Georgia’s 2019 NAEP, Part V: Eighth Grade Reading, Ethnic and Gender, Grades and Gaps

Students identified as Asians as part of a group, and as a single group has led the nation in Reading on the National Assessment of Education Progress (NAEP) results since 2009. In 2019 notwithstanding their level of academic leadership, more than 85 percent of Georgia Eighth-Grade Asian students were left behind in Reading.

This post is Part Five of five posts addressing the Georgia 2019 NAEP assessments. Use the following links for Part One The Corrected and Upgraded Edition, Part Two, Part Three, and Part Four.

Conventions used throughout the post:

Ethnic groups and genders are listed by demonstrated NAEP academic performance results, from the highest to the lowest-achieving group.

All reported NAEP scaled scores are mathematically converted to their 0-to-100 scale conventional classroom equivalents using a process described as calculating the Percent of a Perfect Score (PPS) and referred to as Grades. All Grades rounded to the nearest whole number. All performance level descriptors (grades) are adjusted to whole numbers to show partition. Percentages are rounded to the nearest whole number and may not equal 100 percent due to rounding.

 

Georgia’s 2019 Eighth Grade Reading by Race/Ethnicity and Gender using 2011 guidelines, as school-reported

Georgia Students Identified as Asian

 Average Reading Grades:

  • Georgia, 57
  • National, 57

Percentage by Performance Level:

  • Below Basic (0 to 48) Grades, 12 percent
  • Basic (49 to 56) Grades, 30 percent
  • Proficient (57 to 64) Grades, 44 percent
  • Advanced (65 to 100) Grades, 15 percent

Average Grade by Percentile:

  • The tenth, 48
  • The twenty-fifth, 53
  • The fiftieth, 58
  • The seventy-fifth, 62
  • The ninetieth, 66

 Summary: more than 85 percent of Georgia’s Eighth Grade Students identified as Asian left behind in Reading.

 

Georgia Students Identified as Two or more races

Average Reading Grades:

  • Georgia, 55
  • National, 55

Percentage by Performance Level:

  • Below Basic (0 to 48) Grades, 14 percent
  • Basic (49 to 56) Grades, 37 percent
  • Proficient (57 to 64) Grades, 43 percent
  • Advanced (65 to 100) Grades, 6 percent

 Average Grade by Percentile:

  • The tenth, 47
  • The twenty-fifth, 52
  • The fiftieth, 56
  • The seventy-fifth, 60
  • The ninetieth, 63

Summary: More than 94 percent of Georgia’s Eighth Grade Students identified as Two or more races left behind in Reading.

 

Georgia Students Identified as White

Average Reading Grades:

  • Georgia, 54
  • National, 54

Percentage by Performance Level:

  • Below Basic (0 to 48) Grades, 18 percent
  • Basic (49 to 56) Grades, 38 percent
  • Proficient (57 to 64) Grades, 38 percent
  • Advanced (65 to 100) Grades, 5 percent

Average Grade by Percentile:

  • The tenth, 45
  • The twenty-fifth, 50
  • The fiftieth, 55
  • The seventy-fifth, 59
  • The ninetieth, 62

Summary: more than 95 percent of Georgia’s Eighth Grade Students identified as White left behind in Reading.

 

Georgia Students Identified as Female

Average Reading Grades:

  • Georgia, 54
  • National, 53

Percentage by Performance Level:

  • Below Basic (0 to 48) Grades, 22 percent
  • Basic (49 to 56) Grades, 39 percent
  • Proficient (57 to 64) Grades, 34 percent
  • Advanced (65 to 100) Grades, 5 percent

Average Grade by Percentile:

  • The tenth, 45
  • The twenty-fifth, 49
  • The fiftieth, 54
  • The seventy-fifth, 59
  • The ninetieth, 62

Summary: more than 95 percent of Georgia Eighth Grade Students identified as Female left behind in Reading.

 

Georgia Students Identified as Male

Average Reading Grades:

  • Georgia, 51
  • National, 52

 Percentage by Performance Level:

  • Below Basic (0 to 48) Grades, 34 percent
  • Basic (49 to 56) Grades, 40 percent
  • Proficient (57 to 64) Grades, 24 percent
  • Advanced (65 to 100) Grades, 2 percent

Average Grade by Percentile:

  • The tenth, 41
  • The twenty-fifth, 46
  • The fiftieth, 52
  • The seventy-fifth, 56
  • The ninetieth, 60

Summary: more than 97 percent of Georgia Eighth Grade Students identified as left Male behind in Reading.

 

Georgia Students Identified as Hispanic

Average Reading Grades:

  • Georgia, 51
  • National, 50

Percentage by Performance Level:

  • Below Basic (0 to 48) Grades, 33 percent
  • Basic (49 to 56) Grades, 42 percent
  • Proficient (57 to 64) Grades, 24 percent
  • Advanced (65 to 100) Grades, 2 percent

Average Grade by Percentile:

  • The tenth, 41
  • The twenty-fifth, 47
  • The fiftieth, 52
  • The seventy-fifth, 56
  • The ninetieth, 60

Summary: more than 98 percent of Georgia’s Eighth Grade Students identified as Hispanic left behind in Reading.

 

Georgia Students Identified as Black

Average Reading Grades:

  • Georgia, 50
  • National, 49

Percentage by Performance Level:

  • Below Basic (0 to 48) Grades, 41 percent
  • Basic (49 to 56) Grades, 41 percent
  • Proficient (57 to 64) Grades, 17 percent
  • Advanced (65 to 100) Grades, 1 percent

Average Grade by Percentile:

  • The tenth, 41
  • The twenty-fifth, 45
  • The fiftieth, 50
  • The seventy-fifth, 55
  • The ninetieth, 58

Summary; more than 98 percent of Georgia Eighth Grade Students identified as Black left behind in Reading.

 

TABLE 1: Georgia Eighth Grade Reading Gaps by Identified Ethnicity and Gender. In Descending Order and Difference.

Students Identified as GRADE GAP Difference from Asian Students
Asian 57  
Two or more races 55 2
White 54 3
Female 54 3
National All students 53 4
Georgia All students 52 5
Hispanic 51 6
Male 51 6
Black 50 7*

* Table 1: shows the NAEP difference between Asian and Black student results when viewed as PPS equivalent traditional grade values as 7 points.

The obligatory self-promotion:

As a startup (with a five-month break), we are hoping you will find The Afterclap informative, different, and engaging. If you do, we would appreciate your following and sharing.

We are a work in progress, and our first goal is to show assessment results in a self-evident, understandable, and relatable format.

As a work in progress, if having read any of our previous posts, you will see how we are evolving and changing the format of the posts, by streamlining the presentation. The goal is to show more facts in less space because your time is valuable. And we appreciate your time spent at The Afterclap.

As always, we welcome questions about the work and suggestions pertinent to accomplishing our goal.

You can find The Afterclap at:

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METHODOLOGY

All NAEP scaled scores are calculated as a percent of a perfect score (equivalent to grades on the zero-to-100 scale) and rounded to the nearest whole number. Example: a 246.28 NAEP scale score reported as a 246 calculated as a percent of a perfect score is a 49. Except for NAEP scale scores showing exit and entry points between proficiency levels, which are adjusted up or down to the nearest whole number delineating performance levels. Due to the rounding of published NAEP scaled scores, the estimated margin of error is a possible plus or minus two NAEP scale points. As a percent of a perfect score, the estimated margin of error is less than one-half of a grade point difference.

LINKS AND LIST OF TABLES USED:

Part 1: https://theafterclap.com/2019/11/02/georgias-2019-naep-performance-as-grades-part-1-01-the-corrected-and-upgraded-edition/

Part 2: https://theafterclap.com/2019/11/22/georgias-2019-naep-ethnic-and-gender-fourth-grade-math-performance-as-grades-part-2/

Part 3: https://theafterclap.com/2019/12/03/georgias-2019-naep-ethnic-and-gender-eighth-grade-math-performance-as-grades-part-3/

Part 4: https://theafterclap.com/2020/05/06/georgias-2019-naep-part-iv-fourth-grade-reading-ethnic-and-gender-grades-and-gaps/

NAEP Data Explorer Reports https://www.nationsreportcard.gov/ndecore/xplore/NDE:

> Average scale scores and percentages at each achievement level for grade 8 reading, by race/ethnicity using 2011 guidelines, school-reported [SRACE10] and jurisdiction: 2019

> Average scale scores and percentages at each achievement level for grade 8 reading, by all students [TOTAL] and jurisdiction: 2019

> Average scale scores and percentages at each achievement level for grade 8 reading, by Gender [GENDER] and jurisdiction: 2019

> Average scale scores and percentile scores for grade 8 reading, by race/ethnicity using 2011 guidelines, school-reported [SRACE10] and jurisdiction: 2019

> Average scale scores and percentile scores for grade 8 reading, by Gender [GENDER] and jurisdiction: 2019

> Average scale scores and percentile scores for grade 8 reading, by all students [TOTAL] and jurisdiction: 2019

 

Georgia’s 2019 NAEP, Part IV: Fourth Grade Reading, Ethnic and Gender, Grades and Gaps

Students identified as Asians as part of a group, and as a single group has led the nation in Reading on the National Assessment of Education Progress (NAEP) results since 2007. In 2019 notwithstanding their level of academic leadership, more than 71 percent of Georgia Fourth-Grade Asian students were left behind in Reading.

This post is Part Four of five posts addressing the Georgia 2019 NAEP assessments. Use the following links for Part One The Corrected and Upgraded Edition, Part Two, and Part Three.

Conventions used throughout the post:

Ethnic groups and genders are listed by demonstrated NAEP academic performance results, from the highest to the lowest-achieving group.

All reported NAEP scaled scores are mathematically converted to their 0-to-100 scale conventional classroom equivalents using a process described as calculating the Percent of a Perfect Score (PPS) and referred to as Grades. All Grades rounded to the nearest whole number. All performance level descriptors (grades) are adjusted to whole numbers to show partition. Percentages are rounded to the nearest whole number and may not equal 100 percent due to rounding.

Georgia 2019 Fourth Grade Reading Grades by Race/Ethnicity and Gender using 2011 guidelines, as school-reported

 

Georgia Students Identified as Asian

Average Reading Grades:

  • Georgia, 49
  • National, 48

Percentage by Performance Levels:

  • Below Basic (0 to 41) Grades, 13 percent
  • Basic (42 to 47) Grades, 25 percent
  • Proficient (48 to 53) Grades, 33 percent
  • Advanced (54 to 100) Grades, 29 percent

Average Grade by Percentile:

  • The Tenth, 40
  • The Twenty-fifth, 45
  • The Fiftieth, 50
  • The Seventy-fifth, 55
  • The Ninetieth, 58

Summary; more than 71 percent of Georgia Fourth Grade Students Identified as Asian, left behind in Reading.

 

Georgia Students Identified as White

Average Reading Grades:

  • Georgia, 46
  • National, 46

Percentage by Performance Levels:

  • Below Basic (0 to 41) Grades, 23 percent
  • Basic (42 to 47) Grades, 29 percent
  • Proficient (48 to 53) Grades, 33 percent
  • Advanced (54 to 100) Grades, 15 percent

Average Grade by Percentile:

  • The tenth, 36
  • The twenty-fifth, 42
  • The fiftieth, 47
  • The seventy-fifth, 51
  • The ninetieth, 55

Summary; more than 85 percent of Georgia Fourth Grade Students Identified as White, left behind in Reading.

 

Georgia Students Identified as Two or More Races

Average Reading Grades:

  • Georgia, 45
  • National, 45

Percentage by Performance Levels:

  • Below Basic (0 to 41) Grades, 28 percent
  • Basic (42 to 47) Grades, 35 percent
  • Proficient (48 to 53) Grades, 27 percent
  • Advanced (54 to 100) Grades, 10 percent

Average Grade by Percentile:

  • The tenth, 35
  • The twenty-fifth, 41
  • The fiftieth, 46
  • The seventy-fifth, 49
  • The ninetieth, 54

Summary; more than 90 percent of Georgia Fourth Grade Students Identified as Two or More Races, left behind in Reading.

 

Georgia Students Identified as Female

Average Reading Grades:

  • Georgia, 44
  • National, 45

Percentage by Performance Levels:

  • Below Basic (0 to 41) Grades, 33 percent
  • Basic (42 to 47) Grades, 32 percent
  • Proficient (48 to 53) Grades, 24 percent
  • Advanced (54 to 100) Grades, 10 percent

Average Grade by Percentile:

  • The tenth, 34
  • The twenty-fifth, 39
  • The fiftieth, 45
  • The seventy-fifth, 50
  • The ninetieth, 54

Summary; more than 89 percent of Georgia Students Identified as Female, left behind in Reading.

 

Georgia Students Identified as Male

Average Reading Grades:

  • Georgia, 43
  • National, 43

Percentage by Performance Levels:

  • Below Basic (0 to 41) Grades, 40 percent
  • Basic (42 to 47) Grades, 31 percent
  • Proficient (48 to 53) Grades, 22 percent
  • Advanced (54 to 100) Grades, 8 percent

Average Grade by Percentile:

  • The tenth, 32
  • The twenty-fifth, 38
  • The fiftieth, 44
  • The seventy-fifth, 49
  • The ninetieth, 53

Summary; more than 92 percent of Georgia Students Identified as Male, left behind in Reading.

 

Georgia Students Identified as Hispanic

Average Reading Grades:

  • Georgia, 42
  • National, 42

Percentage by Performance Levels:

  • Below Basic (0 to 41) Grades, 44 percent
  • Basic (42 to 47) Grades, 33 percent
  • Proficient (48 to 53) Grades, 18 percent
  • Advanced (54 to 100) Grades, 4 percent

Average Grade by Percentile:

  • The tenth, 31
  • The twenty-fifth, 37
  • The fiftieth, 43
  • The seventy-fifth, 47
  • The ninetieth, 51

Summary; more than 95 percent of Georgia Students Identified as Hispanic, left behind in Reading.

 

Georgia Students Identified as Black

Average Reading Grades:

  • Georgia, 41
  • National, 41

Percentage by Performance Levels:

  • Below Basic (0 to 41) Grades, 50 percent
  • Basic (42 to 47) Grades, 33 percent
  • Proficient (48 to 53) Grades, 14 percent
  • Advanced (54 to 100) Grades, 3 percent

Average Grade by Percentile:

  • The tenth, 31
  • The twenty-fifth, 36
  • The fiftieth, 42
  • The seventy-fifth, 46
  • The ninetieth, 50

 Summary; more than 97 percent of Georgia Students Identified as Black, left behind in Reading.

 

TABLE 1: Georgia Fourth Grade Reading Gaps by Identified Ethnicity and Gender. In Descending Order and Difference.

Students Identified as GRADE GAP Difference from Asian Students
Asian 49 from
White 46 3
Two or more races 45 4
Female 44 5
National All students 44 5
GA All students 44 5
Male 43 6
Hispanic 42 7
Black 41 8 *

* Table 1: shows the NAEP difference between Asian and Black student results when viewed as PPS equivalent traditional grade values as 8 points.

The obligatory self-promotion:

As a startup (with a five-month break), we are hoping you will find The Afterclap informative, different, and engaging. If you do, we would appreciate your following and sharing.

We are a work in progress, and our first goal is to show assessment results in a self-evident, understandable, and relatable way. If Educational Authorities chose to report them in a self-evident, understandable, and relatable way, you would not need The Afterclap to translate them.

As a work in progress, if you have read any of our previous posts, you will see how we are evolving and changing the format of the posts, by streamlining the presentation. The goal is to show more facts in less space because your time is valuable. And we appreciate your time spent at The Afterclap.

As always, we welcome questions about the work and suggestions pertinent to accomplishing our goal.

You can find The Afterclap at:

Blog

Facebook

Or when we Twitter @TAfterclap

METHODOLOGY

All NAEP scaled scores are calculated as a percent of a perfect score (equivalent to grades on the zero-to-100 scale) and rounded to the nearest whole number. Example: a 246.28 NAEP scale score reported as a 246 calculated as a percent of a perfect score is a 49. Except for NAEP scale scores showing exit and entry points between proficiency levels, which are adjusted up or down to a whole number delineating performance levels. Due to the rounding of NAEP published scaled scores, the estimated margin of error is a possible plus or minus two NAEP scale points. As a percent of a perfect score, the estimated margin of error is less than one-half of a grade point difference.

LINKS AND LIST OF TABLES USED:

Part 1: https://theafterclap.com/2019/11/02/georgias-2019-naep-performance-as-grades-part-1-01-the-corrected-and-upgraded-edition/

Part 2: https://theafterclap.com/2019/11/22/georgias-2019-naep-ethnic-and-gender-fourth-grade-math-performance-as-grades-part-2/

Part 3: https://theafterclap.com/2019/12/03/georgias-2019-naep-ethnic-and-gender-eighth-grade-math-performance-as-grades-part-3/

NAEP Data Explorer Reports https://www.nationsreportcard.gov/ndecore/xplore/NDE:

> Average scale scores and percentages at each achievement level for grade 4 reading, by race/ethnicity using 2011 guidelines, school-reported [SRACE10] and jurisdiction: 2019

> Average scale scores and percentages at each achievement level for grade 4 reading, by all students [TOTAL] and jurisdiction: 2019

> Average scale scores and percentages at each achievement level for grade 4 reading, by Gender [GENDER] and jurisdiction: 2019

> Average scale scores and percentile scores for grade 4 reading, by race/ethnicity using 2011 guidelines, school-reported [SRACE10] and jurisdiction: 2019

> Average scale scores and percentile scores for grade 4 reading, by Gender [GENDER] and jurisdiction: 2019

> Average scale scores and percentile scores for grade 4 reading, by all students [TOTAL] and jurisdiction: 2019

Georgia’s 2019 NAEP Ethnic and Gender Eighth Grade Math Performance as Grades Part 3

Ethnic groups are listed by academic performance as measured by the National Assessment of Education Progress (NAEP). Students identified as Asians have led the assessment results for most of the current century. In 2019 it is estimated that 56% plus of Georgia’s Asian students were left behind, based on NAEP’s academic expectations.

This post is part three of five posts addressing Georgia’s 2019 NAEP assessments, follow links for Part One The Corrected and Upgraded Edition, and Part Two.

Georgia’s average Student Grade in Eighth Grade Math was a 56.

 

Eighth Grade Mathematics by Race/Ethnicity using 2011 guidelines, as school-reported; and Gender

Asian Students 2019 Eighth Grade Mathematics

Georgia’s average Asian Student Grade was a 65

The National average Asian Student Grade was a 63

Percent of Georgia’s Asian students scoring:

  • Below Basic with Grades of 0 to 52, was 7 percent
  • At Basic with Grades of 53 to 60, was 16 percent
  • At Proficient with Grades of 61 to 66, was 33 percent
  • At Advanced with Grades of 67 to 100, was 44 percent

Average Grade for Georgia’s Asian Students scoring in:

  • The tenth percentile was a 55
  • The twenty-fifth percentile was a 60
  • The fiftieth percentile was a 65
  • The seventy-fifth percentile was a 71
  • The ninetieth percentile Grade was a 75

The assessment shows an estimated 56% plus of Georgia’s Asian students were left behind academically based on NAEP’s Eighth Grade Mathematics assessment expectations for eighth-grade students.

 

White Students 2019 Eighth Grade Mathematics

Georgia’s average White Student Grade was a 58

The National average White Student Grade was a 58

Percent of Georgia’s White students scoring:

  • Below Basic with Grades of 0 to 52, was 21 percent
  • At Basic with Grades of 53 to 60, was 36 percent
  • At Proficient with Grades of 61 to 66, was 30 percent
  • At Advanced with Grades of 67 to 100, was 13 percent

Average Grade for Georgia’s White Students scoring in:

  • The tenth percentile was a 49
  • The twenty-fifth percentile was a 54
  • The fiftieth percentile was a 59
  • The seventy-fifth percentile was a 63
  • The ninetieth percentile Grade was a 68

The assessment shows an estimated 87% plus of Georgia’s White students were left behind academically based on NAEP’s Eighth Grade Mathematics assessment expectations for eighth-grade students.

 

Two or more Races Students 2019 Eighth Grade Mathematics

Georgia’s average for students identifying as two or more Races Grade was a 57

The National average for students identifying as two or more Races Grade was a 57

Percent of Georgia’s students identifying as Two or More Races scoring:

  • Below Basic with Grades of 0 to 52, was 26 percent
  • At Basic with Grades of 53 to 60, was 39 percent
  • At Proficient with Grades of 61 to 66, was 28 percent
  • At Advanced with Grades of 67 to 100, was 6 percent

Average Grade for Georgia’s Students identifying as Two or More Races scoring in:

  • The tenth percentile was a 48
  • The twenty-fifth percentile was a 52
  • The fiftieth percentile was a 57
  • The seventy-fifth percentile was a 61
  • The ninetieth percentile Grade was a 65

The assessment shows an estimated 94% plus of Georgia’s students identifying as two or more Races were left behind academically based on NAEP’s Eighth Grade Mathematics assessment expectations for eighth-grade students.

 

Female Students 2019 Eighth Grade Mathematics

Georgia’s average Female Student Grade was a 56

The National average Female Student Grade was a 56

Percent of Georgia’s Female students scoring:

  • Below Basic with Grades of 0 to 52, was 32 percent
  • At Basic with Grades of 53 to 60, was 36 percent
  • At Proficient with Grades of 61 to 66, was 22 percent
  • At Advanced with Grades of 67 to 100, was 9 percent

Average Grade for Georgia’s Female Students scoring in:

  • The tenth percentile was a 46
  • The twenty-fifth percentile was a 51
  • The fiftieth percentile was a 56
  • The seventy-fifth percentile was a 61
  • The ninetieth percentile Grade was a 66

The assessment shows an estimated 91% plus of Georgia’s Female students were left behind academically based on NAEP’s Eighth Grade Mathematics assessment expectations for eighth-grade students.

 

Male Students 2019 Eighth Grade Mathematics

Georgia’s average Male Student Grade was a 56

The National average Male Student Grade was a 56

Percent of Georgia’s Male students scoring:

  • Below Basic with Grades of 0 to 52, was 33 percent
  • At Basic with Grades of 53 to 60, was 37 percent
  • At Proficient with Grades of 61 to 66, was 21 percent
  • at Advanced with Grades of 67 to 100, was 9 percent

Average Grade for Georgia’s Male Students scoring in:

  • The Tenth percentile was a 45
  • The Twenty-fifth percentile was a 50
  • The Fiftieth percentile was a 56
  • The seventy-fifth percentile was a 61
  • The ninetieth percentile Grade was a 66

The assessment shows an estimated 91% plus of Georgia’s Male students were left behind academically based on NAEP’s Eighth Grade Mathematics assessment expectations for eighth-grade students.

 

Hispanic Students 2019 Eighth Grade Mathematics

Georgia’s average Hispanic Student Grade was a 55

The National average Hispanic Student Grade was a 54

Percent of Georgia’s Hispanic students scoring:

  • Below Basic with Grades of 0 to 52, was 36 percent
  • At Basic with Grades of 53 to 60, was 39 percent
  • At Proficient with Grades of 61 to 66, was 19 percent
  • At Advanced with Grades of 67 to 100, was 6 percent

Average Grade for Georgia’s Hispanic Students scoring in:

  • The tenth percentile was a 46
  • The twenty-fifth percentile was a 50
  • The fiftieth percentile was a 55
  • The seventy-fifth percentile was a 60
  • The ninetieth percentile Grade was a 65

 The assessment shows an estimated 94% plus of Georgia’s Hispanic students were left behind academically based on NAEP’s Eighth Grade Mathematics assessment expectations for eighth-grade students.

 

Black Students 2019 Eighth Grade Mathematics

Georgia’s average Black Student Grade was a 52

The National average Black Student Grade was a 52

Percent of Georgia’s Black students scoring:

  • Below Basic with Grades of 0 to 52, was 50 percent
  • At Basic with Grades of 53 to 60, was 36 percent
  • At Proficient with Grades of 61 to 66, was 13 percent
  • At Advanced with Grades of 67 to 100, was 1 percent

Average Grade for Georgia’s Black Students scoring in:

  • The tenth percentile was a 44
  • The twenty-fifth percentile was a 48
  • The fiftieth percentile was a 52
  • The seventy-fifth percentile was a 57
  • The ninetieth percentile Grade was a 61

The assessment shows an estimated 99% plus of Georgia’s Black students were left behind academically based on NAEP’s Eighth Grade Mathematics assessment expectations for eighth-grade students.

 

The Academic GAP you are not used to seeing.

The academic gaps, as shown in Table 1, are based on measured academic performance.

TABLE 1: Grade 8 Mathematics, Academic Gaps, by National Assessment of Education Progress scale scores, and Grade Equivalents.

Ethnicity and Gender 0 to 500 Mean Scaled Scores Scale Score Difference from Asian Students 0 to 100        Grade Equivalents Grade Difference from Asian Students
Asian

324

65
White

292

32 58 6
Two or more races 283 41 57 8
Female 280 44 56 9
Georgia All students 279 45 56 9
Male 279 45 56 9
Hispanic 275 49 55 10
Black 262 62 52 12

* All scale scores and grade equivalents rounded to the nearest whole number.

** Due to rounding, differences may not appear exact. Examples: (1) a 64.8 would round to 65. (2) a 52.4 would round to 52. (3) a 12.4 would round to 12.

*** Rounding was the last function performed in the creation of Table 1: Grade 8 Mathematics, Academic Gaps, by National Assessment of Education Progress scale scores, and Grade Equivalents.

Table 1: shows the NAEP difference between Asian and Black student results as 62 scaled score points. However, when viewed as traditional grade values, the difference is 12 points.

 

OPINION

“While 62-scaled points and 12-grade points rounded, have the same weight, the presentation makes a difference when considering what needs to be done to catch up, move forward, or give up. Still, none of the total group averages are the equivalent of a 70 out of a possible 100 for a grade. What we have been doing for more than a half-century during the birth through high school graduation years has not been getting the job done for a supermajority of America’s students.”

 

The obligatory self-promotion:

As a startup, we are hoping you will find The Afterclap informative, different, and interesting. If you do, we would appreciate your following and sharing.

We are a work in progress, and our first goal is to show assessment results in a self-evident, understandable, and relatable way. We believe if the results were; self-evident, understandable, and relatable. Educational Authorities would not need to explain them to their satisfaction. Or for you to need The Afterclap to translate the Education Authorities explanation.

As a work in progress, if you have read any of our previous posts you will see how we are changing the format of the data, by streamlining the presentation. The goal is to show more facts in less space because your time is valuable. And we want you to know that your time here is a valuable use of that time.

As always, we welcome questions about the work and suggestions pertinent to accomplishing our goal.

 

You can find The Afterclap at:

Blog

Facebook

Or when we Twitter @TAfterclap

METHODOLOGY

All scaled scores and equivalent grades are rounded to the nearest whole number. Example: 248.87 would round to a 249. Except for scores showing exit and entry grades, which are adjusted up or down to a whole number to delineate performance levels. All percentages are rounded to the nearest whole number.

 

LINK AND LIST OF TABLES USED:

Part 1: https://theafterclap.com/2019/11/02/georgias-2019-naep-performance-as-grades-part-1-01-the-corrected-and-upgraded-edition/

Part 2: https://theafterclap.com/2019/11/22/georgias-2019-naep-ethnic-and-gender-fourth-grade-math-performance-as-grades-part-2/

NAEP Data Explorer https://www.nationsreportcard.gov/ndecore/xplore/NDE

Average scale scores and percentages at each achievement level for grade 8 mathematics, by race/ethnicity using 2011 guidelines, school-reported [SRACE10] and jurisdiction: 2019

Average scale scores and percentages at each achievement level for grade 8 mathematics, by gender [GENDER] and jurisdiction: 2019

Average scale scores and percentages at each achievement level for grade 8 mathematics, by all students [TOTAL] and jurisdiction: 2019

Average scale scores and percentile scores for grade 8 mathematics, by race/ethnicity using 2011 guidelines, school-reported [SRACE10] and jurisdiction: 2019

Average scale scores and percentile scores for grade 8 mathematics, by gender [GENDER] and jurisdiction: 2019

Average scale scores and percentile scores for grade 8 mathematics, by all students [TOTAL] and jurisdiction: 2019

 

Georgia’s 2019 NAEP Ethnic and Gender Fourth Grade Math Performance as Grades Part 2

This post is part two of five posts addressing Georgia’s 2019 NAEP assessments, follow the links for Part One, and Part Three.

In the datum below you will find:

> Scaled scores transcribed as grades rounded to the nearest whole number.  Example: a 48.87 would round to a 49.

> Scaled scores transcribed as grades as entry-and-exits for Below Basic, Basic, Proficient, and Advanced are rounded to the nearest whole number, or rounded for continuity. Example and entry-and-exit of “42.8 to 49.6” and “49.8 to 56.2” will be shown as “43 to 49” and “50 to 56,” as seen in the sections below.

> Percents are as reported on the National Assessment of Education Progress (NAEP) and may not equal 100% due to rounding.

> Scaled scores transcribed as grades for academic gaps rounded to one decimal place.

 

Fourth Grade Mathematics by Race/Ethnicity using 2011 guidelines, as school-reported; and Gender

 

Asian Students 2019 Fourth Grade Mathematics

 

Georgia’s average Asian Student Grade was a 55

Georgia’s average Student Grade was a 48

National average Asian Student Grade was a 52

Percent of students scoring Below Basic with Grades of 0 to 42, was 2.04 percent

Percent of students scoring at Basic with Grades of 43 to 49, was 15.15 percent

Percent of students scoring at Proficient with Grades of 50 to 56, was 42.48 percent

Percent of students scoring at Advanced with Grades of 57 to 100, was 40.33 percent

Average Grade for Students scoring in the tenth percentile was a 48

Average Grade for Students scoring in the twenty-fifth percentile was a 51

Average Grade for Students scoring in the fiftieth percentile was a 55

Average Grade for Students scoring in the seventy-fifth percentile was a 58

Average Grade for Students scoring in the ninetieth percentile Grade was a 61

The assessment shows an estimated 59.67 percent-plus of Georgia’s Asian students were left behind academically based on NAEP’s Fourth Grade Mathematics assessment expectations for fourth-grade students.

 

Two or More Races Students 2019 Fourth Grade Mathematics

 

Georgia’s average Two or More Races Student Grade was a 50

Georgia’s average Student Grade was a 48

National average Two or More Races Student Grade was a 49

Percent of students scoring Below Basic with Grades of 0 to 42, was 10.73 percent

Percent of students scoring at Basic with Grades of 43 to 49, was 42.47 percent

Percent of students scoring at Proficient with Grades of 50 to 56, was 30.12 percent

Percent of students scoring at Advanced with Grades of 57 to 100, was 16.68 percent

Average Grade for Students scoring in the tenth percentile was a 42

Average Grade for Students scoring in the twenty-fifth percentile was a 46

Average Grade for Students scoring in the fiftieth percentile was a 49

Average Grade for Students scoring in the seventy-fifth percentile was a 54

Average Grade for Students scoring in the ninetieth percentile Grade was a 59

The assessment shows an estimated 83.32 percent-plus of Georgia’s Two or More Races students were left behind academically based on NAEP’s Fourth Grade Mathematics assessment expectations for fourth-grade students.

 

White Students 2019 Fourth Grade Mathematics

 

Georgia’s average White Student Grade was a 50

Georgia’s average Student Grade was a 48

National average White Student Grade was a 50

Percent of students scoring Below Basic with Grades of 0 to 42, was 10.38 percent

Percent of students scoring at Basic with Grades of 43 to 49, was 37.19 percent

Percent of students scoring at Proficient with Grades of 50 to 56, was 40.58 percent

Percent of students scoring at Advanced with Grades of 57 to 100, was 11.85 percent

Average Grade for Students scoring in the tenth percentile was a 43

Average Grade for Students scoring in the twenty-fifth percentile was a 46

Average Grade for Students scoring in the fiftieth percentile was a 50

Average Grade for Students scoring in the seventy-fifth percentile was a 54

Average Grade for Students scoring in the ninetieth percentile Grade was a 57

The assessment shows an estimated 88.15 percentplus of Georgia’s White students were left behind academically based on NAEP’s Fourth Grade Mathematics assessment expectations for fourth-grade students.

 

Male Students 2019 Fourth Grade Mathematics

 

Georgia’s average Male Student Grade was a 48

Georgia’s average Student Grade was a 48

National average Male Student Grade was a 48

Percent of students scoring Below Basic with Grades of 0 to 42, was 23.47 percent

Percent of students scoring at Basic with Grades of 43 to 49, was 39.28 percent

Percent of students scoring at Proficient with Grades of 50 to 56, was 28.17 percent

Percent of students scoring at Advanced with Grades of 57 to 100, was 9.08 percent

Average Grade for Students scoring in the tenth percentile was a 39

Average Grade for Students scoring in the twenty-fifth percentile was a 43

Average Grade for Students scoring in the fiftieth percentile was a 48

Average Grade for Students scoring in the seventy-fifth percentile was a 52

Average Grade for Students scoring in the ninetieth percentile Grade was a 56

The assessment shows an estimated 90.92 percent-plus of Georgia’s Male students were left behind academically based on NAEP’s Fourth Grade Mathematics assessment expectations for fourth-grade students.

 

Female Students 2019 Fourth Grade Mathematics

 

Georgia’s average Female Student Grade was a 48

Georgia’s average Student Grade was a 48

National average Female Student Grade was a 48

Percent of students scoring Below Basic with Grades of 0 to 42, was 22.03 percent

Percent of students scoring at Basic with Grades of 43 to 49, was 42.29 percent

Percent of students scoring at Proficient with Grades of 50 to 56, was 27.96 percent

Percent of students scoring at Advanced with Grades of 57 to 100, was 7.72 percent

Average Grade for Students scoring in the tenth percentile was a 39

Average Grade for Students scoring in the twenty-fifth percentile was a 43

Average Grade for Students scoring in the fiftieth percentile was a 48

Average Grade for Students scoring in the seventy-fifth percentile was a 52

Average Grade for Students scoring in the ninetieth percentile Grade was a 55

The assessment shows an estimated 92.28 percent-plus of Georgia’s Female students were left behind academically based on NAEP’s Fourth Grade Mathematics assessment expectations for fourth-grade students.

 

 

Hispanic Students 2019 Fourth Grade Mathematics

 

Georgia’s average Hispanic Student Grade was a 46

Georgia’s average Student Grade was a 48

National average Hispanic Student Grade was a 46

Percent of students scoring Below Basic with Grades of 0 to 42, was 26.12 percent

Percent of students scoring at Basic with Grades of 43 to 49, was 49.14 percent

Percent of students scoring at Proficient with Grades of 50 to 56, was 22.34 percent

Percent of students scoring at Advanced with Grades of 57 to 100, was 2.41 percent

Average Grade for Students scoring in the tenth percentile was a 38

Average Grade for Students scoring in the twenty-fifth percentile was a 43

Average Grade for Students scoring in the fiftieth percentile was a 46

Average Grade for Students scoring in the seventy-fifth percentile was a 50

Average Grade for Students scoring in the ninetieth percentile Grade was a 53

The assessment shows an estimated 97.6 percent-plus of Georgia’s Hispanic students were left behind academically based on NAEP’s Fourth Grade Mathematics assessment expectations for fourth-grade students.

 

Black Students 2019 Fourth Grade Mathematics

 

Georgia’s average Black Student Grade was a 45

Georgia’s average Student Grade was a 48

National average Black Student Grade was a 45

Percent of students scoring Below Basic with Grades of 0 to 42, was 36.9 percent

Percent of students scoring at Basic with Grades of 43 to 49, was 44.1 percent

Percent of students scoring at Proficient with Grades of 50 to 56, was 16.73 percent

Percent of students scoring at Advanced with Grades of 57 to 100, was 2.27 percent

Average Grade for Students scoring in the tenth percentile was a 37

Average Grade for Students scoring in the twenty-fifth percentile was a 41

Average Grade for Students scoring in the fiftieth percentile was a 45

Average Grade for Students scoring in the seventy-fifth percentile was a 49

Average Grade for Students scoring in the ninetieth percentile Grade was a 52

The assessment shows an estimated 97.73 percent-plus of Georgia’s Black students were left behind academically based on NAEP’s Fourth Grade Mathematics assessment expectations for fourth-grade students.

 

The Academic GAP you are not used to seeing.

 

The academic gaps, as shown in Table 1, are based on who leads academically, and the difference. Not based on an Education Authority story pitting one ethnic group against all others. If the Afterclap committed such an offense we would justifiably be charged with institutional racism and bigotry and would be guilty of the offense, because we know it to be a lie.

 

Table 1: Mathematics, Grade 4, Gaps by Ethnicity and Gender

Ethnicity and Gender Mean Scaled Scores Scale Score Difference from Asian Students Grade Equivalents Grade Points Difference from Asian Students
Asian 273 54.6
Two or more races 250 23 50 4.6
White 249 24 49.8 4.8
Male 238 35 47.6 7.0
Female 238 35 47.6 7.0
Georgia All students 238 35 47.6 7.0
Hispanic 230 43 46 8.6
Black 224 49 44.8 9.8

 

Congress has had oversight responsibilities of the National Assessment of Education Progress since 1978, with the enactment of Public Law 95–561 during the Jimmy Carter administration.

 

The obligatory self-promotion:

As a startup, we are hoping you will find The Afterclap informative, different, and interesting. If you do, we would appreciate your following and sharing.

We are a work in progress, and our first goal is to show assessment results in a self-evident, understandable, and relatable way. We believe if the results were; self-evident, understandable, and relatable. Educational Authorities would not need to explain them to their satisfaction. Or for you to need The Afterclap to translate the Education Authorities explanation.

We welcome questions about the work and suggestions pertinent to accomplishing our goal.

 

You can find The Afterclap at:

Blog

Facebook

Or when we Twitter @TAfterclap

 

LINKS USED:

NAEP Data Explorer https://www.nationsreportcard.gov/ndecore/xplore/NDE

https://nces.ed.gov/nationsreportcard/about/timeline.aspx

https://nces.ed.gov/transfer.asp?location=www.nagb.org/publications/95222.pdf

 

DATA TABLES USED:

Average scale scores and percentages at each achievement level for grade 4 mathematics, by race/ethnicity using 2011 guidelines, school-reported [SRACE10] and jurisdiction: 2019

Average scale scores and percentages at each achievement level for grade 4 mathematics, by gender [GENDER] and jurisdiction: 2019

Average scale scores and percentages at each achievement level for grade 4 mathematics, by all students [TOTAL] and jurisdiction: 2019

Average scale scores and percentile scores for grade 4 mathematics, by race/ethnicity using 2011 guidelines, school-reported [SRACE10] and jurisdiction: 2019

Georgia’s CCRPI, anchored to invented scales and fictional achievement levels.

Georgia’s CCRPI is currently anchored to the Georgia Department of Education (DOE) 2019 Milestones assessments descriptions of Continent Mastery, Progress, and Closing Achievement Gaps. The first three CCRPI items listed by the AJC article author Ty Tagami here, inspiring this post.

 

OPINION, I have to write an opinion because I get a little literary in my expressed disbelief. However, Grades are correct as rounded and adjusted for continuity and understanding. Example: Grades between levels of 71.2 and 71.3 would be adjusted to a 70 and 71 to show the exit and entry point between levels.

 

Let’s start with invented scales to describe student accomplishment.

 

The first part of the invented scales is the multiple scale score scaling systems used, instead of the 0 to 100 scale. And instead of listing all of them here we will list only Fourth and Eighth Grade scale range’s for English Language Arts (ELA), and Math in honor of Georgia’s 2019 NAEP accomplishments:

 

Fourth Grade ELA scale score range 210 to 775

Fourth Grade Mathematics scale score range 270 to 715

Eighth Grade ELA scale score range 225 to 730

Eighth Grade Mathematics scale score range 275 to 755

 

The second part of the invented scales is their explicitly described use in achievement levels. While the description of what was done by GA DOE was not provided for the Third through Eighth Grades, it was provided when fulfilling a Freedom of Information Request made to Georgia’s Department of Education for the high school assessments. Here I will use one example from all of the assessments.

 

The Ninth Grade Literature and Composition scale score range was 220 to 735. And students who received a scale score of 220 through 474 were Level one Beginning Learners. And if the scale score was a 474, according to GA DOE, that was equivalent to a grade of 67.

 

And if that were all you knew, then you would not know what was wrong.

 

The 220 is the real-world equivalent of 0.0. Also, in the real world, the 474 is only 49 percent of the scale range and the equivalent of a grade of a 49. The difference between the kind of math you and I use to pay our bills and balance our checkbooks would make the difference between the grade of 67 and the grade of 49 to be an 18 point grade inflation.

 

The grade inflation is the kind of gift that hides how many children were left behind last year. It also hides the massive level of failure to properly educate children to even the most basic level of mastery. And since I brought up mastery, let’s skip Developing Learners and look at both proficient and distinguished learners score ranges as grades.

 

Achievement Level 3: Proficient Learner scale score range as grades, 59 to  69

Achievement Level 4: Distinguished Learner scale score range as grades, 71 to 100

 

Of last year’s Georgia Ninth Grade Literature and Composition Class of 2022, based on the milestones published results, 83.3 percent of the students were left behind.

 

13.4 percent left behind with rounded Grades ranging from, 0 to 49

25.9 percent left behind with rounded Grades ranging from, 50 to 59

44.0 percent left behind with rounded Grades ranging from, 60 to 69

 

It is kind of hard to have significant progress when a supermajority of students are left behind every year. And since no effort is reported showing the students left behind were brought up to speed or recovered from their demonstrated lack of mastery, it is hard to believe that GA DOE wants to own up to it, which brings up Georgia’s performance on last year’s NAEP.

 

In Georgia’s 2019 NAEP All Students category for both English and Reading domains, and Grades an estimated 91% plus of the students assessed had been left behind and failed to score, a scaled score equivalent grade of 70. You can read a detailed breakdown here.

 

You can find The Afterclap at:

Blog

Facebook

Or when we Twitter @TAfterclap

 

Related:

Georgia’s 2019 NAEP Performance as Grades Part 1.01 The Corrected and Upgraded Edition

Related soon to be revised and republished to include how many students were left behind:

2019 Georgia Milestones Elementary Scores as Grades

2019 Georgia Milestones Middle School Scores as Grades

2019 Georgia Milestones High School Scores as Grades

 

LINKS AND SOURCES USED:

Why Georgia is looking at another overhaul of report card for schools, By Ty Tagami, The Atlanta Journal-Constitution, 2019 1101

[https://www.gadoe.org/External-Affairs-and-Policy/communications/Documents/Spring%202019%20EOG%20-%20State%20Level%20-%20All%20Grades.xlsx]

Georgia Milestones Assessment System End-of-Grade (EOG) Interpretive Guide for Score Reports for Spring and Summer 2019 For Use with Score Reports from Spring and Summer 2019 Administrations.Pdf

Spring 2019 EOC – State  [https://www.gadoe.org/External-Affairs-and-Policy/communications/Documents/Spring%202019%20EOC%20-%20State%20Level.xlsx]

2019 End-of-Grade EOC Interpretive Guide for Score Reports for Spring and Summer [https://www.gadoe.org/Curriculum-Instruction-and-Assessment/Assessment/Documents/Milestones/EOC-Resources/EOC_Score_Interpretation_Guide_2018-19.pdf]

NAEP Data Explorer https://www.nationsreportcard.gov/ndecore/xplore/NDE

Georgia’s 2019 NAEP Performance as Grades Part 1.01 The Corrected and Upgraded Edition

In the All Students category for both English and Reading domains, an estimated 91% plus of the students assessed had been left behind and failed to score, a scaled score equivalent grade of 70.

We apologize for the Fourth Grade Math typos. Despite hiding out on the internet we are human, but unlike the media, we don’t hide our mistakes on page six. We give you a splashy headline, and to make it worth your time, we are including percentage estimates of the students left behind.

In this post, Grades and percentages are rounded to the nearest whole number, or adjusted to show continuity when two grades or percentages would round to the same whole number. Percentages may exceed 100%.

This post is part one of five posts addressing Georgia’s 2019 NAEP assessments, follow links for Part Two, and Part Three

 

Fourth Grade Students Mathematics scores as Grades:

Georgia’s average Student Grade was a 48

Percent of students scoring Below Basic with Grades of 0 to 42 was 23 percent

Percent of students scoring at Basic with Grades of 43 to 49, was 41 percent

Percent of students scoring at Proficient with Grades of 50 to 56, was 28 percent

Percent of students scoring at Advanced with Grades of 57 to 100, was 9 percent

Average Grade for Students scoring in the tenth percentile was a 40

Average Grade for Students scoring in the twenty-fifth percentile was a 43

Average Grade for Students scoring in the fiftieth percentile was a 48

Average Grade for Students scoring in the seventy-fifth percentile was a 52

Average Grade for Students scoring in the ninetieth percentile Grade was a 56

The assessment shows an estimated 91% plus of Georgia’s students have been left behind academically in Fourth Grade Mathematics.

 

Eighth Grade Students Mathematics scores as Grades:

Georgia’s average Student Grade was a 57

Percent of students scoring Below Basic with Grades of  0 to 52, was 33 percent

Percent of students scoring at Basic with Grades of 53 to 59, was 36 percent

Percent of students scoring at Proficient with Grades of 60 to 66, was 22 percent

Percent of students scoring at Advanced with Grades of 67 to 100, was 9 percent

Average Grade for Students scoring in the tenth percentile was a 46

Average Grade for Students scoring in the twenty-fifth percentile was a 51

Average Grade for Students scoring in the fiftieth percentile was a 56

Average Grade for Students scoring in the seventy-fifth percentile was a 61

Average Grade for Students scoring in the ninetieth percentile Grade was a 66

The assessment shows an estimated 91 % plus of Georgia’s students have been left behind academically in Eighth Grade Mathematics.

 

Fourth Grade Students Reading scores as Grades:

Georgia’s average Student Grade was a 44

Percent of students scoring Below Basic with Grades of 0 to 41, was 37 percent

Percent of students scoring at Basic with Grades of 42 to 47, was 31 percent

Percent of students scoring at Proficient with Grades of 48 to 53, was 23 percent

Percent of students scoring at Advanced with Grades of 54 to 100, was 9 percent

Average Grade for Students scoring in the tenth percentile was a 33

Average Grade for Students scoring in the twenty-fifth percentile was a 39

Average Grade for Students scoring in the fiftieth percentile was a 44

Average Grade for Students scoring in the seventy-fifth percentile was a 49

Average Grade for Students scoring in the ninetieth percentile Grade was a 53

The assessment shows an estimated 91% plus of Georgia’s students have been left behind academically in Fourth Grade Reading.

 

Eighth Grade Students Reading scores as Grades:

Georgia’s average Student Grade was a 52

Percent of students scoring Below Basic with Grades of 0 to 48, was 28 percent

Percent of students scoring at Basic with Grades of 49 to 56, was 40 percent

Percent of students scoring at Proficient with Grades of 57 to 64, was 29 percent

Percent of students scoring at Advanced with Grades of  65 to 100, was 4 percent

Average Grade for Students scoring in the tenth percentile was a 43

Average Grade for Students scoring in the twenty-fifth percentile was a 48

Average Grade for Students scoring in the fiftieth percentile was a 53

Average Grade for Students scoring in the seventy-fifth percentile was a 58

Average Grade for Students scoring in the ninetieth percentile Grade was a 61

The assessment shows an estimated 96% plus of Georgia’s students have been left behind academically in Eighth Grade Reading.

 

The obligatory self-promotion:

As a startup, we are hoping you will find The Afterclap informative, different, and interesting. If you do, we would appreciate your following and sharing.

We are a work in progress, and our first goal is to show assessment results in a self-evident, understandable, and relatable way. We believe if the results were; self-evident, understandable, and relatable. Educational Authorities would not need to explain them to their satisfaction. Or for you to need The Afterclap to translate the Education Authorities explanation.

We welcome questions about the work and suggestions pertinent to accomplishing our goal.

 

Related:

Georgia Scores an F on 2019 SAT

2019 Georgia Milestones Elementary Scores as Grades

2019 Georgia Milestones Middle School Scores as Grades

2019 Georgia Milestones High School Scores as Grades

 

You can find The Afterclap at:

Blog

Facebook

Or when we Twitter @TAfterclap

 

LINK AND SOURCE USED:

NAEP Data Explorer https://www.nationsreportcard.gov/ndecore/xplore/NDE

Georgia’s 2019 NAEP Performance as Grades Part 1

This post is not the news or a regurgitation of a press release. It is the NAEP results as Grades. And you will not be told what to think or believe about them. Do you have the courage to continue reading?

In this post, Grades and percentages are rounded to the nearest whole number, or adjusted to show continuity when two grades or percentages would round to the same whole number. Percentages may exceed 100%.

 

Fourth Grade Students Mathematics scores as Grades:

Georgia’s average Student Grade was a 48

Percent of students scoring Below Basic with Grades of 0 to 42 was 41 percent

Percent of students scoring at Basic with Grades of 43 to 48, was 42 percent

Percent of students scoring at Proficient with Grades of 49 to 56, was 48 percent

Percent of students scoring at Advanced with Grades of 57 to 100, was 54 percent

Average Grade for Students scoring in the tenth percentile was a 40

Average Grade for Students scoring in the twenty-fifth percentile was a 43

Average Grade for Students scoring in the fiftieth percentile was a 48

Average Grade for Students scoring in the seventy-fifth percentile was a 52

Average Grade for Students scoring in the ninetieth percentile Grade was a 56

 

Eighth Grade Students Mathematics scores as Grades:

Georgia’s average Student Grade was a 57

Percent of students scoring Below Basic with Grades of  0 to 52, was 33 percent

Percent of students scoring at Basic with Grades of 53 to 59, was 36 percent

Percent of students scoring at Proficient with Grades of 60 to 66, was 22 percent

Percent of students scoring at Advanced with Grades of 67 to 100, was 9 percent

Average Grade for Students scoring in the tenth percentile was a 46

Average Grade for Students scoring in the twenty-fifth percentile was a 51

Average Grade for Students scoring in the fiftieth percentile was a 56

Average Grade for Students scoring in the seventy-fifth percentile was a 61

Average Grade for Students scoring in the ninetieth percentile Grade was a 66

 

Fourth Grade Students Reading scores as Grades:

Georgia’s average Student Grade was a 44

Percent of students scoring Below Basic with Grades of 0 to 41, was 37 percent

Percent of students scoring at Basic with Grades of 42 to 47, was 31 percent

Percent of students scoring at Proficient with Grades of 48 to 53, was 23 percent

Percent of students scoring at Advanced with Grades of 54 to 100, was 9 percent

Average Grade for Students scoring in the tenth percentile was a 33

Average Grade for Students scoring in the twenty-fifth percentile was a 39

Average Grade for Students scoring in the fiftieth percentile was a 44

Average Grade for Students scoring in the seventy-fifth percentile was a 49

Average Grade for Students scoring in the ninetieth percentile Grade was a 53

 

Eighth Grade Students Reading scores as Grades:

Georgia’s average Student Grade was a 52

Percent of students scoring Below Basic with Grades of 0 to 48, was 28 percent

Percent of students scoring at Basic with Grades of 49 to 56, was 40 percent

Percent of students scoring at Proficient with Grades of 57 to 64, was 29 percent

Percent of students scoring at Advanced with Grades of  65 to 100, was 4 percent

Average Grade for Students scoring in the tenth percentile was a 43

Average Grade for Students scoring in the twenty-fifth percentile was a 48

Average Grade for Students scoring in the fiftieth percentile was a 53

Average Grade for Students scoring in the seventy-fifth percentile was a 58

Average Grade for Students scoring in the ninetieth percentile Grade was a 61

 

The obligatory self-promotion:

As a startup, we are hoping you will find The Afterclap informative, different, and interesting. If you do, we would appreciate your following and sharing.

We are a work in progress, and our first goal is to show assessment results in a self-evident, understandable, and relatable way. We believe if the results were; self-evident, understandable, and relatable. Educational Authorities would not need to explain them to their satisfaction. Or for you to need The Afterclap to translate the Education Authorities explanation.

We welcome questions about the work and suggestions pertinent to accomplishing our goal.

 

Related:

Georgia Scores an F on 2019 SAT

2019 Georgia Milestones Elementary Scores as Grades

2019 Georgia Milestones Middle School Scores as Grades

2019 Georgia Milestones High School Scores as Grades

 

You can find The Afterclap at:

Blog

Facebook

Or when we Twitter @TAfterclap

 

LINK AND SOURCE USED:

NAEP Data Explorer https://www.nationsreportcard.gov/ndecore/xplore/NDE

 

Is Georgia’s CCRPI, Broke? A Conclusion Based on Facts

OPINION

Conclusion: The state’s College and Career Ready Performance Index (CCRPI) is a flawed view of Georgia’s schools.

Reasons why:

One, Content Mastery.

The state’s standards (“assessment standards,” not curriculum standards) for English, Maths, Science, and Social Studies as measured by Milestones are mostly Failing Grades. And mathematically those Performance Levels, are not what Stakeholders are lead to believe.

Two, Progress.

Close to 80% of Third thorough Twelfth-grade students in Georgia were left behind in 2019, with no specifically allocated time in the State’s one-hundred eighty-day Curriculum for Remediation. And based on the Data (in hand) provided by the Georgia Department of Education, supermajorities of children have been left behind every year from 2007 through 2019.

If Remediation is not a part of the process, how can the students show growth when students did not acquire significant portions of the curriculum, or have gaps in the progressive knowledge required to show growth?

And you cannot show growth unless the state is tracking students by Graduation Cohorts, which is not how the results are presented to Stakeholders. Generally, what is presented, is a comparison and contrast (just like we were supposed to do in English Class) of two different Graduation Cohorts.

Three, Closing Gaps.

The Gaps, while technically correct are inflated. Depending on the grade or discipline the inflation factor is frequently five or larger, from a scale of zero to one-hundred. We are a lot closer when looking at Total Groups using a zero to one-hundred scale, than what Education Authorities let Stakeholders believe.

Four, Readiness.

The evaluation of what schools offer beyond regular classes may be the only reasonable measurement in the CCRPI.

Five, Graduation Rate.

How can Graduation rates be so high, when the study of the last thirteen years of Georgia’s assessments shows an estimated 80 percent of the students graduating from high school left without the basic level of education expected of a high school graduate. How is gifting a student with a certificate of graduation that is not worth the value of a high school level education doing a service to the students, their family, or anyone?

Because a supermajority of the scaled scores shows failing results when mathematically converted to Grades.

For 2019 examples:

2019 Georgia Milestones Elementary Scores as Grades

2019 Georgia Milestones Middle School Scores as Grades

2019 Georgia Milestones High School Scores as Grades

Georgia Scores an F on 2019 SAT

 

The obligatory self-promotion:

As a startup, we are hoping you will find The Afterclap informative, different, and interesting. If you do, we would appreciate your following and sharing.

We are a work in progress, and our goal is to show the results in an understandable and relatable way. We also believe if you understand the results, you do not need an Educational Authority to tell you what they want you to believe, because the results should be self-evident. We welcome questions about the work and suggestions pertinent to accomplishing our goal.

You can find The Afterclap at:

Blog

Facebook

Or when we Twitter @TAfterclap

LINKS AND SOURCES USED:

[https://theafterclap.com/2019/10/17/2019-georgia-milestones-elementary-scores-as-grades/]

[https://theafterclap.com/2019/10/18/2019-georgia-milestones-middle-school-scores-as-grades/]

[https://theafterclap.com/2019/10/22/2019-georgia-milestones-high-school-scores-as-grades/]

Georgia Department of Education releases 2019 CCRPI reports [https://www.gadoe.org/External-Affairs-and-Policy/communications/Pages/PressReleaseDetails.aspx?PressView=default&pid=720]

Metro Atlanta educators question school ratings’ validity – AJC  [https://www.ajc.com/news/local-education/metro-atlanta-educators-question-school-rating-validity/jRKOAKcAMTOmO7umnwrgnN]

Does Georgia’s CCRPI rating system need CPR? – AJC [https://www.ajc.com/blog/get-schooled/does-georgia-ccrpi-rating-system-need-cpr/nHsk29I6H1rKgpP9wnI3MI/]

[https://www.gadoe.org/External-Affairs-and-Policy/communications/Documents/Spring%202019%20EOG%20-%20State%20Level%20-%20All%20Grades.xlsx]

Georgia Milestones Assessment System End-of-Grade (EOG) Interpretive Guide for Score Reports for Spring and Summer 2019 For Use with Score Reports from Spring and Summer 2019 Administrations.Pdf

Spring 2019 EOC – State  [https://www.gadoe.org/External-Affairs-and-Policy/communications/Documents/Spring%202019%20EOC%20-%20State%20Level.xlsx]

2019 End-of-Grade EOG Interpretive Guide for Score Reports for Spring and Summer [https://www.gadoe.org/Curriculum-Instruction-and-Assessment/Assessment/Documents/Milestones/EOC-Resources/EOC_Score_Interpretation_Guide_2018-19.pdf]

2019 Georgia Milestones High School Scores as Grades

During the 2018-2019 school year, Georgia’s high school students continued to struggle their way through the final four years of the Birth-through-high school graduation years.  With an estimated 80 percent failing to earn a Grade better than a 70.

This is the third and final post covering Georgia’s 2019 Milestones assessments; you can follow the links for the Elementary Grades and Middle school Grades.

In this post, Mean Grades are rounded to two decimal places. Learning levels (1) Beginning Learner, (2) Developing Learner, (3) Proficient Learner, and (4) Distinguished Learner ranges of grades are rounded to one decimal place.

 

Ninth Grade Literature and Composition Class of 2022

In 2019, One hundred twelve thousand two hundred twenty students assessed. Their Mean Grade was a 60.97, with a Distribution of Grades across the four learning levels of:

(1) Beginning Learner range, 13.4 percent earned a Grade ranging from 0 to 49.3

(2) Developing Learner, 25.9 percent earned a Grade ranging from 49.5 to 59.0

(3) Proficient Learner, 44.0 percent earned a Grade ranging from 59.2 to 71.0

(4) Distinguished Learner, 16.7 percent earned a Grade ranging from 71.3 to 100

 

Ninth Grade Literature and Composition Class of 2022 Reading status

Of the 112,220 students assessed, the Georgia Department of Education (GA DOE) reported 17.5 percent below grade level and 82.5 percent at or above grade level.

Which raises the question, how is it possible that 82.5 percent of the students were reading at or above grade level when only 16.7 percent earned a Grade of a 71.3 or better?

 

American Literature and Composition

In 2019, Ninety-seven thousand five hundred eighty-eight students assessed. Their Mean Grade was a 58.57, with a Distribution of Grades across the four learning levels:

(1) Beginning Learner range, 20 percent earned a Grade ranging from 0.0 to 50.7

(2) Developing Learner, 326 percent earned a Grade ranging from 50.9 to 59.6

(3) Proficient Learner, 38.7 percent earned a Grade ranging from 59.8 to 71.3

(4) Distinguished Learner, 8.7 percent earned a Grade ranging from 71.4 to 100

 

American Literature and Composition Reading status

Of the 97,588 students assessed, the Georgia Department of Education (GA DOE) reported 24.8 percent below grade level and 75.2 percent at or above grade level.

Which raises the question, how is it possible that 75.2 percent of the students were reading at or above grade level when only 8.7 percent earned a Grade of a 71.4 or better?

 

Coordinate Algebra

In 2019, Seventeen thousand nine hundred fifty-one students were assessed. Their Mean Grade was a 50.78, with a Distribution of Grades across the four learning levels of:

(1) Beginning Learner range, 30.8 percent earned a Grade ranging from 0.0 to 45.0

(2) Developing Learner, 35.5 percent earned a Grade ranging from 45.2 to 53.7

(3) Proficient Learner, 26.4 percent earned a Grade ranging from 53.9 to 65.7

(4) Distinguished Learner, 7.3 percent earned a Grade ranging from 65.9 to 100

 

Analytic Geometry

In 2019, Fifteen thousand four hundred five students were assessed. Their Mean Grade was a 51.36, with a Distribution of Grades across the four learning levels of:

(1) Beginning Learner range, 32.7 percent earned a Grade ranging from a 0.0 to 46.2

(2) Developing Learner, 32.8 percent earned a Grade ranging from a 46.4 to 54.2

(3) Proficient Learner, 27.2 percent earned a Grade ranging from a 54.4 to 65.6

(4) Distinguished Learner, 7.4 percent earned a Grade ranging from a 65.8 to 100

 

Algebra I

In 2019, One hundred six thousand one hundred six students were assessed. Their Mean Grade was a 54.02, with a Distribution of Grades across the four learning levels of:

(1) Beginning Learner range, 27.4 percent earned a Grade ranging from 0.0 to 46.8

(2) Developing Learner, 31.5 percent earned a Grade ranging from 47.0 to 55.4

(3) Proficient Learner, 29.4 percent earned a Grade ranging from 55.6 to 67.2

(4) Distinguished Learner, 11.7 percent earned a Grade ranging from 67.4 to 100

 

Geometry

In 2019, Eighty-four thousand six hundred ninety-two students were assessed. Their Mean Grade was a 52.76, with a Distribution of Grades across the four learning levels of:

(1) Beginning Learner range, 29.1 percent earned a Grade ranging from 0.0 to 46.3

(2) Developing Learner, 30.1 percent earned a Grade ranging from 46.5 to 54.2

(3) Proficient Learner, 30.0 percent earned a Grade ranging from 54.3 to 65.4

(4) Distinguished Learner, 10.9 percent earned a Grade ranging from 65.5 to 100

 

Biology

In 2019, One hundred four thousand six hundred forty students were assessed. Their Mean Grade was a 56.91, with a Distribution of Grades across the four learning levels of:

(1) Beginning Learner range, 28.6 percent earned a Grade ranging from 0.0 to 49.1

(2) Developing Learner, 22.4 percent earned a Grade ranging from 49.3 to 56.5

(3) Proficient Learner, 34.7 percent earned a Grade ranging from 56.6 to 68.8

(4) Distinguished Learner, 14.3 percent earned a Grade ranging from 69.0 to 100

 

Physical Science

In 2019, Seventy-five thousand sixty students were assessed. Their Mean Grade was a 56.42, with a Distribution of Grades across the four learning levels of:

(1) Beginning Learner range, 25.9 percent earned a Grade ranging from 0.0 to 49.1

(2) Developing Learner, 27.4 percent earned a Grade ranging from 49.3 to 56.6

(3) Proficient Learner, 33.8 percent earned a Grade ranging from 56.7 to 68.3

(4) Distinguished Learner, 12.9 percent earned a Grade ranging from 68.5 to 100

 

United States History

In 2019, Ninety-three thousand twenty-eight students were assessed. Their Mean Grade was a 56.55, with a Distribution of Grades across the four learning levels of:

(1) Beginning Learner range, 21.8 percent earned a Grade ranging from 0.0 to 47.1

(2) Developing Learner, 29.9 percent earned a Grade ranging from 47.3 to 56.2

(3) Proficient Learner, 33.9 percent earned a Grade ranging from 56.4 to 68

(4) Distinguished Learner, 14.4 percent earned a Grade ranging from 68.2 to 100

 

Economics, Business, and Free Enterprise

In 2019, Sixty-one thousand eight hundred twenty-one students assessed. Their Mean Grade was a 56.09, with a Distribution of Grades across the four learning levels of:

(1) Beginning Learner range, 25.8 percent earned a Grade ranging from 0.0 to 48.4

(2) Developing Learner, 26.6 percent earned a Grade ranging from 48.5 to 55.6

(3) Proficient Learner, 34.3 percent earned a Grade ranging from 55.8 to 68

(4) Distinguished Learner, 13.4 percent earned a Grade ranging from 68.1 to 100

 

The obligatory self-promotion:

As a startup, we are hoping you will find The Afterclap informative, different, and interesting. If you do, we would appreciate your following and sharing.

We are a work in progress, and our goal is to show the results in an understandable and relatable way. We also believe if you understand the results, you do not need an Educational Authority to tell you what they want you to believe, because the results should be self-evident. We welcome questions about the work and suggestions pertinent to accomplishing our goal.

 

You can find The Afterclap at:

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Related:

Georgia Scores an F on 2019 SAT

2019 Georgia Milestones Elementary Scores as Grades

2019 Georgia Milestones Middle School Scores as Grades

 

Updated 2019 1023 0350hrs: Changed wording in the introduction for clarity.

 

LINKS AND SOURCES USED:

[https://theafterclap.com/2019/10/17/2019-georgia-milestones-elementary-scores-as-grades/]

[https://theafterclap.com/2019/10/18/2019-georgia-milestones-middle-school-scores-as-grades/]

Spring 2019 EOC – State  [https://www.gadoe.org/External-Affairs-and-Policy/communications/Documents/Spring%202019%20EOC%20-%20State%20Level.xlsx]

2019 End-of-Grade EOG Interpretive Guide for Score Reports for Spring and Summer [https://www.gadoe.org/Curriculum-Instruction-and-Assessment/Assessment/Documents/Milestones/EOC-Resources/EOC_Score_Interpretation_Guide_2018-19.pdf]

2019 Georgia Milestones Middle School Scores as Grades

2019 was an unkind season of excessive failure for Georgia’s Middle School students, as they traveled forward through the Birth-to-High-school-Graduation years. As more than 80 percent failed to score better than a 70 on, Georgia’s Milestones Assessments of Middle school students. For the 7 to possibly 15 percent of passing students, Congratulations.

This is the second of three posts covering Georgia’s 2019 Milestones assessments; you can follow the links for the Elementary Grades and High School Grades

In this post, Mean Grades are rounded to two decimal places. Learning levels (1) Beginning Learner, (2) Developing Learner, (3) Proficient Learner, and (4) Distinguished Learner ranges of grades are rounded to one decimal place.

 

Sixth Grade Mathematics

In 2019, One hundred thirty-six thousand six hundred twenty-six students representing the future graduating class of 2025; were assessed. Their Mean Grade was a 55.90. Their Distribution of Grades across the four learning levels:

(1) Beginning Learner range, 22 percent earned a Grade ranging from 0 to 45.5

(2) Developing Learner, 39 percent earned a Grade ranging from 45.8 to 57.6

(3) Proficient Learner, 27 percent earned a Grade ranging from 57.8 to 70.8

(4) Distinguished Learner, 12 percent earned a Grade ranging from 71.1 to 100

 

Sixth Grade English Language Arts

In 2019, One hundred thirty-six thousand six hundred seventy-three students representing the graduating class of 2025; were assessed. Their Mean Grade was a 55.29. Their Distribution of Grades across the four learning levels:

(1) Beginning Learner range, 26 percent earned a Grade ranging from 0 to 49.1

(2) Developing Learner, 28 percent earned a Grade ranging from 49.3 to 56.5

(3) Proficient Learner, 35 percent earned a Grade ranging from 56.6 to 67.4

(4) Distinguished Learner, 11 percent earned a Grade ranging from 67.5 to 100

 

Sixth Grade Reading status

Of the 136,673 students assessed, the Georgia Department of Education (GA DOE) reported 39 percent below grade level and 61 percent at or above grade level.

Which raises the question, how is it possible that 61 percent of the students were reading at or above grade level when less than 11 percent of the Grades earned were above a 70?

 

Seventh Grade Mathematics

In 2019, One hundred thirty-two thousand seven hundred ninety-six students representing the future graduating class of 2024; were assessed. Their Mean Grade was a 53.89. Their Distribution of Grades across the four learning levels:

(1) Beginning Learner range, 22 percent earned a Grade ranging from 0 to 44.0

(2) Developing Learner, 35 percent earned a Grade ranging from 44.2 to 54.5

(3) Proficient Learner, 28 percent earned a Grade ranging from 54.7 to 66.1

(4) Distinguished Learner, 15 percent earned a Grade ranging from 66.3  to 100

 

Seventh Grade English Language Arts

In 2019, One hundred thirty-three thousand two hundred fifty-nine students representing the future graduating class of 2024; were assessed. Their Mean Grade was a 55.81. Their Distribution of Grades across the four learning levels:

(1) Beginning Learner range, 28 percent earned a Grade ranging from 0 to 49.8

(2) Developing Learner, 33 percent earned a Grade ranging from 50.0 to 57.9

(3) Proficient Learner, 31 percent earned a Grade ranging from 58.1 to 68.7

(4) Distinguished Learner, 8 percent earned a Grade ranging from 68.9 to 100

 

Seventh Grade Reading status

Of the 133,259 students assessed, GA DOE reported 25 percent below grade level and 75 percent at or above grade level.

Which raises the question, how is it possible that 75 percent of the students were reading at or above grade level when less the 8 percent of the Grades earned were above a 70?

 

Eighth Grade Mathematics

In 2019, One hundred three thousand three hundred eighty-eight students representing the future graduating class of 2023; were assessed. Their Mean Grade was a 48.54. Their Distribution of Grades across the four learning levels:

(1) Beginning Learner range, 27 percent earned a Grade ranging from 0 to 41.5

(2) Developing Learner, 38 percent earned a Grade ranging from 41.7 to 51.9

(3) Proficient Learner, 27 percent earned a Grade ranging from 52.1 to 63.1

(4) Distinguished Learner, 8 percent earned a Grade ranging from 63.3 to 100

 

Eighth Grade English Language Arts

In 2019, One hundred twenty-four thousand seven hundred forty-five students representing the future graduating class of 2023; were assessed. Their Mean Grade was a 58.22. Their Distribution of Grades across the four learning levels:

(1) Beginning Learner range, 20 percent earned a Grade ranging from 0 to 49.3

(2) Developing Learner, 33 percent earned a Grade ranging from 49.5 to 59.21

(3) Proficient Learner, 35 percent earned a Grade ranging from 59.4 to 70.3

(4) Distinguished Learner, 12 percent earned a Grade ranging from 70.5 to 100

 

Eighth Grade Reading status

Of the 124,745 students assessed, GA DOE reported 26 percent below grade level and 74 percent at or above grade level.

Which raises the question, how is it possible that 74 percent of the students were reading at or above grade level when less than 12 percent of the Grades earned were above a 70?

 

Eighth Grade Social Studies

In 2019, One hundred thirty thousand one hundred eighty-two students representing the future graduating class of 2023; were assessed. Their Mean Grade was a 57.89. Their Distribution of Grades across the four learning levels:

(1) Beginning Learner range, 22 percent earned a Grade ranging from 0 to 49.3

(2) Developing Learner, 38 percent earned a Grade ranging from 49.5 to 59.8

(3) Proficient Learner, 27 percent earned a Grade ranging from 60.0 to 69.7

(4) Distinguished Learner, 14 percent earned a Grade ranging from 69.9 to 100

 

Eighth Grade Science

In 2019, Ninety-four thousand seven hundred eighty-eight students representing the future graduating class of 2023; were assessed. Their Mean Grade was a 53.87. Their Distribution of Grades across the four learning levels:

(1) Beginning Learner range, 38 percent earned a Grade ranging from 0 to 49.8

(2) Developing Learner, 30 percent earned a Grade ranging from 50.0 to 57.9

(3) Proficient Learner, 25 percent earned a Grade ranging from 58.1 to 68.9

(4) Distinguished Learner, 7 percent earned a Grade ranging from 69.0 to 100

 

The obligatory self-promotion:

If you find this informative, different, or potentially interesting, follow, and share. If you think I am an idiot, follow, to see how far down the rabbit hole I go and share. If you know anyone who may be interested, for any of the previously stated reasons, share. Or not.

You can find The Afterclap at:

Blog

Facebook

Or when we Twitter @TAfterclap

 

Related:

Georgia Scores an F on 2019 SAT

2019 Georgia Milestones Elementary Scores as Grades

2019 Georgia Milestones High School Scores as Grades

 

RESOURCES USED:

[https://www.gadoe.org/External-Affairs-and-Policy/communications/Documents/Spring%202019%20EOG%20-%20State%20Level%20-%20All%20Grades.xlsx]

Georgia Milestones Assessment System End-of-Grade (EOG) Interpretive Guide for Score Reports for Spring and Summer 2019 For Use with Score Reports from Spring and Summer 2019 Administrations.Pdf