English Language Arts and Mathematics Assessment Results 2021

English Language Arts and Mathematics Assessment

Results 20211

2

Table of Contents• Overview Slides

• Key Takeaways

• RICAS Summary

• RICAS English Language Arts

• RICAS Mathematics

• SAT Participation

• SAT Performance

• Dynamic Learning Maps

• Taking Action

• District and School Profiles

• Appendices

LEAP Task Force Priorities

1. Energize our school communities— students and educators— by launching a back-to-school campaign and

statewide toolkit, with attention to students who are chronically absent and opportunity youth.

2. Ensure all students have access to high-quality and personalized support from adults, both during the school day

and through extended learning, partnerships for before/after school, or summer learning opportunities.

3. Universally screen all students and align resources to need.

4. Improve and support student transitions, across grades and systems.

5. Close the digital divide.

The LEAP Task Force believes the following absolute priorities will accelerate student learning and move our PK-

12 system forward. This work must elevate and center the needs of Rhode Island students who are multilingual,

differently-abled, and who live in the urban core through an explicitly anti-racist, equity-focused lens.

4

State Assessments in RI-ELA and Math

The Rhode Island Comprehensive Assessment System (RICAS)

assessments are administered in grades 3-8 in English language arts

and mathematics.

The SAT assessments are administered in English Language Arts (ELA) and mathematics to all 12th- and 11th-grade high school

students in Rhode Island to ensure our students are ready for college

and career.

The Dynamic Learning Maps (DLM) assessments are

administered to students with significant cognitive disabilities in

English language arts and mathematics in grades 3-8 and 11. Students must meet strict criteria in

order to participate in the DLM alternate assessments.

5

COVID EFFECT

The COVID Effect on Teaching & Assessment▪ COVID-19 impacted most aspects of education last school

year, making it more critical to assess student performance

and identify needs and priority areas.

▪ Despite exemplary efforts by school leaders to keep students

in school, learning disruptions occurred during the year that

led to hybrid/distance learning and reduced instructional time.

▪ Changes in school format limited access to crucial academic

and social-emotional supports for students.

▪ In 2021, unlike most states, RI administered its full

assessment to better gauge the effects of the pandemic on

student learning. Like most states, RI did not administer state

assessments in 2020 due to the pandemic.

▪ Fewer students participated in state assessments, especially

those already facing extraordinary barriers to participation, and

some student groups were over/underrepresented.

7

Results from 2021 assessments

establish a new baseline in Rhode

Island

COVID Impact on Student Outcomes

RI led the nation in bringing students back in person

• 35% of students were in-person more than 75% of school days

• 28% of students were in-person less than 25% of school days

• 27% of students who were mostly in-person were proficient on RICAS math vs 13% of students that were mostly virtual

• 39% of students who were mostly in-person were proficient on RICAS ELA vs 26% of students who were mostly virtual

• RI schools and districts utilized several models of instruction last year when bringing students in-person including A/B days, 4 days in person/1 day virtual

How we're addressing this:

• RIDE is leading Back2SchoolRI and "Our Kids" campaigns to inform & energize families for in-person learning.

• RIDE worked with the Governor's Office & RIDOH on prioritized vaccinations and innovative testing programs to keep school communities healthy and ensure the learning continues.

8

Key Takeaways

Major Takeaways

1. Student performance declined across the state in both subjects, with the steepest declines in mathematics. These results set a new baseline for our schools moving forward.

2. Participation declined by 10% for RICAS and 9% for SAT compared to 2019, and some of our most vulnerable groups didn't participate at higher rates than other students.

3. Rhode Island students aren't the only ones losing ground due to COVID, in fact we saw less of a drop than our neighbors in Massachusetts.

4. There were significant differences in the severity of the learning lost by students in urban districts versus those in suburban districts.

10

Takeaway 1: Student Performance Declined Overall

What the data tells us:

• Student performance declined across the stateregardless of grade level, socio-economic status, race, ethnicity, or multilingualism.

• Math performance declined at twice the rate of ELA scores. Even schools that improved in ELA compared to 2019 saw declines in Math scores.

How RI is addressing this:

• Convened the LEAP Task Force to examine both root and pandemic causes of learning loss & issue recommendations to accelerate learning.

• Building out additional sources of high-quality out-of-school learning opportunities for all students.

11

38.48

33.1929.76 20.07

0

20

40

60

80

100

2019 2021

RICAS Proficiency

RICAS ELA RICAS Math

50.5 48.3

31.2 26.40

20

40

60

80

100

2019 2021

SAT Proficiency

SAT ELA SAT Math

Takeaway 2: Participation Rates Declined


• Across all state assessments in mathematics and ELA, participation rates declined from 2019.

• The decline in participation for RICAS is 10%points.

• For SAT, the decline was approximately 9% points.

• In general, fewer students who are economically disadvantaged, differently abled, or are homeless took assessments last spring.

How RI is addressing this:

• Provide funding for interim assessments to measure and monitor student learning across the 2021-2022 school year.

• Encourage schools to assess students who did not participate in state assessments last year using local assessments to identify gaps in learning and provide targeted supports.

RICAS Participation

SAT Participation

98.50 98.7598.64 98.6788.74 87.98

0

20

40

60

80

100

ELA Math

2018 2019 2021 2018 2019 2021

-9.9%

94.994.595.2 94.886.2 85.7

0

20

40

60

80

100

ELA Math

2021

2018 2019 20212018 2019 2021

12

-9.0% -9.1%

Takeaway 3: Cross-State Comparisons


• Rhode Island isn't an outlier; Massachusetts also lost ground due to the pandemic.

• MA suffered a steeper drop in mathematics scores & slightly in ELA scores.

• RI remains behind in its overall scores.


• Adopted the RI Core Standards aligned with Massachusetts Frameworks.

• Support curriculum adoption and implementation.

• Expand statewide supports for high-dosage tutoring.

• Establish partnerships with CBOs for out-of-school learning opportunities and social-emotional learning.

3427

383033

200

20

40

60

80

100

RICAS ELA RICAS Mathematics

-10%

-5%

2018 2019 2021 2018 2019 2021

51 4852 4946

33

0

20

40

60

80

100

MCAS ELA MCAS Mathematics

-6%-16%

2018 2019 2021

13

RICAS

MCAS

2018 2019 2021

Takeaway 4: Performance by Urbanicity


• RICAS scores in suburban districts are comparable to overall scores in Massachusetts.

• A wide gap persists between the performance of suburban districts and urban districts.


• We're using LEAP Task Force recommendations to accelerate learning through the All Course Network (ACN) serving students statewide.

• The ACN offers SAT prep and classes that combine students from multiple areas, providing urban students greater access to suburban opportunity.

14

• 42% students of color• 15% differently-abled students• 9% Multilingual Learners

By the Numbers: Rhode Island Assessments

RICAS Student Snapshot

33% 20%

26%

Percent of student proficient in

RICAS literacy

Percent of student proficient in RICAS

math

10%decline in participation in ELA and math compared to 2019

54,711number of students tested

in RICAS Math

55,005number of students tested

in RICAS ELA

RICAS Subgroup Performance

of homeless students are proficient in math

of differently-abled students are proficient in ELA

of homeless students are proficient in ELA

of differently-abled students are proficient in math

12%

3%

5%

3%

Students prepared for college math

on SAT

48%Students prepared for

college literacy on SAT

2%

of MLL students are proficient in math

of MLL students are proficient in ELA

4%

15

RICASSummary

English Language Arts (ELA)

Students who are competent readers are

more likely to perform well in other

subjects

Students who do not read at grade-level in

third grade are four times more likely to drop

out of high school than those who do

Students that do well in math tend to do better

in school - math requires mastering problem-

solving and boosts critical thinking

The decline of 5.3% in RICAS ELA highlights the

importance of parents establishing reading

routines for all students - and requires a strong

commitment from state and local leaders to

improve third-grade reading scores.

Mathematics

The most significant drops were in RICAS math with

a decline of 9.7%; school and local leaders must

identify interventions and provide in-and-out of

school tutoring support that aligns with the

curriculum to boost student learning.

Only 1 in 5 Rhode Island students

are meeting grade-level

expectations in RICAS math

.

What the Data Tell Us and Why It Matters

17

RICAS Statewide Percent Meeting and Exceeding Expectations

YearELA Number

TestedMath Number

Tested

2018 63663 64468

2019 63155 63856

2021 55005 54711

• Performance in ELA is 5% points lower than 2019.

• Only one third of RI students are proficient in ELA in grades 3-8.

• Performance in Mathematics is almost 10% pointslower than in 2019.

• One in five RI students is proficient in mathematicsin grades 3-8.

• Since participation rates are significantly lower than in 2019, it will be important to identify and understand which students did not participate in 2021.

33.7127.31

38.48

29.7633.19

20.07

0

10

20

30

40

50

60

70

80

90

100

ELA Math

Percent Meeting and Exceeding Expectations

2018 2019 2021 2018 2019 2021

-5.29%

-9.69%

18

Recognizing School Successes

• “A commitment to in-person instruction for all students and families and a growth mindset across school and community cultures helped Little Compton’s success,” said Superintendent Dr. Laurie Dias-Mitchel. “Dedicated teaching staff members who were willing to adapt to new circumstances coupled with strong student attendance throughout the school year and social emotional outlets for students to discuss how they were feeling during the pandemic made a difference.” (Wilbur and McMahon School – 14.49 increase in ELA)

• “The Foster School District math journey was a collaborative effort among local staff, teachers, families, and school leaders supported by the district and the state,” said Superintendent Michael Barnes. “Our district provided in-person instruction five days a week and engaged teachers in professional development to support the piloting and implementation of the Eureka curriculum during the pandemic. Access to rigorous curricula is important and our teachers and staff with the support of Principal Clark willingly leaned into this work, learned new software, and embraced new pedagogical strategies. ” (Captain Isaac Paine Elementary School – 5.68 increase in Math)

• "The Carnevale school community came together and held ourselves accountable to ensure our students had the support they needed," said Principal Sindy Giard. "Our teachers' attendance was excellent and we maintained an open line of communications with our families to meet their needs. We developed a support plan to roll out new curriculum to our staff and provided them with valuable professional development. Our administrative and literacy coaches also stepped up to support our staff so that we could do our best with our children's success in mind." (Anthony Carnevale Elementary – 9.29 increase in ELA)

19

RICAS English Language Arts

RICAS ELA: Statewide Participation by Grade Level

Middle school participation rates are lower than elementary with participation decreasing from 6th to 8th

grade.

98.4 98.8 98.8 98.5 98.5 98.099.1 99.2 99.1 98.8 98.0 97.7

91.8 92.0 92.4

87.6 85.983.4

0

10

20

30

40

50

60

70

80

90

100

Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8

2018 2019 2021

21

RICAS ELA: Participation by Subgroup

In ELA, participation by subgroup was disproportionately lower for differently abled, economically disadvantaged and homeless students than other students who participated.

Subgroup2019 ELA #

Participation2021 ELA #

Participation

All Students 63155 55005Female 30856 26848

Male 32299 28155Differently Abled Students 9328 8238

Multilingual Learners 6128 6337

Economically Disadvantaged 31232 24648Homeless 668 396

98.64 98.77 98.52 96.95 98.38 98.4196.12

88.74 88.92 88.5885.73

89.4685.82

82.67

0

10

20

30

40

50

60

70

80

90

100

All Students Female Male DifferentlyAbled

Students

MultilingualLearners

EconomicallyDisadvantaged

Homeless

2019 2021

22

RICAS ELA: Participation by Race/Ethnicity

In ELA, participation rates for American Indian or Alaskan Native were disproportionately lower than other race/ethnicities, which had little variability.

Subgroup2019 ELA #


Participation

All Students 63155 55005

American Indian or Alaska Native 458 397

Asian 2065 1817

Black or African American 5441 4945

Hispanic or Latino 16542 15254

Native Hawaiian or Other Pacific Islander 95 83

White 35612 29784

Two or More Races 2942 2725

98.64 98.28 99.47 98.52 98.48 98.96 98.75 98.03

88.74

81.86

87.86 88.97 87.4791.21 89.72

86.67

0

10

20

30

40

50

60

70

80

90

100

All Students AmericanIndian orAlaskaNative

Asian Black orAfrican

American

Hispanic orLatino

NativeHawaiian orOther Pacific

Islander

White Two or MoreRaces

2019 2021

23

RICAS ELA: Statewide Performance LevelsIn ELA, the percent of students not meeting or partially meeting expectations increased.

The percentage of students meeting and exceeding expectations in 2021 decreased.

One third of students meet or exceed expectations in ELA.

21.6

17.6

19.8

45.2

43.9

46.5

29.2

33.2

30.2

4.0

5.3

3.5

0 10 20 30 40 50 60 70 80 90 100

2021

2019

2018

Not Meeting Expectations Partially Meeting Expectations

Meeting Expectations Exceeding Expectations

33.7

38.5

33.2

Year ELA Number Tested

2018 63663

2019 63155

2021 55005

24

RICAS ELA: Percent of Students Meeting and Exceeding Expectations by Grade Level

All grade levels demonstratedlower performance in comparison to performance in 2019.

Decreases ranged from 1.8%points in 4th grade to 7.5% points in 3rd and 8th grades.

40.3 38.2 37.547.9

37.2 39.140.4 35.4 33.4

0

20

40

60

80

100

Grade 3 Grade 4 Grade 5

34.423.9 28.1

39.131.5 36.332.6 28.7 28.8

0

20

40

60

80

100


2018 2019 2021

25

RICAS ELA: Percent of Students Meeting/Exceeding Expectations by Subgroup

In ELA, all subgroups demonstrated lower performance.

The decrease in females’ proficiency was greater than that of males, though overall performance for female students is higher than males.

The dotted line represents the state average or "all students".

Subgroup2019 ELA #


Participation


Female 30856 26848Male 32299 28155

Differently Abled Students 9328 8238Multilingual Learners 6128 6337Economically Disadvantaged 31232 24648Homeless 668 396

38.5

44.8

32.4

6.17.9

22.519.0

33.2

38.2

28.4

5.3 4.3

16.7

12.1

0

10

20

30

40

50

60

70

80

90

100

All Students Female Male DifferentlyAbled Students



Homeless

2019 2021

26

RICAS ELA: Percent of Students Meeting/Exceeding Expectations by Race/Ethnicity

In ELA, all race/ethnicity groups demonstrated lower performance in 2021.

Black or African American and Two or More Races decreased the least(4 points) in comparison with other race/ethnicities.


Subgroup2019 ELA #


Participation



Asian 2065 1817




White 35612 29784


38.5

17.9

47.6

22.3 22.1

30.5

48.7

33.433.2

12.3

44.0

18.1 17.5

25.3

43.6

30.0

0

10

20

30

40

50

60

70

80

90

100

All Students AmericanIndian or

Alaska Native


American

Hispanic orLatino


Islander


2019 2021

27

RICAS ELA: Meeting/Exceeding Expectations by Multilingual Learner Status

In ELA, all subgroups demonstrated lower performance.

Differently abled multilingual learners (MLLs) and differently abled exited MLLs continue to demonstrate proficiency below 2%. In other words, approximately 99% of those students are not meeting expectations.

Subgroup

2019 ELA #

Participation

2021 ELA #

Participation


Current MLLs 6128 6337

Recently (3 yrs)

Exited MLLs 1620 1666

Never MLL 53510 45967

Differently Abled

Students (DAS) +

MLL 1211 1217

DAS + MLL Recently

(3yrs) Exited 157 81

38.5

7.9

32.6

42.5

1.7 3.2

33.2

4.3

28.937.5

0.9 1.2

0

10

20

30

40

50

60

70

80

90

100

All Students Current MLL Recently (3 yrs)Exited MLL

Never MLL Differently AbledStudents (DAS) +

MLL

DAS+MLLRecently (3 yrs)

Exited

2019 2021

28

RICAS ELA with ACCESS: Performance by English Language Proficiency

92.7

85.3

58.7

16.8

2.6

6.7

7.3

14.2

39.6

72.1

67.2

40.0

0.0

0.5

1.7

11.0

29.1

46.7

0.0

0.1

1.1

6.7

0 10 20 30 40 50 60 70 80 90 100

Entering

Emerging

Developing

Expanding

Bridging

Reaching

12

34

56

% Not Meeting Expectations % Partially Meeting Expectations

% Meeting Expectations % Exceeding Expectations

53.4

30.2

11.1

ACCESS Levels 5 & 6 signify English Language proficiency for multilingual learners and where MLLs typically exit MLL services.

30% of students at the Bridging level of English proficiency also meet or exceed expectations on RICAS ELA.

53% of students at the highest level of English proficiency, Reaching, meet or exceed expectations.

The Blueprint for Multilingual Learner Success outlines systemic actions needed to improve.

29

RICAS Mathematics

RICAS Math: Statewide Participation by Grade Level

Similar to ELA, middle school participation rates are lower than elementary with participation decreasing from 6th to 8th grade.

Grade2018 Math # Participation

2019 Math # Participation


3 10452 10313 9065

4 10808 10506 9237

5 10993 10806 9432

6 10715 10910 8936

7 10673 10714 9060

8 10827 10607 8981

98.7 98.9 99.1 98.9 98.8 98.299.2 99.2

99.1 98.8 98.0 97.891.4 91.7 91.9

86.784.8

82.1

0

10

20

30

40

50

60

70

80

90

100

Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8

2018 2019 2021

31

RICAS Math: Participation by Subgroup

In math, participation rates for differently abled, homeless, and economically disadvantaged students are disproportionatelylower than students who are not in those subgroups.

Subgroup2019 Math # Participation



Female 31179 26649

Male 32677 28060

Differently Abled Students 9346 8189

Multilingual Learners 6828 6480

Economically Disadvantaged 31717 24463

Homeless 663 398

98.7 98.8 98.6 97.1 98.3 98.494.2

88.0 88.0 88.085.2

88.984.8

82.2

0

10

20

30

40

50

60

70

80

90

100




Homeless

2019 2021

32

RICAS Math: Participation by Race/Ethnicity

In Mathematics, participation rates for American Indian or Alaskan Native were disproportionatelylower than other race/ethnicities, which had little variability.

Subgroup2019 Math # Participation




Asian 2107 1826




White 35692 29595


98.7 97.3 99.3 98.4 98.5 98.0 98.8 98.0

88.0

80.6

87.7 88.0 86.6 88.0 89.185.9

0

10

20

30

40

50

60

70

80

90

100

All Students AmericanIndian or

Alaska Native


American

Hispanic orLatino


Islander


Math Participation by Race/Ethnicity

2019 2021

33

RICAS Math: Statewide Performance Levels

In math, the percent of students not meeting expectations increased.

The percentage of students meeting and exceeding expectations in 2021 decreased.

20% (or 1 in 5 students) of students are proficient in math in grades 3-8 for 2021.

Year Math Number Tested

2018 64468

2019 63856

2021 54711

32.9

20.9

22.4

47.0

49.3

50.3

18.5

26.7

25.3

1.5

3.1

2.0

0 20 40 60 80 100

2021

2019

2018

Not Meeting Expectations Partially Meeting Expectations

Meeting Expectations Exceeding Expectations

27.3

29.8

20.1

34

RICAS Math: Percent of Students Meeting and Exceeding Expectations by Grade Level

All grade levels demonstrated lower performance in comparison to performance in 2019.

Decreases ranged from 7.3%points in 7th grade to 11.7%points in 4th grade.

35.426.8 26.8

36.1 32.6 30.125.1 20.8 20.3

0

20

40

60

80

100


25.3 27.0 22.927.9 27.6 24.517.8 20.4 16.1

0

20

40

60

80

100


2018 2019 2021

35

29.8 29.2 30.3

5.0 6.3

15.7

9.0

20.1 19.2 20.9

3.4 2.37.1

2.8

0

10

20

30

40

50

60

70

80

90

100

All Students Female Male Differently AbledStudents



Homeless

2019 2021

RICAS Math: Meeting/Exceeding Expectations by Subgroup

In math, all subgroups demonstrated lowerperformance than in 2019.

Less than 5% of differently abled students, multilingual learners, and homeless students are meeting expectations.


Subgroup




Female 31179 26649

Male 32677 28060

Differently Abled

Students 9346 8189

Multilingual

Learners 6828 6480

Economically

Disadvantaged 31717 24463

Homeless 663 398

36

RICAS Math: Meeting/Exceeding Expectations by Race/Ethnicity

In math, all race/ethnicity groups demonstrated lower performance on average by 9%.

Native Hawaiian or Other Pacific Islanderdropped the least (5%) in comparison to other race/ethnicities, while Asian and White dropped the most (11%).


Subgroup




American Indian or Alaska

Native 460 391

Asian 2107 1826



Native Hawaiian or Other

Pacific Islander 96 81

White 35692 29595


29.8

14.3

44.7

15.5 15.6 18.8

38.4

25.720.1

5.1

33.7

7.7 8.0

13.6

27.9

17.7

0

10

20

30

40

50

60

70

80

90

100

All Students AmericanIndian orAlaskaNative


American

Hispanic orLatino


Islander


2019 2021

37

RICAS Math: Meeting/Exceeding Expectations: Multilingual Learner Status

In math, all subgroups demonstrated lower performance.

Differently abled multilingual learners (MLLs) and differently abledexited MLLs continue to demonstrate proficiency below 5%. In other words, 95% or more of students in these groups are not meeting expectations.

Subgroup

2019 Math #

Participation

2021 Math #

Participation


Current MLLs 6828 6480

Recently (3 yrs) Exited

MLLs 1618 1654

Never MLL 53514 45558

Differently Abled

Students (DAS) + MLL 1214 1217

DAS + MLL Recently

(3 yrs) Exited 156 82

29.8

6.3

25.5

33.2

1.23.2

20.1

2.3

15.722.8

0.54.9

0

10

20

30

40

50

60

70

80

90

100

All Students Current MLLs Recently (3 yrs)Exited MLLs

Never MLL Differently AbledStudents (DAS)

+ MLL

DAS + MLLRecently (3 yrs)

Exited2019 2021

38

RICAS Math with ACCESS - Performance by English Language Proficiency

94.9

91.5

72.7

38.5

16.1

5.9

5.0

8.3

26.4

55.2

65.3

58.8

0.1

0.2

0.9

6.2

18.1

35.3

0.0

0.1

0.5

0.0

0 10 20 30 40 50 60 70 80 90 100

Entering

Emerging

Developing

Expanding

Bridging

Reaching

12

34

56

% Not Meeting Expectations % Partially Meeting Expectations

% Meeting Expectations % Exceeding Expectations

35.3

18.6

6.3

ACCESS Levels 5 & 6 signify English Language proficiency for multilingual learners and where MLLs typically exit MLL services.

19% of students at the Bridging level of English proficiency also meet or exceed expectations on RICAS math.

35% of students at the highest level of English proficiency, Reaching, meet or exceed expectations.

The Blueprint for Multilingual Learner Success outlines system actions for improvement.

39

SAT English Language Arts and Mathematics Participation

SAT ELA and Math Participation

94.9 94.595.2 94.8

86.2 85.7

0

10

20

30

40

50

60

70

80

90

100

ELA Math

2019 20212021

-9.0% -9.1%The federal requirement for participation across all tests and content areas is 95%.

The decrease in participation across both ELA and math was approximately 9% from 2019 to 2021.

In a typical year, RI would not meet requirements for participation.

This decrease was expecteddue to the challenges of the COVID-19 pandemic.

2018 2019 2021

ELA 9718 9895 9085

Math 9706 9882 9049

2018 20182019

41

95 96 94

8792

8891

9795 96 94

8892 91 91 91

86.2 87.684.8

74.579.2

66.1

74.6

83

0

10

20

30

40

50

60

70

80

90

100



Homeless MultilingualLearners

MLL Exited yr1-yr3

2018 2019 2021

SAT ELA: Participation by Subgroup

The federal requirement for participation is typically 95%.

Rhode Island met this requirement for all students, female students, and multilingual learner (MLL) students who exited their programs in 2018 and 2019.

The percent of students who participated in 2021 decreased by almost 9% points.

The largest decrease in participation was among homeless students whose participation declined by 33% points from 2019.

2018 2019 2021

All Students 9718 9895 9085

Female 4867 4834 4523

Male 4851 5061 4558

Differently Abled Students

1139 1111 1059

Economically Disadvantaged

4042 4058 3296

Homeless 64 60 39

Multilingual Learners 652 813 671

MLL Exited yr1-yr3 170 137 78

42

SAT ELA: Participation by Race/Ethnicity

95

86

9693 94

10096 9495

9297

93 93

10097

9186.2

65.3

93.6

84.4 81.691.3

88.681.6

0

10

20

30

40

50

60

70

80

90

100

All Students AmericanIndian

Asian Black or AfricanAmerican

Hispanic orLatino

NativeHawaiian orother Pacific

Islander


2018 2019 2021

The percent of students who participated in SAT ELA decreased across all subgroups.

For two subgroups (Hispanic or Latino and students with Two or More Races), the 2021 decline in their participation confirmed a downward trend in their participation since 2018.

The smallest decrease is seen among Asian students and the largest was among American Indian students.

2018 2019 2021


American Indian 59 79 49

Asian 305 330 306

Black or African American 831 853 807

Hispanic or Latino 2366 2393 2258

Pacific Islander 19 17 21

White 5844 5912 5325

Two or More Races 294 311 319

43

SAT Math: Participation by Subgroup

94.5 95.4 93.5

85.5

91.787.8 89.1

96.694.8 95.694.0

87.291.6 90.9 90.3 90.7

86 87.384.2

73.3

78.6

66.1

74.0

83.0

0.0

10.0

20.0

30.0

40.0

50.0

60.0

70.0

80.0

90.0

100.0




MLL Exited yr1-yr3

2018 2019 2021

The federal requirement for participation is typically 95%.

R has not met this requirement for any subgroup for the 2021 administration of SAT math.

The percent of students who participated in 2021 decreased by 9%.

The largest decrease in participation was among homeless students whose participation declined by 25%.

2018 2019 2021


Female 4864 4836 4510

Male 4842 5046 4535


1122 1099 1042


4039 4049 3274

Homeless 65 60 39



44

SAT Math: Participation by Race/Ethnicity

94.5

84.1

96.292.3 92.8

100.095.6

93.394.8

92.0

97.4

92.791.9

94.196.4

91.285.7

65.3

93.3

83.781.0

91.388.4

80.8

0.0

10.0

20.0

30.0

40.0

50.0

60.0

70.0

80.0

90.0

100.0

All Students American Indian Asian Black or AfricanAmerican

Hispanic or Latino Native Hawaiianor Other Pacific

Islander


2018 2019 2021

Rhode Island did not meet the federal requirement of 95%participation for any student group.

The percent of students who participated in 2021 decreased by 9%. The largest decreases were in Hispanic or Latino and Two or More Races categories where participation declined by 10% .

The same downward trend seen in ELA is seen in math among Hispanic or Latino students and students with Twor or More Races. In math, this downward participation trend is also seen among the Pacific Islander students.

2018 2019 2021



Asian 307 331 305




White 5824 5899 5308


45

SAT English Language Arts and Mathematics Performance

SAT: Percent of Students Meeting the College and Career Ready (CCR) Benchmark in ELA and Math

49.9

30.3

50.5

31.2

48.3

26.4

0

10

20

30

40

50

60

70

80

90

100

SAT ELA SAT Math

Perc

ent

of

Test

Tak

ers

2018 2018 2019 20212021

-4.8

2018

The percent of students who meet or exceed the CCR benchmark decreased for both the ELA and math.

The decrease in the percent of students meeting the benchmark in ELA was smaller(2.2%) than in math (4.8%).

Almost half of RI students meet expectations for high school ELA, but only just over 25%meet expectations in math.

2018 2019 2021

ELA 4852 4998 4388

Math 2938 3079 2386

2019

47

-2.3

5054

46

11

2925

3

15

5155

46

9

30

37

2

20

48.351.6 45.0

9.7

27.725.6

3.3

36

0

10

20

30

40

50

60

70

80

90

100




MLL Exited yr1-yr3

2018 2019 2021

SAT ELA: Percent of Students by Subgroup Meeting the College and Career Ready (CCR) Benchmark

The percent of students who meet or exceed the CCR benchmark decreasedacross most subgroups, except Multilingual Learners who exited between one and three years ago.


48

2018 2019 2021


Female 4867 4834 4523

Male 4851 5061 4558


1139 1111 1059


4042 4058 3296

Homeless 64 60 39



SAT ELA: Percent of Students by Race/Ethnicity Meeting the College and Career Ready (CCR) Benchmark

50

20

61

28 28

47

62

45

51

13

54

28 26

47

64

4648.3

26.5

62.1

27 27.4

42.9

59.7

49.3

0

10

20

30

40

50

60

70

80

90

100

All Students AmericanIndian


American

Hispanic orLatino

NativeHawaiian orother Pacific

Islander


2018 2019 2021

The percent of students who meet or exceed the CCR benchmark increased in several subgroups: American Indian, Asian, Hispanic/Latino and students with Two or More Races.

The largest decrease was among White students, from 64% to 60% meeting the CCR benchmark.

*This subgroup does not meet the minimum reporting requirement of having ten or more students in the group for one or more years.

49

2018 2019 2021



Asian 305 330 306




White 5844 5912 5325


SAT Math: Percent of Students by Subgroup Meeting the College and Career Ready (CCR) Benchmark

The percent of students who meet or exceed the CCR benchmark decreasedacross all subgroups.

The greatest drop in achievement (6.7%) was among female students.

2018 2019 2021


Female 1439 1536 1133

Male 1499 1543 1252

Differently Abled Students 44 31 25


549 548 325

Homeless* - - -

Multilingual Learners* 14 18 -

MLL Exited yr1-yr3* - 16 -

50

2018 2019 2021


Female 4864 4836 4510

Male 4842 5046 4535


1122 1099 1042


4039 4049 3274

Homeless 65 60 39



SAT Math: Percent of Students by Subgroup Meeting the College and Career Ready (CCR) Benchmark

The percent of students who meet or exceed the CCR benchmark decreased across all the subgroups since 2018, and in most cases, this continues a downward trend in math achievement overall.

The greatest decrease was among white students, who saw a 6.5%drop in the percent of students meeting or exceeding the CCR benchmark and students of Two or More Races, which saw an 8% drop since 2018.

*This subgroup does not meet the minimum reporting requirement of having ten or more students in the group for one or more years.

51

2018 2019 2021



Asian 305 330 306

Black or African

American831 853

807



White 5844 5912 5325


30.3

6.9

44.0

12.6 12.8

21.1

39.5

28.231.2

3.8

42.3

10.2 11.6

18.8

42.3

23.526.4

4.1

41.6

9.6 9.8

28.6

35.6

20.3

0.0

10.0

20.0

30.0

40.0

50.0

60.0

70.0

80.0

90.0

100.0


Hispanic orLatino

Native Hawaiianor Other Pacific

Islander


2018 2019 2021

Dynamic Learning Maps (DLM)

96.4 97.6

87.6 87.3

0.0

10.0

20.0

30.0

40.0

50.0

60.0

70.0

80.0

90.0

100.0

ELA Math

Pe

rce

nt o

f Te

st Ta

ke

rs

DLM: Participation in ELA and Math

-9.1% -10.6%

2019 20192021 2021

2019 2021

ELA 933 817

Math 933 815

The DLM alternate assessments are given to students with the most significant cognitive disabilities in grades 3-8 and 11 in ELA and math.

In 2019, Rhode Island met the federal reporting requirement for participation (95%).

For 2021, the percent of students who participated in DLM decreasedby 9% in ELA and almost 11% in math.

53

DLM ELA: Percent of All Students by Achievement Level

ELA results for DLM show a decrease in the percent of students At Target or Advanced.

There was also a decrease in the percent of students at the lowest level (Emerging) by 4.1%.

The percent of students at Approaching Target and At Target or Advanced increased by the same amount (4.1%).

This shows that students moved up into higher achievement levels since 2019.

77.4

81.5

12.9

7.4

9.7

11.1

0 10 20 30 40 50 60 70 80 90 100

ELA 2021

ELA 2019

% Emerging % Approaching Target % At Target or Advanced

54

DLM Math: Percent of All Students by Achievement Level

Even though the percentage of students participating in DLM decreased, there were increases in student achievement in the 2021 results.

The percentage of students achieving the At Target or Advanced increased by 8.9%.

The percent of students achieving the Approaching Target achievement level increased by a little over 1%.

57.9

68

21.1

20

20.9

12

0 10 20 30 40 50 60 70 80 90 100

Math 2021

Math 2019

% Emerging % Approaching Target % At Target or Advanced

55

Taking Action

RIDE Actions to Accelerate What's Possible for Students

57

The Rhode Island Department of Education acted months before assessment results. All actions are grounded in the RIDE 2020-2025 Strategic Plan and LEAP Taskforce recommendations.

• Mathematics

• Launched 3 cohorts of curriculum-based implementation support and professional learning with 18 LEAs

• Curriculum Frameworks - Completed frameworks in math

• Readiness Project Courses - Help students build math skills for the transitions to high school and college.

• English Language Arts

• Structured Literacy/Dyslexia - Launched 1 cohort of curriculum-based implementation support; developing modules for awareness of structured literacy; 400 educators participating in proficiency training to meet Right to Read expectations

• Curriculum Frameworks - Completed frameworks in ELA

• Readiness Project Course - Help students build ELA skills for the transition to college

• Intervention Programs in ELA and Mathematics

• Systems

• LEAP District Support Program - Partnering with 8 LEAs to provide focused support, and build a durable infrastructure for continuous improvement

• Differently Abled Students Blueprint

• Multilingual Learner Blueprint

• Strategic Planning System - New online system to help unify districts' strategic planning efforts and the associated data (full implementation will occur in Fall 2022)

• Extended Learning

• All Course Network (ACN) - Free courses during summer and year-round hosted by colleges, non-profits, and other schools

• Tutoring - Statewide training and supports for research-based high-dosage tutoring

• Social-Emotional Learning

• Continued Yale Center for Emotional Intelligence opportunities

• Additional expansion of Project AWARE

District & School-Level Data

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COVIDCOVID

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COVID COVID

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Appendix:Additional Resources

Assessment Data Portal

The Assessment Data Portal is an interactive

application that displays all state assessments

since 2017-18 broken down by proficiency

levels.

Users can compare state results with one or

more LEAs or schools and allows the user to

select student subgroups and grade levels for

analysis.

Each question on the RICAS can be viewed to

see how students responded for in depth Item

level analysis.

Data can be exported for further analysis

181

View the Assessment Data Portal at www.ride.ri.gov/RIADP

http://www.ride.ri.gov/RIADP

Assessment Data Portal: Growth Visualizations

The RI Growth model provides an additional

way of looking at student achievement by

providing a measure of student growth

between annual assessments.

The Growth Visualizations display current

proficiency on the y axis and school mean

growth on the x axis.

Growth is aggregated for any student group

(district, school, grade, subgroup, etc.) by

averaging the individual SGPs—adding all

SGPs together and dividing by the total

number of students to determine the

average (or mean) SGP.

182

View the Growth Visualizations at www.ride.ri.gov/RIADP

Mean School GrowthSchool P

erc

ent P

roficie

nt

http://www.ride.ri.gov/RIADP

RICAS ELA – LEA Proficiency Level Changes

183

Proficiency Level Changes

from 2018-19 to 2020-21:

This graph displays the

current proficiency level for

each LEA along the Y-axis

and the percentage of change

between the 2018-19 and

2020-21 RICAS ELA

assessment on the X-axis.

The size of the circle

represents the number of

students tested.

The color of the circle

represents the urbanicity of

the LEA.

Decrease Increase

View this visualization at datacenter.ride.ri.gov/Data/Assessments

https://datacenter.ride.ri.gov/Data/Assessments

RICAS Mathematics – LEA Proficiency Level Changes

184


from 2018-19 to 2020-21:

This graph displays the

current proficiency level for

each LEA along the Y-axis

and the percentage of change

between the 2018-19 and

2020-21 RICAS math

assessment on the X-axis.

The size of the circle

represents the number of

students tested.

The color of the circle

represents the urbanicity of

the LEA.

Decrease Increase



Change in Performance Levels - ELA

What the Data Tells Us:

• The graph at right shows how students' RICAS performance levels changed in ELA from 2019 to 2021.

• While close to 60% of students did not either move up or down in performance levels, nearly 30% dropped one level.

Background:

• There are four performance levels: Not Meeting Expectations, Partially Meeting Expectations, Meeting Expectations, and Exceeding Expectations.

• The appendix includes information about how student performance levels changed from 2019 to 2021 at all performance levels.

Note: Tables only include students who took a RICAS test in 2018-19 and 2020-21 and advanced two grade levels between the two tests.

185

Change in Performance Levels - Mathematics

Note: Tables only include students who took a RICAS test in 2018-19 and 2020-21 and advanced two grade levels between the two tests.

What the Data Tells Us:

• The graph at right shows how students' RICAS performance levels changed in math from 2019 to 2021.

• While 60% of students did not move either up or down in performance levels, one third dropped one level.

Background:

• There are four performance levels: Not Meeting Expectations, Partially Meeting Expectations, Meeting Expectations, and Exceeding Expectations.

• The appendix includes information about how student performance levels changed from 2019 to 2021 at all performance levels.

186

RICAS Mathematics – Statewide Proficiency Level Changes

187


in RICAS math from 2018-19

to 2020-21:

Each box represents the

percentage of students who

started at a certain proficiency

level in 2018-19 and how

many levels they changed for

2019-20.

For example, the top left box

indicates that 15.4% of

all students were Not Meeting

Expectations in 2018-19, and

were also Not Meeting

expectations in 2020-21.

Note: This table only

includes students who took a

RICAS test in 2018-19 and 2020-

21 and advanced two grade levels

between the two tests.



RICAS ELA – Statewide Proficiency Level Changes

188


in RICAS ELA from 2018-19

to 2020-21:

Each box represents

the percentage of students

who started at a certain

proficiency level in 2018-19

and how many levels they

changed for 2019-20.

For example, the top left

box indicates that 11.3% of all

students were Not

Meeting Expectations in 2018-

19, and were also Not

Meeting expectations in 2020-

21.

Note: This table

only includes students who took

a RICAS test in 2018-19 and

2020-21 and advanced two grade

levels between the two tests.



RICAS ELA and Mathematics Average Student Growth

• Prior to 2021, the average student growth in ELA and math was at the 50th percentile. This was calculated by comparing the performance of all students who took the assessment the same year with each other.

• In 2021, growth was calculated by comparing student performance to students who took the assessment prior to the pandemic (2019) to better understand the impact of the 2020 and 2021 school years on student learning.

• The amount of growth students made from 2019 to 2021 is significantly less than growth students made in the years prior to the pandemic.

189

50 50

4032

0

10

20

30

40

50

60

70

80

90

100

ELA Math

Average Student Growth Percentile by Year

2019 20212019 2021

Appendix:PSAT Results

Summary of Student Performance on PSAT 10

English Language Arts

Percent of Students at Each Achievement Level

Number of

Students

Tested

Not Meeting

Expectations

Partially Meeting

Expectations

Meeting

Expectations

Exceeding

Expectations

Percent Achieving

College Career Ready

Benchmark

Average Scale

Score

PSAT 10 (2021) 9,111 18.5 21.9 47.5 12.1 59.6 460

PSAT 10 (2019) 10,164 20.2 19.8 49.0 11.0 60.1 459

PSAT 10 (2018) 10,317 19.2 23.5 46.2 11.1 57.3 457

Mathematics

Percent of Students at Each Achievement Level

Number of

Students

Tested

Not Meeting

Expectations

Partially Meeting

Expectations

Meeting

Expectations

Exceeding

Expectations

Percent Achieving

College Career Ready

Benchmark

Average

Scale Score

PSAT 10 (2021) 9,089 20.5 48.0 27.6 3.9 31.5 445

PSAT 10 (2019) 10,167 25.3 43.7 25.5 5.5 31.0 445

PSAT 10 (2018) 10,339 28.2 38.0 27.6 6.3 33.8 443

191

192

57.3

63.0

52.0

15.2

37.933.3

5.9

32.4

60.065.0

55.0

17.0

42.036.0

7.0

31.0

59.664.2

55.0

18.0

38.0

31.1

5.7

47.8

0.0

10.0

20.0

30.0

40.0

50.0

60.0

70.0

80.0

90.0

100.0




MLL Exited yr1-yr3

2018 2019 2021

PSAT ELA: Percent of Students by Subgroup Meeting the College and Career Ready (CCR) Benchmark

193

PSAT ELA: Percent of Students by Race/Ethnicity Meeting the College and Career Ready (CCR) Benchmark

57.3

63.0

52.0

15.2

37.933.3

5.9

32.4

60.065.0

55.0

17.0

42.036.0

7.0

31.0

59.664.2

55.0

18.0

38.0

31.1

5.7

47.8

0

10

20

30

40

50

60

70

80

90

100




MLL Exited yr1-yr3

2018 2019 2021

194

PSAT Math: Percent of Students by Subgroup Meeting the College and Career Ready (CCR) Benchmark

57.3

63.0

52.0

15.2

37.933.3

5.9

32.4

60.065.0

55.0

17.0

42.036.0

7.0

31.0

59.664.2

55.0

18.0

38.0

31.1

5.7

47.8

0

10

20

30

40

50

60

70

80

90

100




MLL Exited yr1-yr3

2018 2019 2021.0

34

10

43

14 15

23

45

2631

16

47

13 1318

41

2931.5

14.7

46.2

16.1 13.9

41.6

30.1

0

10

20

30

40

50

60

70

80

90

100


Hispanic or Latino Pacific Islander White Two or More Races

2018 2019 2021.0

*

195

PSAT Math: Percent of Students by Race/Ethnicity Meeting the College and Career Ready (CCR) Benchmark

English Language Arts and Mathematics Assessment Results 2021

Documents

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