude occurred in expression (language). There was a decrease of .9 raw score points at the median and a decrease in percentile rank from 36 to 34 at the first quartile, the .6 drop moved the percentile rank down by one point, and the .9 drop at the median changed the percentile rank from 57 to 54. Spelling - Although there was a .2 decrease at the median and a .1 decrease at the third quartile, there was no change in the percentile rank. The .1 decline at the third quartile dropped the percentile rank. It should be noted that large changes occur in percentile rank in spelling because of the limited number of items on the test. Mathematics - Mathematics (quantitative) scores did not change at the median. The .1 increase at the first quartile moved the percentile rank up from 20 to 25. The .1 decrease at the third quartile was not reflected in a change of percentile rank. 16 Table 6 Statewide Standardized Test Results, California Public Schools, 1969-70 Through 1973-74 Achievement Tests, Grade Six COMPREHENSIVE TESTS OF BASIC SKILLS, Form Q, Level 2 Reading Language Spelling Arithmetic Year administered 1969-70 1970-71 1971-72 1972-73 1973-74 1969-70 1970-71 1971-72 1972-73 1973-74 1969-70 1970-71 1971-72 1972-73 1973-74 1969-70 1970-71 1971-72 1972-73 1973-74 Number of pupils tested 328,754 333,734 341,035 342,946 336,054 327,059 331,766 338,749 340,320 332,568 327,273 332,601 339,432 341,228 333,001 326,901 331,609 339,244 340,778 333,972 A. Interquartile Ranges (25th, 50th, and 75th Percentile Scores) Compared to Publishers' Normsᵃ Publisher's percentile rank 75 Middle 50 percent of California pupil scores 50 17 25 B. Publishers' Percentile Ranks and Grade Equivalent Scores of the State Quartile Scores (25th, 50th, and 75th Percentiles) 75th Percentile (State Q3) State raw score 71.8 71.4 70.5 70.6 70.6 68.4 67.9 66.5 66.7 66.4 25.7 25.7 25.5 25,4 25.2 84.8 83.2 81.5 81,6 81.6 Publisher's percentile rank 74 72 72 72 72. 68 68 65 65 62. 73 73 73 64 64. 74 68 65 65 65. Publisher's grade equivalent 7.6 7.4 7.4 7.4 7.4 7.2 7.2 7.0 7.0 6.9 7.5 7.5 7.5 7.0 7.0 7.3 6.9 6.8 6.8 6.8 50th Percentile (State Q2) State raw score 61.7 61.2 59.8 60.0 59.9 58.3 57.5 55.5 55.6 55.1 22.6 22.5 21.9 21.8 21.5 74.9 72.6 69.8 70.2 70.2 Publisher's percentile rank 48 46 44 44 44. 43 43 39 39 37. 49 49 42 42 42. 47 43 38 38 38. Publisher's grade equivalent 6.0 5.8 5.7 5.7 5.7 5.7 5.7 5.4 5.4 5.3 6.0 6.0 5.6 5.6 5.6 5.9 5.8 5.5 5.5 5.5 25th Percentile (State Q1) State raw score 45.7 45.3 43.7 44.3 44.2 44.3 43.2 41.0 41.2 40.4 17.6 17.3 16.4 16.3 15.9 58.9 56.1 52.9 53.6 53.5 Publisher's percentile rank 24 23 21 21 21. 21 19 17 17 16. 22 19 16 16 16. 24 21 18 19 19. Publisher's grade equivalent 4.5 4.4 4.3 4.3 4.3 4.3 4.2 4.1 4.1 4.0 4.6 4.3 4.1 4.1 4.1 4.8 4.7 4.5 4.6 4.6 a The three broken horizontal lines indicate the publishers' 75th, 50th, and 25th percentiles. The shaded columns the 75th percentile score for the California pupils, the bottom represents the 25th percentile score, and the break represent the middle 50 percent of the test scores of California grade six pupils. The top of each column represents in the middle of the column represents the 50th percentile score, Table 7 Statewide Standardized Test Results, California Public Schools, 1969-70 Through 1973-74 Achievement Tests, Grade Twelve IOWA TESTS OF EDUCATIONAL DÉVELOPMENT, Form X-4 Reading Expression Spelling Quantitative Year administered 1969-70 1970-71 1971-72 1972-73 1973-74 1969-70 1970-71 1971-72 1972-73 1973-74 1969-70 1970-71 1971-72 1972-73 1973-74 1969-70 1970-71 1971-72 1972-73 1973-74 Number of pupils tested 234,478 247,311 261,510 251,063 251,355 230,820 246,781 260,812 249,847 249,602 228,140 241,363 252,654 243,873 242,310 234,706 248,853 262,400 252,778 252,326 A. Interquartile Ranges (25th, 50th, and 75th Percentile Scores) Compared to Publishers' Normsᵃ Publisher's percentile rank 75 18 Middle 50 percent of 50 California pupil scores 25 B. Publishers' Percentile Ranks and Grade Equivalent Scores of the State Quartile Scores (25th, 50th, and 75th Percentiles) 75th Percentile (State Q3) State raw score 29.8 29.4 28.8 28.1 27.9 50.8 49.8 48.4 47.3 46.4 11.1 11.0 10.7 10.5 10.4 19.0 18.7 18.4 18.3 18.2 Publisher's percentile rank 74 71 71 67 67. 68 65 60 57 54. 72 72 72 72 63. 77 77 74 74 74. 50th Percentile (State Q2) State raw score 21.5 21.2 20.8 20.2 20.1 40.8 39.9 38.6 37.5 36.6 8.2 8.1 7.8 7.7 7.5 13.2 12.9 12.8 12.6 12.6 Publisher's percentile rank 52 49 49 47 47. 42 40 38 36 34. 47 47 47 47 47. 48 48 48 48 48. 25th Percentile (State Q1) State raw score 15.4 15.1 14.9 14.6 14.5 30.3 29.6 28.6 27.7 27.1 5.4 5.3 5.2 5.0 4.9 8.8 8.6 8.5 8.4 8.5 Publisher's percentile rank 24 24 24 24 24. 22 22 21 19 18. 26 26 26 26 26. 25 25 25 20 25. a The three broken horizontal lines indicate the publishers' 75th, 50th, and 25th percentiles. The shaded columns represents the 75th percentile score for the California pupils, the bottom represents the 25th percentile score, and represent the middle 50 percent of the test scores of California grade twelve pupils. The top of each column the break in the middle of the column represents the 50th percentile score. 74-77 DE 6962 10-74 1,700

Page data

Page
1
Source index
0
Type
document
Media ID
722597643cb278d9
Size
unknown

Document data

ID
118564962
Core
doc
Type
document
DTO data 
{
    "id": "118564962",
    "sourceUrl": "https://catalog.archives.gov/id/118564962",
    "contentType": "document",
    "title": "[Education] - Profiles of School District Performance, 1973-1974",
    "citationUrl": "https://catalog.archives.gov/id/118564962",
    "identifierLocal": "840",
    "collections": [
        "Ronald Reagan's Governor's Papers of the Press Unit",
        "Reports"
    ],
    "iiifBase": "https://s3.amazonaws.com/NARAprodstorage/lz/presidential-libraries/reagan/7408629/40-840-7408629-P34-018-2017.pdf",
    "thumbnailUrl": "https://s3.amazonaws.com/NARAprodstorage/lz/presidential-libraries/reagan/7408629/40-840-7408629-P34-018-2017.pdf",
    "largeImageUrl": "https://s3.amazonaws.com/NARAprodstorage/lz/presidential-libraries/reagan/7408629/40-840-7408629-P34-018-2017.pdf",
    "imageCount": 1,
    "hasImages": true,
    "source": "import",
    "hasTranscription": false
}

Context sent to Scholar

Document identity 
{
    "localId": "118564962",
    "label": "[Education] - Profiles of School District Performance, 1973-1974",
    "core": "doc",
    "dtoType": "document",
    "citationUrl": "https://catalog.archives.gov/id/118564962"
}
Document source metadata 
{
    "id": "118564962",
    "sourceUrl": "https://catalog.archives.gov/id/118564962",
    "contentType": "document",
    "title": "[Education] - Profiles of School District Performance, 1973-1974",
    "citationUrl": "https://catalog.archives.gov/id/118564962",
    "identifierLocal": "840",
    "collections": [
        "Ronald Reagan's Governor's Papers of the Press Unit",
        "Reports"
    ],
    "iiifBase": "https://s3.amazonaws.com/NARAprodstorage/lz/presidential-libraries/reagan/7408629/40-840-7408629-P34-018-2017.pdf",
    "thumbnailUrl": "https://s3.amazonaws.com/NARAprodstorage/lz/presidential-libraries/reagan/7408629/40-840-7408629-P34-018-2017.pdf",
    "largeImageUrl": "https://s3.amazonaws.com/NARAprodstorage/lz/presidential-libraries/reagan/7408629/40-840-7408629-P34-018-2017.pdf",
    "imageCount": 1,
    "hasImages": true,
    "source": "import",
    "hasTranscription": false
}
Document source extras 
{
    "url": "https://catalog.archives.gov/id/118564962",
    "naId": 118564962,
    "coverageEndDate": {
        "logicalDate": "1975-12-31",
        "year": 1975
    },
    "coverageStartDate": {
        "logicalDate": "1967-01-01",
        "year": 1967
    },
    "levelOfDescription": "fileUnit",
    "recordType": "description",
    "ocrSource": "nara-archive"
}
Page context 
{
    "seq": 1,
    "pageIndex": 0,
    "type": "document",
    "url": "https://s3.amazonaws.com/NARAprodstorage/lz/presidential-libraries/reagan/7408629/40-840-7408629-P34-018-2017.pdf",
    "mediaId": "722597643cb278d9",
    "ocrText": "Ronald Reagan Presidential Library\nDigital Library Collections\nThis is a PDF of a folder from our textual collections.\nCollection: Reagan, Ronald: Gubernatorial Papers,\n1966-74: Press Unit\nFolder Title: [Education] - Profiles of School District\nPerformance, 1973-1974\nBox: P34\nTo see more digitized collections visit:\nhttps://reaganlibrary.gov/archives/digital-library\nTo see all Ronald Reagan Presidential Library inventories visit:\nhttps://reaganlibrary.gov/document-collection\nContact a reference archivist at: [email protected]\nCitation Guidelines: https://reaganlibrary.gov/citing\nNational Archives Catalogue: https://catalog.archives.gov/\nPRESS\nCAP\nCALIFORNIA ASSESSMENT PROGRAM\nPROFILES\nof\nSCHOOL\nDISTRICT\nPERFORMANCE\n1973-74\nStatewide Summary\nCALIFORNIA STATE DEPARTMENT OF EDUCATION . Wilson Riles . Superintendent of Public Instruction - Secramento, 1974\nCALIFORNIA ASSESSMENT PROGRAM\nPROFILES\nOf\nSCHOOL\nDISTRICT\nPERFORMANCE\n1973-74\nStatewide Summary\nPrepared by the\nOFFICE OF PROGRAM EVALUATION AND RESEARCH\nCalifornia State Department of Education\nThis publication, which was edited and prepared for photo-offset\nproduction by the Bureau of Publications, California State Depart-\nment of Education, was published by the Department, 721 Capitol\nMall, Sacramento, California 95814, and distributed under the pro-\nvisions of the Library Distribution Act.\n1974\nContents\nSummary of State Results\n1\nIntroduction\n3\nResults of Reading Achievement Testing, Grades Two and Three\n5\nResults of Achievement Testing, Grades Six and Twelve\n13\nList of Tables\nTable 1 Comparison of Performance of 295,821 California Public\nSchool Pupils on the Reading Test to Estimated National\nNorms, 1973-74, Grade Two\n8\nTable 2 Comparison of Performance of 306,901 California Public\nSchool Pupils on the Reading Test to Estimated National\nNorms, 1973-74, Grade Three\n9\nTable 3 Percentile Ranks of Publishers' National Sample and\nEstimated California Percentile Rank Based on Pupil\nPerformance on the Reading Test, 1973-74\n10\nTable 4 Statewide Standardized Test Results, California Public\nSchools, 1965-66 Through 1973-74: Reading Achievement\nTests, Grade Two\n11\nTable 5 Statewide Standardized Test Results, California Public\nSchools, 1965-66 Through 1973-74: Reading Achievement\nTests, Grade Three\n13\nTable 6 Statewide Standardized Test Results, California Public\nSchools, 1969-70 Through 1973-74: Achievement Tests,\nGrade Six\n17\nTable 7\nStatewide Standardized Test Results, California Public\nSchools, 1969-70 Through 1973-74: Achievement Tests,\nGrade Twelve\n18\niii\nSummary of State Results\nThe statewide testing program was substantially revised by the Cali-\nfornia Legislature in 1972. Implementation of the new program will be\ncompleted during the 1974-75 school year. The first part of the program\nbecame operational in 1973-74 with the administration of the new Reading\nTest in grades two and three; 295,821 pupils in grade two and 308,901 in\ngrade three took the test in May, 1974. The Comprehensive Tests of Basic\nSkills were administered to 336,054 students in grade six, and the Iowa\nTests of Educational Development were administered to 252,326 students in\ngrade twelve. Both of these tests, administered for the last time in\nOctober, 1973, will be replaced by new state-developed tests during the\n1974-75 school year.\nThe 1973-74 results of the Reading Test for grades two and three\nshowed little change in pupil performance from previous years. Second and\nthird grade pupils in California's public schools continued to score above\nthe national norms. Higher achieving students in 1973-74 had slightly\nhigher scores than the 1972-73 high achieving students, while lower achieving\nstudents in 1973-74 had slightly lower scores than the low achieving pupils\nof 1972-73.\nUnder the revised testing program, a great deal more information will\nbe available to the Department of Education to use in evaluating and improv-\ning instructional programs. A considerable amount of additional time and\neffort must be devoted to data analysis before any useful trends in pupil\n1\nperformance and relationships among the data and other factors can be\nconfirmed. However, a preliminary analysis has yielded the following ten-\ntative findings:\n1. Pupils in small-to-medium sized schools scored higher than pupils\nin very small and large schools.\n2. Pupils who attended suburban schools scored higher than pupils in\nboth rural and urban schools.\n3. Pupils whose parents were employed in professional fields scored\nhigher than pupils whose parents were employed in skilled and\nsemiskilled occupations.\n4. By and large, pupils who had attended preschools scored higher than\nthose who had not.\n5. Pupils who have always attended the same school scored higher than\npupils who were more mobile. However, these differences virtually\ndisappeared when socioeconomic status and ethnic group membership\nwere taken into account.\nThe 1973-74 results of achievement testing for students in grades six\nand twelve showed a slight decline in reading, language, and spelling scores\nat both grade levels when compared to the scores from 1972-73. Achievement\ntest scores in mathematics remained at the same level as the 1972-73 results.\nIn all areas California students in grades six and twelve continued to score\nbelow the publishers' national norms.\n2\nIntroduction\nThe 1973-74 statewide testing program had its foundation in two legis-\nlative acts: (1) the California School Testing Act of 1969, a revision of\na 1961 law which first required an intelligence and achievement testing\nprogram in the public schools; and (2) the Miller-Unruh Basic Reading Act,\nwhich originally required reading tests in grades one, two, and three. The\ntesting program was revised by 1972 legislation, and as a result, the Cali-\nfornia statewide testing program has undergone major changes.\nOne of the fundamental changes provided by this legislation was the\ndevelopment of tests specifically designed for schools in California.\nThere were several reasons why this change was desirable. The primary reason\nwas that, since tests are based on certain objectives, the use of nationally\npublished testing instruments gave California's citizens little control in\ndetermining the objectives to be assessed. The state-developed tests, on\nthe other hand, have been designed to focus on objectives selected by a\nlarge number of California educators.\nA second important reason for changing the test was that commercially\navailable tests were intended for assessment of individual pupil achievement,\nnot for statewide assessment. A test ideally suited for statewide assess-\nment differs considerably from one used for individual pupil assessment;\nthat is, a statewide test should cover a broader range of objectives and\nshould, therefore, be much longer than a commercially available test designed\n3\nfor pupil assessment. However, since accurate group assessments can be made\nwith only a little information from each pupil, it should take less testing\ntime per pupil.\nThese two seemingly antithetical requirements that is, that the test\nbe longer and yet take less testing time per examinee--are met simultaneously\nthrough the use of a testing scheme called multiple matrix sampling. Using\nmultiple matrix sampling procedures, all pupils are tested but each pupil\ntakes only a small part of the whole test. Thus, under this procedure it is\npossible to get much more information about program achievement at considerable\nsavings in costs and testing time. For example, the Reading Test developed\nby the Department of Education for use in assessment of reading achievement\nin grades two and three during the school year 1973-74 contained over four\ntimes as many items as the Cooperative Primary Reading Test used during the\n1972-73 school year and yet required less administration time per pupil.\nBecause it was considered desirable to compare the progress of California\npupils in relation to national norms, the Reading Test was constructed from\nseveral widely used commercially available tests, including the Cooperative\nPrimary Reading Test, the Comprehensive Tests of Basic Skills, and the\nStanford Reading Test. Thus, it was possible to estimate what the performance\nof California's pupils would have been if they had taken any one of these tests.\n4\nResults of Reading Achievement Testing\nGrades Two and Three\nComparison of California Results to National Norms\nBecause the Reading Test is designed for use specifically in California\nand no pupil outside the state has taken the exam, a direct comparison of\nthe progress of California pupils in relation to national norms is not\npossible. However, because the Reading Test is composed of items drawn\nfrom a variety of nationally normed tests, it is possible to estimate\n(1) how pupils in a national sampling would have done if they had taken the\nReading Test; and (2) how California pupils would have done if they had\ntaken one of the commercially available tests. The first type of estimate\nis done by a comparison of item difficulty values; the second is done by\nthe use of a technique called equating.\nComparison to Estimated National Norms: Use of Item Difficulty Values\nThe proportion of examinees who answer a test item correctly is called\nthe difficulty level, or p-value, of that item. The estimated mean score on\na test is the sum of the p-values of the items which comprise the test.\nBecause information is available from publishers concerning the national\np-values on the items in the Reading Test, it was possible to estimate the\npercent of items that students nationwide would have been able to answer\ncorrectly. These results, together with their comparison to the actual\nscores obtained on the Reading Test by California pupils, are presented\nin Tables 1 and 2.\n5\nTables 1 and 2 illustrate that, in general, pupils in California scored\nhigher on the Reading Test than did the estimated national norms group.\nThese results were true for the total test score and for three of the four\nmajor subtests at both grade levels. California pupils scored considerably\nhigher than the estimated national group in the reading skill areas of phonetic\nanalysis, relational vocabulary, and comprehension of literal details, and the\nCalifornia group scored lower in the areas of structural analysis, denotative\nvocabulary, and study locational skills.\nComparison to National Norms: Use of Results of Equating Study\nIn a study conducted by the California State Department of Education,\nthe total score results of the Reading Test were equated to three nationally\nnormed tests: the Cooperative Primary Reading Test, the reading subtest of\nthe Comprehensive Tests of Basic Skills, and the Stanford Reading Test.\nThe results of this study made it possible to estimate how California's\npupils would have scored if they had taken any one of the three national\ntests.\nTable 3 illustrates that the quartile scores achieved by California\npupils surpassed the publishers' norms for all three commercially\navailable tests with one exception- that of the 25th percentile in grade three\non the Cooperative Primary Reading Test.\nComparison of 1973-74 California Results to Previous Years' Results\nThe 1973-74 Reading Test results, equated to the Cooperative Primary\nReading Test, are displayed graphically in Tables 4 and 5, together with\nthe results of previous years' reading test results. Although reading\n6\nachievement has improved each year for the past eight years, that trend\nappears to have leveled off; scores for 1973-74 were roughly equal to those\nachieved in 1972-73. In both grades the scores at the third quartile rose\nslightly, but a small decline occurred at both the first quartile and\nthe median.\n7\nTable 1\nComparison of Performance of 295,821 California Public School Pupils on the\nReading Test to Estimated National Norms, 1973-74, Grade Two\nMean percent of items answered correctly\nNumber\nof\nContent area\nEstimated\nitems\nCalifornia\nnational\nDifference\npupils\nnorms*\nWord Identification\n52\n77.82\n77.25\n.57\nSight words\n18\n87.19\n86.33\n.86\nPhonetic analysis\n17\n82.80\n77.47\n5.33\nConsonants\n86.78\n82.50\n4.28\nVowels\n72.63\n61.25\n11.38\nStructural analysis\n17\n62.94\n67.41\n-4.47\nVocabulary\n60\n65.15\n61.38\n3.77\nDenotation\n21\n67.21\n73.24\n-6.03\nRelational\n39\n64.17\n55.00\n9.17\nSynonyms\n64.86\n54.79\n10.07\nComprehension\n80\n58.59\n53.93\n4.66\nLiteral\n50\n57.06\n52.62\n4.44\nDetails\n60.27\n53.75\n6.52\nMain idea\n48.49\n45.60\n2.89\nInterpretive\n30\n58.20\n56.10\n2.10\nDetails\n58.77\n57.92\n.85\nMain idea\n54.57\n53.11\n1.46\nCause and effect\n57.61\n54.00\n3.61\nStudy Location\n20\n73.59\n76.10\n-2.51\nTotal\n212\n66.58\n63.85\n2.73\n*\nEstimated national norms were developed by averaging the item p-values for\nthe items chosen from publishers' tests to construct the Reading Test.\n8\nTable 2\nComparison of Performance of 306,901 California Public School Pupils on the\nReading Test to Estimated National Norms, 1973-74, Grade Three\nMean percent of items answered correctly\nNumber\nof\nContent area\nEstimated\nitems\nCalifornia\nnational\nDifference\npupils\nnorms*\nWord Identification\n52\n86.73\n86.54\n.19\nSight words\n18\n94.38\n95.06\n-.68\nPhonetic analysis\n17\n88.28\n84.59\n3.69\nConsonants\n92.70\n88.42\n4.28\nVowels\n80.85\n71.50\n9.35\nStructural analysis\n17\n76.58\n79.47\n-2.89\nVocabulary\n60\n81.00\n80.45\n.55\nDenotation\n21\n83.74\n87.48\n-3.74\nRelational\n39\n79.45\n76.67\n2.78\nSynonyms\n80.49\n77.06\n3.43\nComprehension\n80\n73.93\n72.04\n1.89\nLiteral\n50\n71.89\n71.36\n.53\nDetails\n75.51\n72.25\n3.26\nMain idea\n65.00\n66.40\n-1.40\nInterpretive\n30\n73.56\n73.17\n.39\nDetails\n74.53\n75.33\n-.80\nMain idea\n70.54\n69.78\n.76\nCause and effect\n72.48\n71.75\n.73\nStudy Location\n20\n86.07\n90.45\n-4.38\nTotal\n212\n80.21\n79.71\n.50\n*\nEstimated national norms were developed by averaging the item p-values for\nthe items chosen from publishers' tests to construct the Reading Test.\n9\nTable 3\nPercentile Ranks of Publishers' National Sample and Estimated California\nPercentile Rank Based on Pupil Performance\non the Reading Test, 1973-74\nTest to which\nPercentile rank, according to grade level\nReading Test results\nGrade two\nGrade three\nwere equated\nQ1\nQ2\n23\nQ1\nQ2\nQ3\nCooperative Primary Reading Test\nPublisher's norms\n25\n50\n75\n25\n50\n75\nCalifornia results\n29*\n53\n86\n24\n52\n75\nComprehensive Tests of Basic\nSkills\nPublisher's norms\n25\n50\n75\n25\n50\n75\nCalifornia results\n34\n55\n80\n27\n57\n81\nStanford Reading Test\nPublisher's norms\n25\n50\n75\n**\n**\n**\nCalifornia results\n26\n54\n80\n**\n**\n**\n*\nThis value should be interpreted as follows: A pupil who scored at the 25th\npercentile on the distribution of California results was estimated to be at\nthe 29th percentile on the publisher's distribution of pupil scores.\n**\nResults of the equating study for the Stanford Reading Test, grade three,\nare not available.\n10\nTable 4\nStatewide Standardized Test Results, California Public Schools, 1965-66 Through 1973-74\nReading Achievement Tests, Grade Two\nCOOPERATIVE PRIMARY READING TEST\nSTANFORD READING TEST\nActual\nEstimated\nb\nYear administered\n1965-66\n1966-67\n1967-68\n1968-69\n1969-70\n1970-71\n1971-72\n1972-73\n1973-74\nNumber of pupils tested\n314,646\n318,529\n329,021\n337,151\n345,586\n332,517\n332,019\n312,754\n33,007\nA. Interquartile range (25th, 50th, and 75th percentile scores) compared to publishers' normsᵃ\nPublisher's percentile rank\nMiddle 50 percent of\n75\nCalifornia pupil scores\n50\n25\n11\nB. Publisher's percentile ranks and grade equivalents of state quartile scores (25th, 50th, and 75th percentile)\n75th Percentile (State Q3)\nState Raw Score\n55.3\n56.6\n57.1\n58.3\n59.3\n34.4\n35.4\n35.7\n36.2\nPublisher's Percentile Rank\n60\n64\n64\n66\n68\n70\n73\n76\n76\nPublisher's Grade Equivalent\n3.0\n3.1\n3.1\n3.2\n3.2\n3.5\n3.6\n3.7\n3.7\n50th Percentile (State Q2)\nState Raw Score\n37.6\n39.3\n39.7\n41.7\n42.6\n26.6\n27.8\n28.2\n27.9\nPublisher's Percentile Rank\n28\n30\n32\n36\n38\n50\n53\n53\n53\nPublisher's Grade Equivalent\n2.5\n2.5\n2.5\n2.6\n2.6\n2.8\n2.9\n2.9\n2.9\n25th Percentile (State Q1)\nState Raw Score\n23.7\n24.8\n25.1\n26.4\n26.5\n20.3\n21.1\n21.3\n21.2\nPublisher's Percentile Rank\n6\n7\n7\n8\n10\n25\n29\n29\n29\nPublisher's Grade Equivalent\n1.9\n1.9\n1.9\n1.9\n2.0\n2.1\n2.2\n2.2\n2.2\na The three broken horizontal lines indicate the publisher's 75th, 50th, and 25th\nᵇThe 1973-74 results are estimated from a one-ninth systematic sample of Reading\npercentiles. The shaded columns represent the middle 50 percent of the test scores\nTest scores. An equating study performed by the Department of Education allows\nof California pupils in grade two. The top of each column represents the 75th\nscores on the Cooperative Primary Reading Test to be estimated from results\npercentile for the California pupils, the bottom represents the 25th percentile score,\nobtained on the Reading Test.\nand the break in the middle of the column represents the 50th percentile score.\nThese data are presented in numerical form in Part B of this exhibit.\nTable 5\nStatewide Standardized Test Results, California Public Schools, 1965-66 Through 1973-74\nReading Achievement Tests, Grade Three\nCOOPERATIVE PRIMARY READING TEST\nSTANFORD READING TEST\nActual\nEstimated\nYear administered\n1965-66\n1966-67\n1967-68\n1968-69\n1969-70\n1970-71\n1971-72\n1972-73\n1973-74ᵇ\nNumber of pupils tested\n313,380\n319,903\n329,447\n347,410\n336,845\n334,644\n329,187\n34,501\nA. Interquartile range (25th, 50th, and 75th percentile scores) compared to publishers' norms³\nPublisher's percentile rank\n75\nMiddle 50 percent of\nCalifornia pupil scores\n50\n25\n12\nB. Publisher's percentile ranks and grade equivalents of state quartile scores (25th, 50th, and 75th percentile)\n75th Percentile (State Q3)\nState raw score\n75.1\n75.3\n75.7\n75.8\n75.6\n42.6\n42.7\n42.9\nPublisher's percentile rank\n56\n56\n60\n60\n60\n75\n75\n75\nPublisher's grade equivalent\n4.1\n5.1\n4.2\n4.2\n4.2\n4.3\n4.3\n4.3\n50th Percentile (State Q2)\nState raw score\n61.9\n62.2\n63.1\n63.4\n63.6\n37.5\n37.6\n37.5\nPublisher's percentile rank\n34\n34\n36\n36\n38\n52\n52\n52\nPublisher's grade equivalent\n3.4\n3.4\n3.4\n3.4\n3.5\n3.8\n3.8\n3.8\n25th Percentile (State Q1)\nState raw score\n44.4\n44.9\n46.2\n46.6\n47.1\n30.4\n30.7\n30.1\nPublisher's percentile rank\n12\n12\n13\n13\n13\n24\n27\n24\nPublisher's grade equivalent\n2.7\n2.7\n2.7\n2.8\n2.8\n2.9\n3.0\n2.9\na The three broken horizontal lines indicate the publisher's 75th, 50th, and 25th\nᵇThe 1973-74 results are estimated from a one-ninth systematic sample of Reading\npercentiles. The shaded columns represent the middle 50 percent of the test scores\nTest scores. An equating study performed by the Department of Education allows\nof California pupils in grade three. The top of each column represents the 75th\nscores on the Cooperative Primary Reading Test to be estimated from results\npercentile for the California pupils, the bottom represents the 25th percentile score,\nobtained on the Reading Test.\nand the break in the middle of the column represents the 50th percentile score.\nThese data are presented in numerical form in Part B of this exhibit.\nResults of Achievement Testing\nGrades Six and Twelve\nPupils in grades six and twelve were tested in the fall of 1973, as\nrequired by the California School Testing Act of 1969. Pupils were admin-\nistered achievement tests in the basic skills. Aptitude testing is no longer\na requirement of the state testing program because of amendments to the\nstate testing law passed at the 1972 session of the Legislature.\nGrade six achievement test scores in 1973-74 were, in general, lower\nat all three quartile points than they were in 1972-73. Only in arithmetic\ndid the average (median) score remain the same. Most of the decreases,\nhowever, were not large enough to affect the percentile rank or the grade\nequivalent. The one exception was in language.\nGrade twelve achievement test scores exhibited the same pattern as sixth\ngrade scores, with lower scores in all areas except arithmetic. The largest\ndecrease was in the area of language (expression). The lower scores were\nreflected in percentile rank decreases in language (expression).\nBackground of the Testing Program\nIn accordance with the requirements of the California School Testing\nAct of 1969, the State Board of Education has established a statewide testing\nprogram involving pupils in grades six and twelve. This testing is designed\nto provide annual measures of achievement in the basic skills. Since the\n1969-70 school year, the achievement tests designated by the State Board\n13\nof Education to be administered in the fall in these grades are as follows:\nGrade Six:\nComprehensive Tests of Basic Skills (CTBS)\nGrade Twelve:\nIowa Tests of Educational Development (ITED)\nBoth of these batteries of tests provide measurements of pupil achievement\nin reading, language, spelling, and arithmetic. However, these tests will\nnot be administered again for the state testing program, because new tests\nare being developed to assess basic skills, as required by 1972 amendments\nto the Education Code. The new tests will be administered in the 1974-75\nschool year.\nResults of Testing\nThe results of the achievement testing in 1973-74 are presented in\nsummary form in Table 6 for grade six and in Table 7 for grade twelve.\nCorresponding data for the four previous years are also included. In the\nlast three years, the tests have been administered in October. In the first\ntwo years, they were administered in November.\nIn the tables raw scores for the 25th, 50th, and 75th percentiles are\ngiven, and these scores are compared with the publishers' percentile rank and\ngrade equivalent norms. A raw score is the number of test questions answered\ncorrectly. The percentile rank indicates the percent of pupils in the pub-\nlisher's norm group that scored below a given raw score point. A grade\nequivalent score indicates the grade placement of the average pupil in the\npublisher's norm group who achieved a given raw score value.\nGrade Six Results\nTest scores for pupils in grade six in 1973-74 remained the same as\nthose in 1972-73 or, in some cases, were lower; the scores are below the\n14\npublishers' norms for both years. The slight decreases in raw score points\nwere not reflected in changes in percentile rank and grade-equivalent scores\nexcept in the area of language. Findings in each of the test areas are as\nfollows:\nReading - At the median a .1 raw score decrease did not change the\npercentile rank or the grade equivalent, nor did the .1 decrease\nat the first quartile.\nLanguage A .5 decline at the median was reflected in a decrease in\npercentile rank from 39 to 37 and the grade equivalent from 5.4 to\n5.3. The .8 raw score decrease at the first quartile was reflected\nin a one point decrease in percentile rank and one month in grade\nequivalent, while the .3 decrease at the third quartile resulted\nin a three point decrease in percentile rank and a one month loss\nin grade equivalent.\nSpelling - The .2 decrease in raw score at the median, the .2 decrease\nat the third quartile, and the .4 decrease at the first quartile did\nnot result in any changes in percentile rank or grade equivalent.\nArithmetic - There was no change in test score at the median, and the\n.1 decrease at the first quartile did not affect the percentile rank\nor the grade equivalent.\nGrade Twelve Results\nBecause the publisher of the Iowa Tests of Educational Development\ndoes not provide grade-equivalent scores, the discussion of grade twelve\nresults will be limited to raw scores and percentile ranks. The scores of\nCalifornia pupils were lower than the scores of the publisher's norm group.\nAs with the grade six scores, the greatest change between 1972-73 and 1973-74\n15\nscores occurred in the language (expression) subtest where the .9 raw score\ndrop at the median moved the percentile rank from 36 to 34, the .6 decline\nat the first quartile was. reflected in a one point decrease in percentile\nrank, and the .9 decline at the third quartile caused a three point decline\nin percentile ranks. Findings in each of the score areas are given below:\nReading - The slight declines at all three quartile points did not\nchange the percentile rank. At the median the raw score changed\nfrom 20.2 to a score of 20.1 and was not reflected in a change in\nthe percentile rank.\nExpression - The changes of greatest magnitude occurred in expression\n(language). There was a decrease of .9 raw score points at the\nmedian and a decrease in percentile rank from 36 to 34 at the\nfirst quartile, the .6 drop moved the percentile rank down by one\npoint, and the .9 drop at the median changed the percentile rank from\n57 to 54.\nSpelling - Although there was a .2 decrease at the median and a .1\ndecrease at the third quartile, there was no change in the percentile\nrank. The .1 decline at the third quartile dropped the percentile\nrank. It should be noted that large changes occur in percentile\nrank in spelling because of the limited number of items on the test.\nMathematics - Mathematics (quantitative) scores did not change at\nthe median. The .1 increase at the first quartile moved the percentile\nrank up from 20 to 25. The .1 decrease at the third quartile was\nnot reflected in a change of percentile rank.\n16\nTable 6\nStatewide Standardized Test Results, California Public Schools, 1969-70 Through 1973-74\nAchievement Tests, Grade Six\nCOMPREHENSIVE TESTS OF BASIC SKILLS, Form Q, Level 2\nReading\nLanguage\nSpelling\nArithmetic\nYear administered\n1969-70\n1970-71\n1971-72\n1972-73\n1973-74\n1969-70\n1970-71\n1971-72\n1972-73\n1973-74\n1969-70\n1970-71\n1971-72\n1972-73\n1973-74\n1969-70\n1970-71\n1971-72\n1972-73\n1973-74\nNumber of pupils tested\n328,754\n333,734\n341,035\n342,946\n336,054\n327,059\n331,766\n338,749\n340,320\n332,568\n327,273\n332,601\n339,432\n341,228\n333,001\n326,901\n331,609\n339,244\n340,778\n333,972\nA. Interquartile Ranges (25th, 50th, and 75th Percentile Scores) Compared to Publishers' Normsᵃ\nPublisher's percentile rank\n75\nMiddle 50 percent of\nCalifornia pupil scores\n50\n17\n25\nB. Publishers' Percentile Ranks and Grade Equivalent Scores of the State Quartile Scores (25th, 50th, and 75th Percentiles)\n75th Percentile (State Q3)\nState raw score\n71.8\n71.4\n70.5\n70.6\n70.6\n68.4\n67.9\n66.5\n66.7\n66.4\n25.7\n25.7\n25.5\n25,4\n25.2\n84.8\n83.2\n81.5\n81,6\n81.6\nPublisher's percentile rank\n74\n72\n72\n72\n72.\n68\n68\n65\n65\n62.\n73\n73\n73\n64\n64.\n74\n68\n65\n65\n65.\nPublisher's grade equivalent\n7.6\n7.4\n7.4\n7.4\n7.4\n7.2\n7.2\n7.0\n7.0\n6.9\n7.5\n7.5\n7.5\n7.0\n7.0\n7.3\n6.9\n6.8\n6.8\n6.8\n50th Percentile (State Q2)\nState raw score\n61.7\n61.2\n59.8\n60.0\n59.9\n58.3\n57.5\n55.5\n55.6\n55.1\n22.6\n22.5\n21.9\n21.8\n21.5\n74.9\n72.6\n69.8\n70.2\n70.2\nPublisher's percentile rank\n48\n46\n44\n44\n44.\n43\n43\n39\n39\n37.\n49\n49\n42\n42\n42.\n47\n43\n38\n38\n38.\nPublisher's grade equivalent\n6.0\n5.8\n5.7\n5.7\n5.7\n5.7\n5.7\n5.4\n5.4\n5.3\n6.0\n6.0\n5.6\n5.6\n5.6\n5.9\n5.8\n5.5\n5.5\n5.5\n25th Percentile (State Q1)\nState raw score\n45.7\n45.3\n43.7\n44.3\n44.2\n44.3\n43.2\n41.0\n41.2\n40.4\n17.6\n17.3\n16.4\n16.3\n15.9\n58.9\n56.1\n52.9\n53.6\n53.5\nPublisher's percentile rank\n24\n23\n21\n21\n21.\n21\n19\n17\n17\n16.\n22\n19\n16\n16\n16.\n24\n21\n18\n19\n19.\nPublisher's grade equivalent\n4.5\n4.4\n4.3\n4.3\n4.3\n4.3\n4.2\n4.1\n4.1\n4.0\n4.6\n4.3\n4.1\n4.1\n4.1\n4.8\n4.7\n4.5\n4.6\n4.6\na The three broken horizontal lines indicate the publishers' 75th, 50th, and 25th percentiles. The shaded columns\nthe 75th percentile score for the California pupils, the bottom represents the 25th percentile score, and the break\nrepresent the middle 50 percent of the test scores of California grade six pupils. The top of each column represents\nin the middle of the column represents the 50th percentile score,\nTable 7\nStatewide Standardized Test Results, California Public Schools, 1969-70 Through 1973-74\nAchievement Tests, Grade Twelve\nIOWA TESTS OF EDUCATIONAL DÉVELOPMENT, Form X-4\nReading\nExpression\nSpelling\nQuantitative\nYear administered\n1969-70\n1970-71\n1971-72\n1972-73\n1973-74\n1969-70\n1970-71\n1971-72\n1972-73\n1973-74\n1969-70\n1970-71\n1971-72\n1972-73\n1973-74\n1969-70\n1970-71\n1971-72\n1972-73\n1973-74\nNumber of pupils tested\n234,478\n247,311\n261,510\n251,063\n251,355\n230,820\n246,781\n260,812\n249,847\n249,602\n228,140\n241,363\n252,654\n243,873\n242,310\n234,706\n248,853\n262,400\n252,778\n252,326\nA. Interquartile Ranges (25th, 50th, and 75th Percentile Scores) Compared to Publishers' Normsᵃ\nPublisher's percentile rank\n75\n18\nMiddle 50 percent of\n50\nCalifornia pupil scores\n25\nB. Publishers' Percentile Ranks and Grade Equivalent Scores of the State Quartile Scores (25th, 50th, and 75th Percentiles)\n75th Percentile (State Q3)\nState raw score\n29.8\n29.4\n28.8\n28.1\n27.9\n50.8\n49.8\n48.4\n47.3\n46.4\n11.1\n11.0\n10.7\n10.5\n10.4\n19.0\n18.7\n18.4\n18.3\n18.2\nPublisher's percentile rank\n74\n71\n71\n67\n67.\n68\n65\n60\n57\n54.\n72\n72\n72\n72\n63.\n77\n77\n74\n74\n74.\n50th Percentile (State Q2)\nState raw score\n21.5\n21.2\n20.8\n20.2\n20.1\n40.8\n39.9\n38.6\n37.5\n36.6\n8.2\n8.1\n7.8\n7.7\n7.5\n13.2\n12.9\n12.8\n12.6\n12.6\nPublisher's percentile rank\n52\n49\n49\n47\n47.\n42\n40\n38\n36\n34.\n47\n47\n47\n47\n47.\n48\n48\n48\n48\n48.\n25th Percentile (State Q1)\nState raw score\n15.4\n15.1\n14.9\n14.6\n14.5\n30.3\n29.6\n28.6\n27.7\n27.1\n5.4\n5.3\n5.2\n5.0\n4.9\n8.8\n8.6\n8.5\n8.4\n8.5\nPublisher's percentile rank\n24\n24\n24\n24\n24.\n22\n22\n21\n19\n18.\n26\n26\n26\n26\n26.\n25\n25\n25\n20\n25.\na The three broken horizontal lines indicate the publishers' 75th, 50th, and 25th percentiles. The shaded columns\nrepresents the 75th percentile score for the California pupils, the bottom represents the 25th percentile score, and\nrepresent the middle 50 percent of the test scores of California grade twelve pupils. The top of each column\nthe break in the middle of the column represents the 50th percentile score.\n74-77 DE 6962 10-74 1,700"
}