3. 2010 Mathematics— Grade 7
MSA by Race/Ethnicity - Advanced + Proficient Percent
Year
All Students
American
Indian /
Alaskan
Native
Asian/Pacific
Islander
African
American
White (not of
Hispanic
origin)
Hispanic
% # % # % # % # % # % #
2010 76.5
186
243
* * 94.4
17
18
62.5
40
64
80.3
122
152
85.7
6
7
2009 79.2
213
269
* * 94.7
18
19
72.4
42
58
79.9
143
179
90.9
10
11
2008 69.3
194
280
* * 91.7
11
12
50.0
37
74
74.6
138
185
85.7
6
7
2007 67.7
182
269
* * 92.3
12
13
51.4
38
74
71.9
123
171
80.0
8
10
2006 57.6
186
323
* * 88.9
16
18
31.7
26
82
64.5
138
214
40.0
2
5
2005 58.2
188
323
* * 84.6
11
13
29.2
21
72
65.5
154
235
* *
2004 45.6
144
316
-- -- 56.3
9
16
20.7
12
58
51.3
122
238
* *
Key
# = NUMBER OF STUDENTS THAT PERFORMED IN THIS PROFICIENCY LEVEL OVER THE TOTAL NUMBER OF STUDENTS WHO TOOK MSA.
'--' INDICATES NO STUDENT IN THE CATEGORY
'*' INDICATES FEWER THAN STUDENTS
5
4. TWO CONCERNS
1. There are significant gaps in
performance across the different
subgroups, when examined over time.
2. In order to reach the vision of No Child
Left Behind, 100% of students must
be proficient/advanced by 2014
5. STRATEGIES TO ADDRESS THE GAPS
• Implementation of “Best Practices” in the math
classrooms in the seventh grade.
Specifically
Teaching for Understanding. This effort encompasses
activities oriented toward higher-order thinking skills.
These skills are evidenced by problem solving and
creating instead of simply reproducing knowledge,
greater use of interdisciplinary curriculums and
cooperative learning, and assessment on samples of
work that illustrate understanding and application
rather than memorization and reproduction.
6. STRATEGIES TO ADDRESS THE GAPS
Use of Technology. Technology use is reflected
by the ability to use the tools of the future
workplace—in particular, a greater emphasis on
the use of technology as a tool for learning and
producing. It includes such computer tasks as
math calculations, writing, and searching the
Internet for background information.(The TEACHER
DEVELOPMENT NETWORK, 2008)
7. STRATEGIES TO ADDRESS THE GAPS
• Assess the strengths and weaknesses of the
current faculty and determine where improvements
could be used to improve student achievement for
all groups.
• Identify services, both offered and possible, that
could provide enrichment opportunities to students
in subgroups
8. STRATEGIES TO ADDRESS THE GAPS
• Assess the strengths and weaknesses of the current faculty and
teaching methodologies in order to determine what skills and/or
resources should be added to the program at the school.
• Identify services, both current and potential future, that could
provide enrichment opportunities to students in subgroups.
• After school Learning Centers
• Parent Education programs
• Peer Homework helpers
• Meal programs at school before during
• and after school
9. Strategies to Address the Deadline
• Implement strategies to track all student
performance, focusing on improving
achievement
• Professional Development opportunities
that will provide educators with the tools
to increase student achievement:
– Differentiating instruction
– Incorporating technology to improve
achievement
– Classroom management
10. We’d like to hear from you!
• We want to encourage all stakeholders to offer any
suggestions or comments
Please comment below.
Thanks
