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New Tech Network 2011-12 CWRA Results Jessalynn James Reporting Coordinator College and Work Readiness Assessment [cwra]


New Tech Network Freshmen, Fall 2011 SLE Score

CWRA Score

Mean

Decile Rank

Mean

Decile Rank

School 1

16

2

763

1

School 2

18

3

806

1

School 3

12

1

807

1

School 4

16

2

817

1

School 5

15

1

833

2

School 6

15

1

847

2

School 7

15

1

848

2

School 8

15

1

859

2

School 9

16

2

885

3

School 10

17

3

896

3

School 11

19

4

996

5

School 12

N/A

N/A

N/A

N/A

NTN Schools

16

2

851

2

NTN Students

16

2

843

2


Decile Ranges for CWRA Schools Testing Freshmen, Fall 2011 Decile

CWRA Score Range

SLE Score Range

1

832 or lower

15 or lower

2

833 to 883

16

3

884 to 950

17 to 18

4

951 to 989

19

5

990 to 1015

20

6

1016 to 1041

21

7

1042 to 1078

21

8

1079 to 1093

22

9

1094 to 1131

23

10

1132 or higher

24 or higher


Performance of New Tech Network Freshmen Compared to All CWRA Schools Testing Freshmen, Fall 2011

Count

SLE Mean Score

CWRA Mean Score

CWRA 25th Percentile Score

CWRA 75th Percentile Score

New Tech Network Students

703

16

847

764

940

All CWRA Schools

81

20

995

894

1082


Freshman Demographics, Fall 2011 % of NTN Students

Average % Across CWRA Schools

Gender Male Female Decline to State

57 42 2

51 48 2

Primary Language English Other

74 26

89 11

Race / Ethnicity American Indian /Alaska Native Asian / Pacific Islander Black, Non-Hispanic Hispanic White, Non-Hispanic Other Decline to State

3 2 21 34 30 7 2

1 12 8 10 56 8 4

11 31 28 16 14

4 12 18 24 42

Parent Education Less than High School High School Some College Graduate or Professional Degree


Freshman Scores by Demographics, Fall 2011 NTN Students

Mean Score Gender Male Female Decline to State Primary Language English Other Race / Ethnicity American Indian /Alaska Native Asian / Pacific Islander Black, Non-Hispanic Hispanic White, Non-Hispanic Other Decline to State Parent Education Less than High School High School Some College Graduate or Professional Degree

r

All CWRA Students

Mean Score

0.089* 835 865 835

r 0.087**

969 1006 943 0.117**

857 819

0.123** 995 922

0.069 845 840 848 817 882 847 853

0.096** 887 984 916 890 1022 943 973

0.158**

0.398**

824 824 843

860 851 934

889

1003

879

1055


Subscores for New Tech Freshmen, Fall 2011 Analytic Reasoning and Evaluation 60 49

50 40 30

30 18

20 10

2

0 1

2

3

Average Subscore

4

0 5

0

Interpreting, analyzing, and evaluating the quality of information. This entails identifying information that is relevant to a problem, highlighting connected and conflicting information, detecting flaws in logic and questionable assumptions, and explaining why information is credible, unreliable, or limited.

6 New Tech Network

All CWRA High Schools

1.9

2.7


Subscores: Analytic Reasoning and Evaluation

6

5

4

Identifies most facts or ideas that support or refute all major arguments (or salient features of all objects to be classified) presented in the Document Library. Provides analysis that goes beyond the obvious. Demonstrates accurate understanding of a large body of information from the Document Library. Makes several accurate claims about the quality of information. Identifies several facts or ideas that support or refute all major arguments (or salient features of all objects to be classified) presented in the Document Library. Demonstrates accurate understanding of much of the Document Library content. Makes a few accurate claims about the quality of information. Identifies a few facts or ideas that support or refute all major arguments (or salient features of all objects to be classified) presented in the Document Library. Briefly demonstrates accurate understanding of important Document Library content, but disregards some information. Makes very few accurate claims about the quality of information.

3

Identifies a few facts or ideas that support or refute several arguments (or salient features of all objects to be classified) presented in the Document Library. Disregards important information or makes minor

Rarely, if ever, makes claims about the quality of information and may present some unreliable evidence as credible.

2

Identifies very few facts or ideas that support or refute arguments (or salient features of all objects to be classified) presented in the Document Library. Disregards or misinterprets much of the Document Library. Does not make claims about the quality of information and presents some unreliable information as credible.

1

Does not identify facts or ideas that support or refute arguments (or salient features of all objects to be classified) presented in the Document Library or provides no evidence of analysis. Disregards or severely misinterprets important information. Does not make claims about the quality of evidence and bases response on unreliable information.


Subscores for New Tech Freshmen, Fall 2011 Writing Effectiveness 60

40

Constructing organized and logically cohesive arguments. Strengthening the providing elaboration on facts or ideas (e.g., explaining how evidence bears on the problem, providing examples, and emphasizing especially convincing evidence).

47

50 34

30 20

16

10

3

0 1

2

3

Average Subscore

4

0 5

0 6 New Tech Network

All CWRA High Schools

1.9

2.6


Subscores: Writing Effectiveness Organizes response in a logically cohesive way that makes

6

Provides valid and comprehensive elaboration on facts or ideas related to each argument and clearly cites sources of information.

3

Organizes response in a logically cohesive way that makes

5

Provides valid elaboration on facts or ideas related to each argument and cites sources of information.

2

Provides limited or somewhat unclear arguments. Presents relevant information in each response, but that information is not woven into arguments. Provides elaboration on facts or ideas a few times, some of which is valid. Sources of information are sometimes unclear. Provides limited, invalid, overstated, or very unclear arguments. May present information in a disorganized fashion or undermine own points. Any elaboration on facts or ideas tends to be vague, irrelevant, Sources of information are often unclear.

4

arguments and logic of those arguments apparent but not obvious. Provides valid elaboration on facts or ideas several times and cites sources of information.

1

Does not develop convincing arguments. Writing may be disorganized and confusing. Does not provide elaboration on facts or ideas.


Subscores for NTN Freshmen, Fall 2011 Writing Mechanics 60 50 40 30

Facility with the conventions of standard written English (agreement, tense, capitalization, punctuation, and spelling) and control of the English language, including syntax (sentence structure) and diction (word choice and usage).

36 29

28

20 7

10

0

0 1

2

3

Average Subscore

4

5

0 6 New Tech Network

All CWRA High Schools

2.1

2.9


Subscores: Writing Mechanics

6

5

4

Demonstrates outstanding control of grammatical conventions. Consistently writes well-constructed, complex sentences with varied structure and length. Displays adept use of vocabulary that is precise, advanced, and varied. Demonstrates very good control of grammatical conventions. Consistently writes well-constructed sentences with varied structure and length. Uses varied and sometimes advanced vocabulary that effectively communicates ideas. Demonstrates good control of grammatical conventions with few errors. Writes well-constructed sentences with some varied structure and length. Uses vocabulary that clearly communicates ideas but lacks variety.

3

2

1

Demonstrates fair control of grammatical conventions with frequent minor errors. Writes sentences that read naturally but tend to have similar structure and length. Uses vocabulary that communicates ideas adequately but lacks variety. Demonstrates poor control of grammatical conventions with frequent minor errors and some distracting errors. Consistently writes sentences with similar structure and length, and some may be difficult to understand. Uses simple vocabulary, and some vocabulary may be used inaccurately or in a way that makes meaning unclear. Demonstrates minimal control of grammatical conventions with many errors that make the response difficult to read or provides insufficient evidence to judge. Writes sentences that are repetitive or incomplete, and some are difficult to understand. Uses simple vocabulary, and some vocabulary is used inaccurately or in a way that makes meaning unclear.


Subscores for NTN Freshmen, Fall 2011 Problem Solving 60 49

50 40

Considering and weighing information from discrete sources to make decisions (draw a conclusion and/or propose a course of action) that logically follow from valid arguments, evidence, and examples. Considering the implications of decisions and suggesting additional research when appropriate.

35

30 20

13

10

2

0 1

2

3

Average Subscore

4

0 5

0 6 New Tech Network

All CWRA High Schools

1.8

2.5


Subscores: Problem Solving

6

5

4

Provides a decision and a solid rationale based on credible evidence from a variety of sources. Weighs other options, but presents the decision as best given the available evidence. When applicable: Proposes a course of action that follows logically from the conclusion. Considers implications. Recognizes the need for additional research. Recommends specific research that would address most unanswered questions. Provides a decision and a solid rationale based largely on credible evidence from multiple sources and discounts alternatives. When applicable: Proposes a course of action that follows logically from the conclusion. May consider implications. Recognizes the need for additional research. Suggests research that would address some unanswered questions. Provides a decision and credible evidence to back it up. Possibly does not account for credible, contradictory evidence. May attempt to discount alternatives. When applicable: Proposes a course of action that follows logically from the conclusion. May briefly consider implications. Recognizes the need for additional research. Suggests research that would address an unanswered question.

3

2

1

Provides or implies a decision and some reason to favor it, but the rationale may be contradicted by unaccounted for evidence. When applicable: Briefly proposes a course of action, but some aspects may not follow logically from the conclusion. May recognize the need for additional research. Any suggested research tends to be vague or would not adequately address unanswered questions.

Provides or implies a decision, but very little rationale is provided or it is based heavily on unreliable evidence. When applicable: Briefly proposes a course of action, but some aspects do not follow logically from the conclusion. May recognize the need for additional research. Any suggested research is vague or would not adequately address unanswered questions. Provides no clear decision or no valid rationale for the decision. When applicable: Does not propose a course of action that follows logically from the conclusion. Does not recognize the need for additional research or does not suggest research that would address unanswered questions.


New Tech Network, Fall 2011 Spring 2012 SLE Score: Freshmen

SLE Score: Seniors

CWRA Score: Freshmen

CWRA Score: Seniors

Mean

Decile

Mean

Decile

Mean

Decile

Mean

Decile

School 1

16

2

18

2

763

1

870

1

School 2

18

3

16

1

806

1

796

1

School 3

12

1

16

1

807

1

920

2

School 4

16

2

21

4

817

1

949

3

School 5

15

1

19

3

833

2

898

1

School 6

15

1

N/A

N/A

847

2

N/A

N/A

School 7

15

1

19

3

848

2

1063

5

School 8

15

1

17

2

859

2

947

3

School 9

16

2

22

5

885

3

1103

6

School 10

17

3

20

3

896

3

1025

4

School 11

19

4

25

8

996

5

1133

6

School 12

N/A

N/A

24

7

N/A

N/A

1194

8

NTN Schools

16

2

20

3

851

2

991

3

NTN Students

16

2

19

3

843

2

987

3


Decile Ranges for CWRA Schools Testing Seniors, Spring 2012 Decile

CWRA Score Range

SLE Score Range

1

907 or lower

16 or lower

2

908 to 943

17 or 18

3

944 to 1002

19 or 20

4

1003 to 1060

21

5

1061 to 1089

22

6

1090 to 1141

23

7

1142 to 1173

24

8

1174 to 1201

25

9

1202 to 1245

26

10

1246 or higher

27 or higher


Fall 2011 Spring 2012 SLE

New Tech Network

All CWRA Students

CWRA

Count

Decile Rank

Mean Score

Decile Rank

Mean Score

25th Percentile Score

75th Percentile Score

Freshmen

703

2

16

2

847

764

940

Seniors

576

3

20

4

1022

877

1171

Freshmen 7146

19

987

839

1109

Seniors 6150

23

1087

940

1239


College Readiness Estimate, Spring 2012

New Tech Network Seniors (n=279)

Colleges Testing Freshmen

Mean EAA Score

Expected Mean CWRA Score

Observed Mean CWRA Score

Unadjusted Percentile Rank

955

976

1012

35

Number of Colleges

25th Percentile CWRA Score

75th Percentile CWRA Score

Mean CWRA Score

169

985

1117

1048

Deviation Score

Adjusted Percentile Rank

Performance Level

0.68

77

Near

Note: This table only includes New Tech seniors with EAA (SAT or ACT) scores who completed the CWRA.


Comparisons to Seniors at Other CWRA High Schools, Spring 2012

New Tech Network Seniors (n=576)

CWRA Schools Testing Seniors

Mean SLE Score

SLE Decile Rank

Expected Mean CWRA Score

Observed Mean CWRA Score

Unadjusted Decile Rank

Deviation Score

Adjusted Decile Rank

20

3

1021

1022

4

0.01

6

Number of Schools

Mean SLE Score

Mean CWRA Score

92

22

1081

Note: This table includes all New Tech Network seniors with SLE scores who completed the CWRA.


Growth Estimates, Spring 2012 25th Percentile Score

75th Percentile Score

Mean CWRA Score

Standard Deviation

Effect Size v. Freshmen*

New Tech Seniors (n=576)

877

1171

1022

203

1.21

New Tech Freshmen (n=703)

764

940

847

145

25th Percentile Score

75th Percentile Score

Mean CWRA Score

Standard Deviation

Median Effect Size v. Freshmen

All Seniors (n=6150)

940

1239

1087

201

0.82

All Freshmen (n=7146)

839

1109

987

183

* The average New Tech School effect size (n =11 schools) is 0.85 Note: This table includes all NTN seniors with SLE scores who completed the CWRA.


Growth Estimates, Spring 2012

Note: This table includes all New Tech Network seniors with SLE scores who completed the CWRA.


CWRA Performance vs. Entering Academic Ability


Subscores, Fall 2011 Spring 2012: Analytic Reasoning and Evaluation Seniors

Freshmen 60

60 49

50

50 40

40 30

31

30

30

18

20 10

20 2

0 1

Average Subscore

33

2

3

4

19 13

10

0 5

0 6

New Tech Network

All CWRA High Schools

1.9

2.7

4

1

0

1

Average Subscore

2

3

4

5

6

New Tech Network

All CWRA High Schools

2.7

3.0


Subscores, Fall 2011 Spring 2012: Writing Effectiveness Seniors

Freshmen 60

60 47

50 40

50 40

34

31

31

30

30

20

16

20 10

3

0 1

Average Subscore

2

3

4

19 14

10

0 5

0 6

New Tech Network

All CWRA High Schools

1.9

2.6

5 0

0

1

Average Subscore

2

3

4

5

6

New Tech Network

All CWRA High Schools

2.7

3.0


Subscores, Fall 2011 Spring 2012: Writing Mechanics Seniors

Freshmen 60

60

50

50

30

29

36

40

36

40

28

28

30 21 20

20 7

10

10

0

0 1

Average Subscore

2

3

4

5

0 6

New Tech Network

All CWRA High Schools

2.1

2.9

10 4

0

1

Average Subscore

2

3

4

5

0

6

New Tech Network

All CWRA High Schools

3.0

3.3


Subscores, Fall 2011 Spring 2012: Problem Solving Seniors

Freshmen 60

60 49

50 40

50 36

40

35

30

30

30 20

20

13

10

2

0 1

Average Subscore

2

3

4

15

14

10

0 5

0 6

New Tech Network

All CWRA High Schools

1.8

2.5

5 0

0

1

Average Subscore

2

3

4

5

6

New Tech Network

All CWRA High Schools

2.6

2.9


Senior Demographics, Spring 2012 % of NTN Students

Average % Across CWRA Schools

Gender Male Female Decline to State

57 41 2

49 49 1

Primary Language English Other

76 24

88 12

Race / Ethnicity American Indian /Alaska Native Asian / Pacific Islander Black, Non-Hispanic Hispanic White, Non-Hispanic Other Decline to State

2 7 17 32 33 5 5

1 14 8 11 57 5 4

Parent Education Less than High School High School Some College

15 27 19

5 17 14

18

27

21

37

Graduate or Professional Degree


Senior Scores by Demographics, Spring 2012 NTN Students

Mean Score Gender Male Female Decline to State Primary Language English Other Race / Ethnicity American Indian /Alaska Native Asian / Pacific Islander Black, Non-Hispanic Hispanic White, Non-Hispanic Other Decline to State Parent Education Less than High School High School Some College Graduate or Professional Degree

r

All CWRA Students

Mean Score

0.054 1016 1027 1119

r 0.092**

1066 1109 1055 0.140**

1038 972

0.084** 1094 1042

0.163** 900 1135 943 969 1084 986 1165

0.071** 1048 1084 1021 1008 1109 1158 1107

0.361**

0.382**

958 953 994

954 969 1023

1049

1105

1158

1166


Questions? Email Jessalynn James, CWRA Reporting Coordinator, at JJames@cae.org

CWRA New Tech results  

slides from the CWRA presentation at NTAC detailing the results of New Tech Schools

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