CGYearlyReport2009-10US

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La Sierra University in partnership with the Office of Education, North American Division of Seventh-day Adventists

2009-2010

Yearly Report CognitiveGenesis - Yearly Report 2009-2010/United States

United States

3


CognitiveGenesis Project :

Assessing Adventist Academics

Fourth Yearly Report 2009-2010

Research Team Robert J. Cruise, Ph.D.

Elissa E. Kido, Ed.D.

Jerome D. Thayer, Ph.D.

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Introduction CognitiveGenesis is a research project designed to assess academic performance in Adventist schools and provide answers to questions about the academic quality of Adventist educational programs. CognitiveGenesis is also studying various factors related to achievement, including those commonly associated with achievement and others that may be unique to Adventist education. This is the first large-scale study to assess academic achievement in Seventh-day Adventist elementary and secondary schools. This research initiative will document the academic achievement of approximately 30,000 students each year in nearly 1,000 schools throughout North America, using nationally-accepted measures of achievement and ability.

Research Questions The major questions that CognitiveGenesis will be answering are: 1. How are students in Adventist schools performing academically? 2. How does the academic performance of students in Adventist schools compare to that of their counterparts in public and other private schools? 3. What factors related to students, parents, teachers, and schools are associated with student achievement and abilities?

Research Design CognitiveGenesis researchers at La Sierra University, in partnership with the North American Division (all nine unions and the NAD Office of Education), collected standardized, nationally-normed test results for all students in grades 3-9 and 11 in every Adventist school in the United States, Canada, and Bermuda (approximately 30,000 students) over a four-year period beginning in the fall of 2006. In addition, they also used surveys for students, parents, teachers, and administrators to gather information about a wide range of possible relationships with student academic achievement and abilities.

Time Frame for Data Collection Standardized Testing Data collection of the achievement and ability scores started in the fall of the 2006-2007 school year and continued for three more years, ending with the 2009-2010 school year. Four years of testing will provide data to allow researchers to study three years of growth in student achievement and abilities. Surveys The surveys for students, parents, teachers and administrators were administered during the same time each year as the standardized testing. The surveys were only collected in the first three years of the project, starting in the fall of 2006.

Analysis Schedule The CognitiveGenesis research team generated a detailed list of specific research questions relating achievement and ability to student, parent, teacher, and school variables. Doctoral students or other researchers who want to study a topic from this research agenda can request the use of the CognitiveGenesis dataset. Currently, a number of doctoral students from La Sierra University School of Education and Andrews University School of Education have requested to use parts of the dataset for their dissertations. Two students from La Sierra University have completed dissertations using CognitiveGenesis data from years one, two, and three. At the end of the data collection period, a final report will be written by the research team answering the questions from the research agenda.

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Instruments Standardized Tests The standardized tests used to measure achievement in the United States and Bermuda were the Iowa Tests of Basic Skills (ITBS) for grades 3-8, and the Iowa Tests of Educational Development (ITED) for grades 9 and 11. The Cognitive Abilities Test (CogAT) was used to measure ability for all grades. All of these tests are developed by Riverside Publishing and are designed to complement each other. Students in Canada took Canadian versions of these tests (CTBS-Canadian Tests of Basic Skills, and CCAT-Canadian Cognitive Abilities Test) that were published by Thomson Nelson, a partner company with Riverside Publishing. The Canadian tests are slightly different in content areas and the content within each area, and the scores are based on a Canadian norm group. Survey Development To measure factors that were thought to be related to achievement, four surveys were developed. The process started with an extensive search of previous research to determine what student, parent, teacher, and school variables have been shown to be related to achievement. Finally, educational leaders in the church were asked to consider the resulting list of variables and suggest additions or modifications. From this list, the initial items for the four surveys were created. The surveys were then sent to educational leaders of the church to review and edit. From their suggestions the research team modified and finalized the final items for each of the surveys. To account for differences in developmental levels, two versions of the student survey were developed; one for grades 3-5 and another for grades 6-11. The initial items were submitted to master teachers in the lower grade levels who suggested revisions after testing the items with students.

Data Collection Procedures Testing Each year all unions in the North American Division had a schedule to give standardized achievement and/or ability tests. Tests published by Riverside and Thomson Nelson were used for this purpose. To meet the needs of the CognitiveGenesis project, the tests given, the grades tested, and the dates for the testing were standardized across the division. Tests were given in the fall with the answer sheets sent directly to Riverside and/or Thomson Nelson for scoring. When the testing for all Unions was completed, a master database of all test results was sent to CognitiveGenesis for analysis. Surveys Surveys designed by the CognitiveGenesis researchers were given to each student, parent, teacher and administrator in all schools in the North American Division. Each school was responsible for administering all surveys. The surveys were mailed to CognitiveGenesis where they were scanned and processed.

Reports The testing results each year for all the schools are reported directly to the unions, conferences and schools by Riverside and Thomson Nelson. Each year CognitiveGenesis will prepare separate year-end reports for the United States and Canada. During each year of the project, members of the CG research team have given an oral report of country and specific union results to each union. CognitiveGenesis is not planning to make oral or written presentations for schools or conferences. Communication of the final results of the project will involve publications and presentations within the North American Division, as well as for the larger national and international educational community. These results will include identifying the student, parent, teacher, and school variables most closely associated with achievement and abilities. During the interim, the investigators will communicate yearly findings to Adventist educators at multiple levels for use in system-wide decision-making regarding curriculum, classroom instruction and programmatic changes.

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Sample The intent of CognitiveGenesis was to collect data from all students in the NAD in grades 3-9 and 11. This report will describe the results for students from the United States and Bermuda. A separate report will describe the results for Canada. In preparing the test databases, CognitiveGenesis used all tests from the United States, Bermuda, and Canada, but will maintain two separate databases for analysis: one for the US and Bermuda and one for Canada. The reasons for not combining the scores are as follows: 1. There is enough of a difference in content that merging the tests together would create a problem in interpreting some of the scores. For example, the Canadian Tests of Basic Skills battery does not include a Social Studies test. Therefore, any comparisons across tests would have Canadian data included on most tests but not on the Social Studies test and the Composite score. 2. The norm groups for the tests are different in two ways: The norms are based on students in different countries and the norming on the tests in the United States and Canada was done in different years. Because of this, a percentile score of 50 on a United States test represents a different level of achievement than a percentile score of 50 on the equivalent Canadian test. Equating the two scores would require the assumption that the overall achievement level in the two countries was identical and observed score differences were due to difference in content and norming procedures. 3. However, if equating was still deemed to be desirable and the results for the two tests were combined, it would still not be helpful for good curricular use of the test results in either the US or Canada. Curricular use of the tests would probably include using item-specific information to identify areas of weakness. Since the tests in the two countries have different items, the item analysis would have to be done separately for each test. To be included in the test dataset used for all CognitiveGenesis analyses, students needed to complete both the achievement and ability test batteries. The most common reasons students were excluded from the dataset were: 1. one subtest was completely missing (the student could have missed school the day that subtest was given) not enough items were attempted on a subtest to get a valid score (the student started the test, but gave up early) 2. the wrong level of the test was taken (many schools gave the grade 2 form to grade 3 students which did not contain some of the subtests) 3. one of the test batteries was not given to any of the students in the school (a possible administrative decision, oversight, or misunderstanding). Many students in self-supporting schools and home schools not directly affiliated with the North American Division took tests that were included in the database sent from the test publishers to CognitiveGenesis. These schools were omitted from the database. Also, schools that were identified by the conference as being “special schools� were omitted from the database. Checks were done to remove faulty data from the database. There were two major ways in which student records were removed. 1. Demographic information was checked for students tested in multiple years. When either the gender of the student was not the same or the grade level was not one grade level higher than the previous year, the ID number of the student each year was checked. In many cases the inconsistency was due to an incorrect ID number. If it was not able to determine the correct ID for the student, the student was removed from the database. 2. Five criteria were used to identify low achievement or ability scores that had questionable validity. In all cases it was concluded that the low scores were due to the student either deliberately trying to get a low score or a major error occurred in taking the test. Four students were identified as having invalid scores. For these cases, all of the scores for

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the students for all years, both high scores and low scores were removed from the database. The criteria used as a basis for removing data were:

a.

If the composite CogAT score for any year was the lowest possible score (Standard Age Score of 50).

b.

If the composite CogAT score dropped more than 3.0 standard deviations in a succeeding year.

c.

If the composite CogAT score increased more than 3.5 standard deviations in a succeeding year.

d.

If the composite ITBS score was more than 3.0 standard deviations higher than the composite CogAT score.

e.

If the composite ITBS score was more than 3.0 standard deviations lower than the composite CogAT score.

Table 1 describes the number of students in the United States and Bermuda who took the standardized tests used in CognitiveGenesis in the fall of 2009. There were 29,751 students who took one of the achievement tests: ITBS (Iowa Tests of Basic Skills) for grades 3-8 or ITED (Iowa Tests of Educational Development) for grades 9 and 11. Of these, 28,095 had complete scores for all tests in the achievement battery. There were 26,797 students who took the ability tests (CogAT). Of these, 25,353 had complete scores for all the tests in the ability test battery. There were 25,218 students who took both the achievement and ability test batteries. Of these, 24,201 had complete scores for all tests in both the achievement and ability test batteries. After removing students from special schools and those identified as having invalid scores, 22,017 students remained for the 2009 analysis in this report.

Results/Findings for Year Four The four-year CognitiveGenesis data-collection phase was completed in 2009. The standardized test results combined with the survey responses will provide the basis for establishing an accurate picture of elementary and secondary Adventist academic achievement. This report only includes the results for the United States and Bermuda and only results for the achievement and ability testing. The Canadian achievement and ability results are in a separate report.

Table 1 Number of Students Taking CognitiveGenesis Tests - Fall, 2009

Achievement

Ability

Both

Grade

Partial or Complete

Complete

Partial or Complete

Complete

Partial or Complete

Complete

Cleaned

3

3,835

3,061

3,473

2,995

2,993

2,543

2,431

4

3,825

3,673

3,464

3,277

3,276

3,193

2,978

5

3,917

3,791

3,512

3,358

3,354

3,288

2,984

6

3,992

3,889

3,597

3,450

3,449

3,390

2,999

7

4,034

3,951

3,609

3,475

3,474

3,429

3,015

8

3,954

3,873

3,528

3,407

3,404

3,360

3,015

9

3,227

3,064

2,864

2,764

2,729

2,598

2,345

11

2,967

2,793

2,750

2,627

2,539

2,400

2,250

3-8

23,557

22,238

21,183

19,962

19,950

19,203

17,422

9 & 11

6,194

5,857

5,614

5,391

5,268

4,998

4,595

3-9 & 11

29,751

28,095

26,797

25,353

25,218

24,201

22,017

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CognitiveGenesis does not plan to report survey results separately. Responses to the survey items will be studied in relationship to the achievement and ability test results and reported in separate documents after the four years of data collection. Tables 2-11 report the CognitiveGenesis achievement test results with three types of scores: NCE Score, Standard Score, and Difference from Predicted Score. NCE (National Curve Equivalent) scores range from 1-99, with a score of 50 representing the average score for the United States norm group for each grade. NCE Scores are expected to stay constant from grade to grade as a student moves through school. Standard Scores are scaled so they change from year to year. There is no simple interpretation of Standard Scores. They are used to measure change from year to year and to compare actual and predicted Standard Scores. CognitiveGenesis will not interpret Standard Scores in this report. Each student is given a predicted Standard Score, based on the student’s ability test scores. If the student’s actual Standard Score is the same as the Predicted Standard Score, the Difference from Predicted Score will equal zero. Scores above zero indicate achievement above predicted and scores below zero indicate achievement below predicted. The average Difference from Predicted Score is zero. There are 18 ITBS scores reported for grades 3-8:

Composite (all scores combined)

Total and subtest scores in:

Reading (2 subtests)

Language (4 subtests)

Mathematics (3 subtests)

Sources of Information (2 subtests)

Social Studies

Science

There are 12 ITED scores reported for grades 9-11:

Composite (all scores combined)

Total and subtest scores in:

Reading (2 subtests)

Mathematics (2 subtests)

Spelling

Revising Writing Material

Social Studies

Science

Sources of Information.

In addition to the achievement results, Tables 12 to 15 also include ability results with one score: Standard Age Score. Standard Age Scores range from 50 to 150 with a score of 100 representing the average score for the United States norm group. There are 4 Standard Age Scores reported for grades 3-11:

Composite (all scores combined)

Verbal

Quantitative

Nonverbal.

For each of the achievement and ability scores (NCE, Standard Score, Difference from Predicted Score, and Standard Age Score) the mean and standard deviation is given. In addition, the median percentile rank of the achievement or ability score is also given. The percentile ranks reported in this report were computed differently from those reported in the reports for the first two years. The only

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percentile ranks reported for the first two years were the percentile rank equivalent of the mean Normal Curve Equivalent Score. The percentile rank used for this report is the median percentile rank. In most cases these percentiles are identical or only slightly different. The results for Grades 3-8 combined are reported in Table 2. All but one of the mean NCE scores were above the norm average of 50, most well above that mark. All but two of the mean Difference from Predicted scores were above the norm average of zero, most well above that mark. Students in grades 3-8 in Adventist schools in the United States and Bermuda achieved well above the national average and well above what would be predicted, based on their ability test scores. Tables 3-8 report separate results for each grade from grade 3 to grade 8. In a few instances the mean NCE Score was below 50 or the mean Difference from Predicted Score was below zero. The only test that was consistently below the others was Mathematics Computation. The results for Grades 9-11 combined are reported in Table 9. All of the mean NCE scores were above 50, most well above that mark. All but two of the mean Difference from Predicted scores were above zero, most well above that mark. Overall, students in grades 9 and 11 in Adventist schools in the United States and Bermuda scored well above the national average and above what would be predicted, based on their ability test scores. Tables 10 and 11 report separate results for grade 9 and grade 11. All of the mean NCE Scores were above 50. Five of the Difference from Predicted Scores were below zero. Sources of Information and Mathematics Computation for both grades were the lowest scores. Tables 12 and 13 compare achievement and ability results for all four years in grades 3-8 (ITBS & CogAT) and grades 9 and 11 (ITED & CogAT). The achievement results for the four years were very similar. There was a slight improvement in ability scores each year. In all years, students achieved both above average and above predicted based on their ability scores. The mean Difference from Predicted Scores declined slightly over the four years due to the increase in ability while achievement remained constant. Tables 14 and 15 compare results for students continuing in Adventist schools over the four years. For students in grades 3-5 in the first year of testing (2006), their achievement scores went up slightly over the four years in all areas except for Social Studies. Overall the achievement change from year 1 to year 4 was 2 percentile points. The ability scores showed a very strong change from year 1 to year 4 of 16 percentile points. For students who were in grade 9 in 2006 or 2007 and grade 11 in 2008 or 2009, their change over the three years increased by 5 percentile points in achievement and by 2 percentile points in ability. There was a negative change from grade 9 to grade 11 for 3 of the achievement scores, Spelling and 2 Mathematics scores.

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Table 2 ITBS 2009 Results Grades 3-8 Combined N = 17,422

NCE Score

Standard Score

Difference From Predicted Score

Mean

Standard Deviation

Median Percentile Rank

Mean

Standard Deviation

Mean

Standard Deviation

Achievement Vocabulary

57.79

20.35

64

220.76

35.27

7.35

19.53

Reading Comprehension

54.61

19.84

60

219.62

39.18

4.63

22.15

Reading: Total

56.51

19.84

62

220.18

35.88

5.86

18.53

Spelling

56.65

19.98

62

221.84

37.92

6.68

23.80

Capitalization

53.96

19.52

57

221.94

46.79

-0.06

29.85

Punctuation

56.01

20.28

59

226.98

48.08

4.15

29.91

Usage/Expression

56.61

19.90

63

227.26

47.40

6.29

27.21

Language: Total

56.39

19.27

61

224.51

41.26

4.00

21.20

Concepts & Estimation

51.78

19.63

54

213.76

35.52

1.57

15.51

Problems & Data Interpretation

52.53

20.01

54

217.35

40.28

2.00

20.33

Computation

48.23

20.08

47

208.98

35.17

-2.97

21.49

Mathematics: Total

51.28

19.26

52

213.37

34.41

0.40

14.27

Social Studies

54.67

19.54

59

219.45

37.80

3.91

22.55

Science

56.01

19.55

62

223.19

40.60

6.37

22.22

Maps & Diagrams

55.22

20.24

61

222.83

43.37

3.70

23.64

Reference Materials

55.70

19.08

60

221.72

38.06

4.66

20.62

Sources of Information: Total

55.90

19.25

61

222.28

38.79

4.05

18.42

Composite

55.72

18.84

61

220.49

35.65

4.19

14.42

Table 3 ITBS 2009 Results Grade 3 N = 2,431

NCE Score

Standard Score

Difference From Predicted Score

Mean

Standard Deviation

Median Percentile Rank

Mean

Standard Deviation

Mean

Standard Deviation

Achievement Vocabulary

55.65

21.05

63

180.10

21.36

8.61

16.98

Reading Comprehension

54.40

20.27

62

181.12

21.88

8.58

16.65

Reading: Total

55.39

20.02

61

180.60

20.06

8.27

14.75

Spelling

55.75

22.14

58

179.14

19.94

8.93

17.03

Capitalization

51.61

20.54

52

176.34

24.54

6.58

20.39

Punctuation

54.32

19.60

59

181.02

23.36

9.97

18.75

Usage/Expression

54.81

20.52

59

181.58

24.96

10.53

19.23

Language: Total

53.83

19.66

56

179.53

19.34

8.56

13.83

Concepts & Estimation

50.81

18.88

51

174.22

16.30

5.11

11.69

Problems & Data Interpretation

51.68

19.24

50

176.84

20.16

6.84

14.54

Computation

48.50

20.23

45

170.74

14.10

3.15

11.90

Mathematics: Total

50.56

18.75

49

173.95

14.60

4.83

9.63

Social Studies

56.84

19.84

64

182.13

19.71

9.63

15.48

Science

56.08

19.00

63

182.15

21.66

10.29

16.14

Maps & Diagrams

56.02

21.38

66

182.61

23.49

10.04

17.55

Reference Materials

55.25

20.16

58

179.57

16.97

9.15

12.52

Sources of Information: Total

56.33

19.72

64

181.07

18.64

10.24

12.82

Composite

56.19

19.59

60

179.90

16.75

9.40

10.50

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Table 4 ITBS 2009 Results Grade 4 N =2,978

NCE Score

Standard Score

Difference From Predicted Score

Mean

Standard Deviation

Median Percentile Rank

Mean

Standard Deviation

Mean

Standard Deviation

Achievement Vocabulary

57.39

19.75

64

198.19

21.76

8.44

17.22

Reading Comprehension

53.38

20.15

59

196.90

25.73

6.20

19.07

Reading: Total

55.97

19.60

60

197.54

22.19

7.66

16.09

Spelling

57.50

20.19

62

199.66

23.64

9.39

19.94

Capitalization

52.26

19.52

49

196.04

30.90

2.99

25.32

Punctuation

54.97

21.03

59

201.55

31.98

6.99

24.80

Usage/Expression

56.18

20.30

63

202.86

31.27

7.39

23.69

Language: Total

55.42

19.64

57

200.03

24.97

5.94

17.55

Concepts & Estimation

49.45

20.84

50

189.02

20.39

2.83

13.66

Problems & Data Interpretation

52.51

19.99

56

195.30

25.06

5.24

17.10

Computation

47.07

17.80

42

185.72

15.40

-1.63

13.72

Mathematics: Total

50.40

19.14

49

190.02

17.72

2.58

11.28

Social Studies

56.63

19.59

62

199.20

23.26

7.62

18.45

Science

57.00

19.93

65

201.76

26.85

9.15

19.22

Maps & Diagrams

55.34

20.39

61

199.09

28.07

7.63

19.93

Reference Materials

57.51

20.36

65

200.19

23.41

11.01

17.00

Sources of Information: Total

56.91

20.15

63

199.65

23.58

8.88

15.29

Composite

56.06

18.96

61

198.03

20.34

7.37

12.18

Table 5 ITBS 2009 Results Grade 5 N = 2,984

NCE Score

Standard Score

Difference From Predicted Score

Mean

Standard Deviation

Median Percentile Rank

Mean

Standard Deviation

Mean

Standard Deviation

Achievement Vocabulary

58.71

20.67

68

214.47

24.41

8.76

19.23

Reading Comprehension

55.11

19.58

62

213.84

29.10

5.70

21.39

Reading: Total

57.27

19.97

64

214.15

25.02

7.08

17.99

Spelling

57.82

19.38

64

216.99

26.89

6.69

22.32

Capitalization

56.07

19.23

63

218.49

36.58

1.64

28.94

Punctuation

57.91

20.57

62

223.40

38.08

5.02

28.73

Usage/Expression

56.35

20.21

62

219.76

36.51

4.40

25.99

Language: Total

57.73

19.11

63

219.66

29.74

4.20

19.97

Concepts & Estimation

50.82

19.30

50

205.35

22.23

1.33

14.68

Problems & Data Interpretation

52.52

20.61

55

210.57

29.82

1.70

19.00

Computation

45.87

19.44

40

199.20

20.16

-4.49

17.99

Mathematics: Total

50.14

19.21

47

205.03

20.98

-0.17

13.07

Social Studies

55.05

19.24

59

213.30

27.25

3.44

20.68

Science

55.68

19.72

61

215.96

30.43

6.72

20.94

Maps & Diagrams

52.68

19.56

56

211.98

31.12

0.11

21.18

Reference Materials

54.89

18.35

60

213.14

24.75

5.22

18.09

Sources of Information: Total

53.74

18.61

59

212.55

25.66

2.09

16.22

Composite

55.35

18.56

61

213.44

23.34

3.55

13.18

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Table 6 ITBS 2009 Results Grade 6 N = 2,999

NCE Score

Standard Score

Difference From Predicted Score

Mean

Standard Deviation

Median Percentile Rank

Mean

Standard Deviation

Mean

Standard Deviation

Achievement Vocabulary

57.27

20.44

64

227.59

26.06

5.89

20.03

Reading Comprehension

53.41

20.17

56

224.62

33.01

2.24

22.77

Reading: Total

55.46

20.16

59

226.12

27.92

3.86

19.18

Spelling

54.20

19.33

55

226.62

29.82

3.98

25.21

Capitalization

52.43

19.65

53

226.84

40.70

-5.27

32.11

Punctuation

54.35

21.47

55

231.56

43.68

-0.10

32.84

Usage/Expression

55.50

20.67

60

233.43

42.32

3.90

29.02

Language: Total

54.86

19.43

58

229.62

33.81

0.74

22.58

Concepts & Estimation

50.67

19.30

52

219.24

25.15

-0.20

16.43

Problems & Data Interpretation

50.20

19.95

48

221.09

32.53

-0.68

21.09

Computation

47.70

19.90

49

215.66

24.76

-5.01

20.89

Mathematics: Total

49.84

18.94

51

218.66

24.02

-1.54

14.62

Social Studies

51.52

20.03

53

222.94

32.02

1.76

23.62

Science

53.09

20.96

58

226.47

35.55

5.41

23.51

Maps & Diagrams

53.30

19.87

58

227.97

36.17

1.82

23.99

Reference Materials

53.07

19.82

53

225.98

31.05

1.96

22.24

Sources of Information: Total

53.72

19.40

56

226.98

30.84

2.12

18.89

Composite

53.36

19.25

57

225.14

27.27

2.01

14.83

Table 7 ITBS 2009 Results Grade7 N = 3,015

NCE Score

Standard Score

Difference From Predicted Score

Mean

Standard Deviation

Median Percentile Rank

Mean

Standard Deviation

Mean

Standard Deviation

Achievement Vocabulary

57.79

20.44

63

241.06

27.97

6.19

21.28

Reading Comprehension

55.13

19.42

60

239.78

34.63

3.45

24.47

Reading: Total

56.79

19.88

62

240.40

29.53

4.84

20.43

Spelling

56.60

19.38

60

243.18

32.08

6.02

27.14

Capitalization

53.42

19.26

56

241.76

43.06

-3.80

33.34

Punctuation

56.09

19.32

62

249.58

44.96

2.35

33.61

Usage/Expression

57.07

19.14

63

249.69

44.02

5.13

30.04

Language: Total

56.67

18.93

61

246.05

35.90

2.09

24.10

Concepts & Estimation

53.09

18.66

57

235.24

27.04

1.05

16.69

Problems & Data Interpretation

52.65

20.29

54

237.78

36.91

0.20

23.32

Computation

50.04

21.04

47

231.13

30.75

-2.55

26.05

Mathematics: Total

52.25

19.48

53

234.71

27.36

-0.39

16.16

Social Studies

53.20

18.98

58

238.17

34.28

1.34

25.30

Science

56.63

19.44

63

245.30

36.55

4.09

25.32

Maps & Diagrams

56.46

20.35

60

246.07

40.22

3.21

27.24

Reference Materials

56.58

18.46

59

244.93

33.04

2.00

23.61

Sources of Information: Total

56.93

19.18

60

245.51

33.94

2.32

21.40

Composite

55.84

18.57

60

241.69

29.23

2.22

16.26

CognitiveGenesis - Yearly Report 2009-2010/United States

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Table 8 ITBS 2009 Results Grade 8 N = 3,015

NCE Score

Standard Score

Difference From Predicted Score

Mean

Standard Deviation

Median Percentile Rank

Mean

Standard Deviation

Mean

Standard Deviation

Vocabulary

59.52

19.67

67

254.97

28.28

6.45

21.26

Reading Comprehension

56.19

19.38

63

253.67

37.15

2.39

25.64

Reading: Total

57.99

19.34

64

254.30

30.83

3.94

20.80

Spelling

57.87

19.48

62

256.90

33.49

5.53

27.65

Capitalization

57.54

18.36

66

263.01

44.08

-1.20

33.54

Punctuation

58.08

19.12

63

265.55

46.70

1.86

34.63

Usage/Expression

59.37

18.30

66

267.06

45.04

7.20

31.47

Language: Total

59.32

18.42

66

263.13

37.30

3.34

24.93

Concepts & Estimation

55.62

19.98

59

251.49

31.13

-0.02

17.83

Problems & Data Interpretation

55.46

19.43

55

254.39

38.46

-0.36

23.26

Computation

50.23

21.49

53

243.68

35.31

-6.13

29.80

Mathematics: Total

54.34

19.54

58

249.86

30.47

-2.06

17.40

Social Studies

55.19

19.11

59

253.41

37.37

0.83

27.00

Science

57.61

17.73

62

259.21

35.62

3.35

24.85

Achievement

Maps & Diagrams

57.64

19.59

61

261.08

42.02

0.63

27.50

Reference Materials

56.81

17.02

60

258.02

33.19

-0.43

24.00

Sources of Information: Total

57.84

18.09

64

259.57

34.54

-0.14

21.01

Composite

57.61

17.97

63

256.58

30.44

1.62

16.26

Table 9 ITED 2009 Results Grades 9 & 11 Combined N = 4,595

NCE Score

Standard Score

Difference From Predicted Score

Mean

Standard Deviation

Median Percentile Rank

Mean

Standard Deviation

Mean

Standard Deviation

Vocabulary

60.22

19.89

67

275.54

32.91

5.53

24.11

Reading Comprehension

59.56

19.15

68

280.65

42.20

6.65

29.07

Reading: Total

60.71

19.47

69

278.08

35.59

5.72

23.77

Achievement

Spelling

58.98

19.96

67

278.11

37.23

4.96

31.20

Revising Writing Material

59.81

17.99

67

282.93

39.57

5.80

27.34

Concepts & Problems

58.55

19.37

65

276.94

37.02

2.12

21.51

Computation

54.82

19.16

59

270.43

37.31

-3.66

27.14

Mathematics: Total

57.90

19.09

63

274.77

34.40

0.12

19.10

Social Studies

58.71

18.43

67

279.66

41.02

3.92

27.49

Science

60.70

19.09

70

284.48

42.41

9.12

26.75

Sources of Information

53.34

16.32

56

269.17

36.53

-6.37

25.99

Composite

59.05

17.68

66

278.18

34.10

2.77

18.19

CognitiveGenesis - Yearly Report 2009-2010/United States

12


Table 10 ITED 2009 Results Grade 9 N = 2,345

NCE Score

Standard Score

Difference From Predicted Score

Mean

Standard Deviation

Median Percentile Rank

Mean

Standard Deviation

Mean

Standard Deviation

Vocabulary

59.49

19.20

67

265.67

28.59

5.14

21.38

Reading Comprehension

57.74

19.11

66

267.87

38.62

4.32

27.25

Reading: Total

58.94

18.82

65

266.75

31.66

4.33

21.57

Spelling

59.60

20.29

67

270.78

35.68

8.12

29.66

Revising Writing Material

58.90

18.45

66

272.77

38.76

6.52

26.87

Concepts & Problems

57.33

19.13

61

266.45

34.12

1.22

20.85

Computation

54.26

19.98

59

261.42

36.24

-3.83

27.03

Mathematics: Total

57.06

19.38

62

264.77

32.09

-0.70

18.72

Social Studies

56.98

18.53

64

267.50

38.56

2.52

26.16

Science

58.10

18.75

66

270.83

38.55

4.75

24.49

Sources of Information

50.40

16.48

51

254.72

33.07

-10.29

24.86

Composite

56.94

17.72

62

266.22

31.38

0.97

17.22

Achievement

Table 11 ITED 2009 Results Grade 11 N = 2,250

NCE Score

Standard Score

Difference From Predicted Score

Mean

Standard Deviation

Median Percentile Rank

Mean

Standard Deviation

Mean

Standard Deviation

Achievement Vocabulary

60.99

20.57

69

285.82

33.95

5.93

26.66

Reading Comprehension

61.46

19.02

71

293.96

41.66

9.07

30.66

Reading: Total

62.55

19.96

72

289.88

35.63

7.17

25.79

Spelling

58.32

19.60

64

285.74

37.29

1.66

32.40

Revising Writing Material

60.76

17.45

67

293.52

37.59

5.06

27.80

Concepts & Problems

59.82

19.54

66

287.87

36.77

3.05

22.14

Computation

55.40

18.24

57

279.82

36.08

-3.48

27.25

Mathematics: Total

58.77

18.74

64

285.19

33.63

0.98

19.45

Social Studies

60.51

18.16

70

292.33

39.66

5.38

28.74

Science

63.40

19.08

74

298.70

41.56

13.66

28.22

Sources of Information

56.40

15.57

63

284.23

33.78

-2.28

26.51

Composite

61.25

17.36

69

290.64

32.32

4.64

18.97

CognitiveGenesis - Yearly Report 2009-2010/United States

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Table 12

ITBS/CogAT 2006-2009 Results Grade 3-8 All Students N’s = 20,561 (2006) 20,091 (2007) 19,312 (2008) 17,422 (2009)

NCE Score Mean

Achievement

Difference From Predicted Score Mean

Standard Score Mean

2006

2007

2008

2009

2006

2007

2008

2009

2006

2007

2008

2009

Vocabulary

57.38

57.17

57.35

57.79

222.51

221.62

221.19

220.76

8.72

7.36

6.96

7.35

Reading Comprehension

54.56

54.18

54.28

54.61

221.72

220.49

220.01

219.62

7.26

5.07

4.31

4.63

Reading: Total

56.27

55.97

56.10

56.51

222.11

221.05

220.60

220.18

7.70

5.93

5.35

5.86

Spelling

56.25

56.34

56.83

56.65

223.62

223.05

223.03

221.84

8.07

7.05

7.03

6.68

Capitalization

53.92

53.81

54.25

53.96

224.30

223.41

223.50

221.94

2.58

0.78

0.59

-0.06

Punctuation

54.94

55.35

55.74

56.01

227.59

227.47

227.38

226.98

5.37

4.19

3.74

4.15

Usage/Expression

56.50

56.18

56.40

56.61

229.49

228.08

227.85

227.26

9.47

6.82

6.13

6.29

Language: Total

55.97

55.97

56.41

56.39

226.25

225.50

225.44

224.51

6.22

4.56

4.23

4.00

Concepts & Estimation

51.93

51.79

51.81

51.78

215.98

215.30

214.72

213.76

3.86

2.41

1.69

1.57

Problems & Data Interpretation

52.76

52.39

52.27

52.53

219.90

218.72

217.90

217.35

5.30

2.98

1.81

2.00

Computation

49.19

48.73

48.78

48.23

212.35

211.27

210.71

208.98

-0.10

-1.62

-2.10

-2.97

Mathematics: Total

51.75

51.40

51.38

51.28

216.07

215.09

214.44

213.37

2.97

1.21

0.42

0.40

Social Studies

54.30

54.06

54.23

54.67

221.21

220.13

219.82

219.45

6.11

4.13

3.56

3.91

Science

55.48

55.28

55.57

56.01

224.61

223.55

223.45

223.19

8.37

6.26

5.87

6.37

Maps & Diagrams

55.61

55.33

55.23

55.22

225.85

224.72

223.90

222.83

7.47

5.18

4.00

3.70

Reference Materials

55.64

55.45

55.49

55.70

224.18

223.17

222.59

221.72

7.33

5.44

4.72

4.66

Sources of Information: Total

56.12

55.87

55.82

55.90

225.02

223.95

223.25

222.28

7.15

5.06

4.10

4.05

Composite

55.50

55.29

55.47

55.72

222.54

221.55

221.16

220.49

6.27

4.38

3.78

4.19

2006

2007

2008

2009

Ability

Verbal 101.52

102.13

102.38

102.50

Quantitative 100.20

100.24

100.47

100.10

Nonverbal 101.82

103.15

103.90

104.08

Composite 101.18

101.90

102.37

102.39

Table 13

ITED/CogAT 2006-2009 Results Grade9 & 11 All Students N’s = 5,620 (2006) 5,594 (2007) 5,176 (2008) 4,595 (2009) Achievement

Ability

NCE Score Mean

Standard Score Mean

2006

2007

2008

2009

2006

2007

2008

2009

Difference From Predicted Score Mean 2006

2007

2008

2009

Vocabulary

59.29

59.01

59.48

60.22

273.56

273.37

274.30

275.54

8.30

6.11

5.05

5.53

Reading Comprehension

59.26

58.94

59.21

59.56

279.44

279.02

279.89

280.65

11.59

8.54

6.83

6.65

Reading: Total

60.10

59.77

60.18

60.71

276.48

276.19

277.08

278.08

9.85

7.24

5.85

5.72

Spelling

58.46

58.66

59.04

58.98

276.63

277.24

278.18

278.11

8.02

6.68

5.71

4.96

Revising Writing Material

59.52

59.47

59.60

59.81

281.72

281.82

282.53

282.93

10.97

8.35

6.37

5.80

Concepts & Problems

57.80

57.72

58.40

58.55

275.10

275.23

276.68

276.94

6.31

3.88

2.90

2.12

Computation

54.77

55.22

55.40

54.82

269.65

270.94

271.39

270.43

0.91

-0.12

-1.94

-3.66

Mathematics: Total

57.37

57.44

57.99

57.90

273.28

273.80

274.92

274.77

4.43

2.48

1.22

0.12

Social Studies

57.98

57.72

58.01

58.71

277.44

277.24

278.17

279.66

8.21

5.22

3.45

3.92

Science

59.15

59.58

59.73

60.70

280.60

281.80

282.32

284.48

11.88

10.23

8.13

9.12

Sources of Information

53.71

53.59

53.12

53.34

269.29

269.32

268.58

269.17

-0.37

-2.82

-6.03

-6.37

Composite

58.44

58.39

58.58

59.05

276.47

276.69

277.27

278.18

7.26

4.88

2.94

2.77

2006

2007

2008

2009

Verbal 102.89

103.54

104.24

104.58

Quantitative 103.20

104.03

104.56

105.20

Nonverbal 103.90

105.36

107.23

108.43

Composite 103.71

104.78

105.87

106.65

CognitiveGenesis - Yearly Report 2009-2010/United States

14


Table 14

ITBS/CogAT 2006-2009 Results Continuing Students (Grade 3-5 in 2006) 2006 N = 4,077 Achievement

2007

2008

2009

3-Year Change

Mean NCE

Median NPR

Mean NCE

Median NPR

Mean NCE

Median NPR

Mean NCE

Median NPR

NCE

NPR

Standard Score Mean 2006

2007

2008

2009

Vocabulary

60.23

68

61.36

72

62.14

72

62.57

73

2.34 5.30

5

203.03

219.76

235.15

248.89

Reading Comprehension

57.88

67

57.98

67

58.57

67

59.19

68

1.31

1

204.20

219.77

234.62

248.74

Reading: Total

59.69

68

60.23

69

60.86

69

61.28

71

1.59

3

203.61

219.77

234.89

248.81

Spelling

59.28

67

59.16

67

59.42

68

60.13

68

0.85

1

203.64

220.19

235.78

250.33

Capitalization

56.80

63

58.48

65

58.69

68

59.77

68

2.97

5

205.26

225.12

241.08

257.67

Punctuation

57.27

65

59.87

69

60.47

67

61.30

69

4.03

4

206.97

228.51

246.11

262.56

Usage/Expression

59.42

66

60.35

68

60.78

68

62.13

72

2.71

6

209.67

228.93

245.64

262.94

Language: Total

58.84

65

60.61

68

61.17

69

62.31

71

3.47

6

206.38

225.69

242.15

258.37

Concepts & Estimation

54.63

60

54.54

60

55.76

63

57.65

64

3.02

4

195.97

211.39

227.43

243.64

Problems & Data Interpretation

56.21

61

55.82

61

56.24

61

57.57

64

1.37

3

201.57

217.01

232.52

248.19

Computation

50.01

51

49.90

52

51.85

56

53.06

56

3.05

5

189.95

205.53

222.27

237.31

Mathematics: Total

54.53

59

54.33

58

55.45

60

56.97

62

2.44

3

195.83

211.30

227.40

243.04

Social Studies

59.45

67

58.20

64

57.40

63

57.98

65

-1.47

-2

204.61

219.41

233.51

248.36

Science

59.11

68

58.93

68

59.82

70

60.50

69

1.39

1

206.17

222.57

239.30

254.23

Maps & Diagrams

59.01

66

58.46

66

59.38

66

60.66

68

1.65

2

206.37

222.92

240.22

256.45

Reference Materials

58.56

65

58.65

65

59.11

66

60.01

66

1.45

1

202.91

220.21

237.02

252.92

Sources of Information: Total

59.47

66

59.20

66

59.91

66

61.14

68

1.67

2

204.65

221.58

238.61

254.68

Composite

59.55

67

59.38

67

59.90

68

60.88

69

1.34

2

203.54

220.06

235.98

251.25

2006

Ability

2007

2008

3-Year Change

2009

Mean SAS

Median NPR

Mean SAS

Median NPR

Mean NCE

Median NPR

Mean SAS

Median NPR

SAS

NPR

Verbal

103.64

60

106.03

65

107.14

67

107.94

69

4.29

9

Quantitative

100.67

50

103.32

57

104.85

62

105.99

65

5.32

15

Nonverbal

104.24

60

106.46

67

108.16

71

109.89

73

5.65

13

Composite

102.81

55

105.44

62

107.24

67

108.70

71

5.90

16

Table 15

ITED/CogAT 2006-2009 Results Continuing Students (Grade 9 in 2006-07) N = 3,352

2006-07

2008-09

2-Year Change

Mean NCE

Median NPR

Mean NCE

Median NPR

2006-07

2008-09

Vocabulary

61.35

67

63.14

73

1.80

6

268.58

289.42

Reading Comprehension

60.50

68

63.20

73

2.70

5

273.59

297.93

Reading: Total

61.45

69

64.65

76

3.21

7

271.06

293.67

Spelling

62.24

72

60.49

70

-1.75

-2

275.51

289.87

Revising Writing Material

62.21

72

62.58

72

0.37

0

279.92

297.66

Concepts & Problems

60.09

69

60.37

70

0.28

1

271.48

289.00

Computation

57.55

64

55.25

57

-2.30

-7

267.38

279.64

Mathematics: Total

60.25

67

59.10

65

-1.14

-2

270.12

285.88

Social Studies

59.17

67

62.01

73

2.84

6

272.07

295.82

Science

60.42

68

64.86

76

4.44

8

275.68

301.91

Sources of Information

53.66

55

57.84

63

4.18

8

261.21

287.47

Composite

60.00

67

62.85

72

2.85

5

271.69

293.74

Achievement

2006-07 Ability Verbal

2008-09

NCE

Standard Score Mean

NPR

2-Year Change

Mean SAS

Median NPR

Mean SAS

Median NPR

104.82

60

107.18

67

SAS 2.36

NPR 7

0.96

0

Quantitative

105.13

62

106.10

62

Nonverbal

106.55

65

109.23

69

2.68

4

Composite

106.34

65

108.11

67

1.78

2

Cognitivegenesis - YearlY report 2009-2010/United states

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CognitiveGenesis - Yearly Report 2009-2010/United States

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