Report to the School Board 2011 MCA GRAD Assessment, and ......achievement of the Graduation...

Excellence. Every School. Every Student. Every Day.

R e p o r t t o t h e S c h o o l B o a r d 2 0 1 1 M C A, G R A D A s s e s s m e n t , and Young Learner Chinese Test R e s u l ts O c to b e r 1 8 , 2 0 1 1 D i a n e S ch im e lp fe n ig , E d .D . a n d Z h in i n g C h in , P h .D .

Overview In the spring of 2011, Hopkins students in grades 3-11 took components of the Minnesota Comprehensive Assessments (MCA) Reading, Math, and Science tests. The Reading and Math MCA tests in grades 9-11 are also used as a means to assess student achievement of the Graduation Required Assessment for Diploma (GRAD) requirements. Primary Issues to Consider

• MCA and GRAD test instruments • Student testing profile and demographics • Analysis of MCA and GRAD test results • Uses of assessment results

• YCT Results Supporting Documents The full report begins on the next page.

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Note for viewing this PDF on your computer: Links to the figures mentioned in the text are in blue—just click to navigate to the mentioned figure.

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2 Report to the School Board

2011 MCA and GRAD Assessment Results October 18, 2011


I. Introduction of Test Instruments The MCA tests are given to public school students in Minnesota as

an accountability measure mandated by the Minnesota Department of

Education to meet the requirements of the federal No Child Left

Behind (NCLB) Act. The tests were administered in April of 2011.

• Students in grades 3-8 take both the reading and mathematics

tests, students in grade 10 take the reading test, and students

in grade 11 take the math test. The reading and mathematics

tests are used to determine whether schools and districts have

made Adequate Yearly Progress (AYP) towards the NCLB goal

of all students being proficient in 2014.

• The MCA Science test is given to students in grades 5, 8, and

to high school biology students; Science results are not used

for AYP determinations.

• Students taking the MCAII Reading test in grades 3-8 and

grade 10 use a paper/pencil format.

• Students in grades 3-8 took the MCAIII, which is a new online

version of the math assessments. This new test instrument is

aligned to higher Minnesota standards designed to help all

students become college and career ready. Students in grade

11 took the paper/pencil earlier version. The MCAIII Math test

was given to grade 3 -8 using a new, more rigorous math

assessment aligned to higher standards designed to prepare all

students to be career and college ready. The MDE is studying

the results of the new test, as compared to the previous

3 Report to the School Board 2011 MCA and GRAD Assessment Results October 18, 2011

Excellence. Every School. Every Student. Every Day

version; they are also looking into the MCAIII Math results of

districts using the recommended online version as compared to

districts that took the paper/pencil option.

• GRAD tests are items that measure proficiency on the Minnesota

Academic Standards and other essential skills. Students must

pass these tests in order to be eligible to graduate from a Minnesota

public high school. The Written Composition GRAD is a stand-alone

test. The Reading and Mathematics GRAD tests are components of

the Reading and Mathematics MCA tests that students take in

grades 10 and 11 respectively. They are also stand-alone

mathematics and reading tests that students take online when they

have not passed the GRAD component of the high school MCA

tests.

II. Student Testing Profile and Demographics

This is the fifth year that the State has administered the MCAII and III

tests for all grades specified. Test participation for our District

remained high, with from 99%-100% of students participating. A total

of 3751 students took the math test, and 3799 students took the

reading test.

Our District mission defines our community as one, “rich in diversity”.

Within the richness of our student body we are increasingly noting the

presence of poverty in the lives of our students and families. As we

compare the percentage of students qualifying for Free/Reduced

Lunch benefits over the past several years by level, we note:




• The elementary percentage of students qualifying for

Free/Reduced lunch has grown from 30% in 2008-2009 to 38%

in 2010-2011. The 2011-2012 data indicates that our

elementary schools range from 18.8% to 57.54% Free/Reduced

lunch participation.

• The junior high percentage of students qualifying for

Free/Reduced lunch has grown from 27% in 2008-2009 to 36%

in 2010-2011.

• The high school percentage of students qualifying for

Free/Reduced Lunch has grown from 20% in 2008-2009 to

30% in 2010-2011.

As we serve the students in each of our schools, increases in student

poverty may have implications on student mobility and its impacts on

the continuity of student school experiences in curriculum and

instruction. We are noting an increase in student and family

homelessness that can also impact learning through related impacts

on student nutrition, healthcare, and readiness to learn.

III. Testing Results and Analysis

A. Hopkins Student Performance in Comparison to State

Results (Figures 1 to 3)

Hopkins students in most grade levels performed better than the

State overall in both Reading and Mathematics. In particular,

Hopkins students in grades 7, 8 and 10 had 6%-7% more students

Meet or Exceed Reading Standards than was reflected in the State



results (Figure 1). In Mathematics, students in grades 5,6,8, and

11 had more students meeting or exceeding proficiency than the

State results.

Reading results:

• The percentage of Hopkins students meeting or exceeding

standards ranged from 73% to 85% for third through tenth

grades. Comparable State ranges are from 68% to 80%.

Mathematics results:

• The percentage of Hopkins students meeting or exceeding

the math standards ranged from 43.1% to 63% for grades 3

through 8, whereas the State range is from 48% to 70%.

This year is the first year the MCAIII math test was aligned

with the new Minnesota standards. These results need to be

considered as the baseline year for the assessment of the

2007 State math standards. Because the MCAII Math test

given in 2010 is a very different test instrument than the

MCAIII given in 2011, it is not appropriate to compare results

in grades 3-8 with those of previous years.

B. A Historical Perspective

Figure 2 displays a comparison of the Hopkins MCA Reading

percent of students meeting or exceeding proficiency, combining

all grade levels, as compared to that of the State from 2006 to

2011. These results reflect both successes and challenges in test




results and the testing requirements. Figure 3 provides a picture of

MCA Reading results for each grade level over time.

• The score changes in Reading have been steady, with a 2%

increase as compared with 2010 results, which grew from

75.9% to 77.9% of students meeting or exceeding

proficiency.

• We’re pleased to note that 2010 MCAII results reflected the

highest performance of ELL students since 2006, which was

the year in which students living in the United States for a

minimum of one year were included in the MCA Reading

test.

• As noted earlier, while the economic diversity of our students

continues to grow, our students continue to steadily improve.

We’re encouraged that attention to each student and all

student groups is expanding our success.

C. Comparison of Hopkins and other Metro Districts

Hopkins student performance is in the middle range among the

districts in the metro area in Reading. When compared to districts

with similar student populations, such as Bloomington, Burnsville,

and Robbinsdale, our results in Reading are strong (Figure 4). In

Math, Hopkins students did better than districts such as Burnsville

and Robbinsdale, however, fell below the State average (Figure

5).



D. Disaggregated analysis for MCAII 2011 Reading and MCAIII mathematics (Figures 6-8)

Disaggregated analysis was conducted by overall proficiency, as

well as by grade levels. The analysis was done for the following

groups of students: total, male, female, American Indian, Asian,

Hispanic, Black, White, Special Education, LEP (Limited English

Proficient), Free/Reduced lunch, Same School Students (enrolled

before Oct. 1 of the 2010-2011 school year). Hopkins data were

compared with the State data presented for each group. Hopkins

students did better than the State for every category within MCA

Reading. However, in Math, the student groups that compared

favorably with State results were White, American Indian, Asian,

and Special Education students.

When comparing student performance by gender, ethnicity, and

special needs, it is noted that the achievement gap between Black,

Hispanic and White students still exists in both reading and math

(Figure 6).

To further examine how different ethnicity groups did in each

grade level, the performance levels were then divided into four

categories: does not meet standards, partially meet the standards,

meets the standards, and exceeds the standards (Figures 7 and

8). The charts show that the gaps among the ethnicity groups exist

across grade levels in both reading and math. It is important to

remember that other factors such as ELL and Special Education

status may impact groups of students and their test scores.




E. Growth Analysis for Reading from 2010 and 2011 (Figures 9

and 10)

Since all students from grades 3 through 8 have been tested in

Reading each year over a number of years, we can now measure

growth across years using MCAII test data. The cohort group used

in this analysis consists of those students from grades 4 through 8

who were tested in both 2010 and 2011 on the MCAII tests; a total

of 2444 students in reading.

• A scaled score, beginning with the grade level number,

measures student proficiency. For each grade, if the

numerals after the grade level number reach 50 or higher,

the score indicates that the students meet or exceed the

proficiency standard. For instance, a third grade student

who is proficient will have a scaled score of 350 or above.

• A growth target is met when students have the same or

higher scaled score than they attained the previous year.

For instance, if a student score grows from a score in third

grade of 352 to a fourth grade score of 453, that student has

met both their level of proficiency and their growth target.

The categories used for analysis within figures 9 are:

1. Below growth target, and not proficient

2. Above growth target, and not proficient



3. Below growth target, and proficient

4. Above growth target, and proficient

Reading Growth Analysis: (overall performance in Figure 9)

• 36% of total students are in category 4; they are proficient

and also met the growth target from last year to this year;

• In category 3, 40% of students are proficient, but did not

meet their growth target;

• In category 2, 16.8 % (6% more than last year’s group) have

met their growth target, but are not yet proficient;

• Within category 1, 6.7% of students remained not proficient,

and did not meet their growth target. (8% fewer than last

year).

This analysis demonstrates our ongoing challenge in meeting our

equity goals, along with the NCLB requirements. We’re pleased to

see increases in student growth and proficiency, but hope to see

accelerated increases in this growth for all students.

(Because 2011 is the first year in which the MCAIII Math test was

administered, we do not have data available to conduct a growth

analysis.)

IV. MCAII Science 2011 results

In May of 2011 Hopkins students took the MCA Science assessment,

a computer based test. This is the third year of the MCA Science test.




In grade 5, 512 Hopkins students were tested, along with 545 grade 8

students, and 571 students in grade 10.

• Hopkins High School noted a significant increase in the

percentage of students meeting or exceeding the Science

Standards, when compared to the State (11% more).

Performance also improved from the 2010 performance of 59%

of students meeting or exceeding proficiency to 2011 results

with 64% meeting or exceeding proficiency. Significant

progress in Science proficiency has been made at Hopkins

High School for two consecutive years. Grade 8 student results

reflected 49% of students meeting proficiency, which was 5%

more than the State results, yet a decline of 9% in Hopkins from

2010. Hopkins grade 5 students also declined as compared to

2010; 42.6% of Hopkins grade 5 students met or exceeded

proficiency, which is 4% lower than 2010, and also lower than

the State. (Figure 10).

• When comparing Hopkins with other metro districts, Hopkins

High School and grade 8 students did better than those districts

having similar student populations, such as Bloomington,

Burnsville, Robbinsdale, and St. Louis Park. (Figure 11). It is

important to note that districts vary in the grade level in which

the MCA Science test is administered, depending on when

Biology is offered. For example, Hopkins tested a majority of

Biology students in grade 10, whereas in Edina and

Minnetonka, grade 11 students were tested, and in Wayzata



students were tested in grade 12. These circumstances may

impact results related to the length of student time spent in

Science learning, along with Science background knowledge.

• In a comparison of student groups within Hopkins High School

over three years, significant improvement can be found in every

student group; this includes Black students, students with

special needs, and students eligible for Free/Reduced Lunch.

These groups made from a 4 to 10% of increase as compared

with 2010 (Figure 12).

V. Hopkins Graduation-Required Assessment for Diploma

(GRAD)

GRAD tests, or Graduation-Required Assessments for Diploma,

refers to tests required by the Minnesota Department of Education in

order to graduate from a Minnesota public high school. Students take

the GRAD test of Written Composition in grade 9, and the GRAD

Reading test in grade 10. Student motivation in taking the Math

GRAD test appears to have been impacted by the option of

participating in school interventions and graduating without having

passed the test, per legislative rule.

The GRAD Writing Test The GRAD Test of Written Composition is a writing test that requires

students to write to a prompt, and their essay is given a score of

between 1 and 6. A score of 3 or more is passing. An analysis of

Hopkins results reflects the following:




• Hopkins students performed well on the grade 9 Written

Composition test. In 2010 94% of Hopkins students passed,

which compares well with 89.1% passing at the State level

(Figure 13).

• Hopkins students maintained the second highest average score

of 4.0 among the 9 surrounding districts. When compared with

districts in the metro area, the passing rate of Hopkins students

is better than that of Bloomington, Burnsville, St. Louis Park,

and Robbinsdale.

• When comparing the passing rate of the previous two years

with that of this year, every student group had a slight drop from

last year performance; this was particularly true of male and

Hispanic students, who had a 6% drop, while Hispanic female

students maintained the same performance of last year (Figure

14).

The GRAD Reading Test

The GRAD reading test has been developed to measure proficiency

on Minnesota reading standards. The reading test require students to

read a variety of passages and answer multiple-choice and

constructed-response, or short-answer, questions. A student’s first

administration of the Reading GRAD is embedded within the Grade

10 Reading MCAII. Students obtaining an achievement level

equivalent to or greater than proficient on the reading MCAII meet the

graduation requirement for reading. Students who do not reach

proficiency, must meet the passing score 50 on the GRAD in a scale



score range of 15-85. The addition of this requirement for graduation

impacted student motivation toward taking the test.

• When compared to the State performance, 85% (7% higher

than last year) of Hopkins students passed the GRAD reading

test, 6% higher that of the state performance that was 78.7% of

students passing.

• When compared with other metro school districts, Hopkins

students did better than most of the districts that have similar

student populations, including Bloomington, Burnsville,

Robbinsdale, and St. Louis Park (Figure 15).

• When comparing student groups within Hopkins, every student

group did better than last year including White students (6%),

student at the same school (7% higher), female students (8%

higher), Hispanic students (5% higher) and Black students 8%

higher. (Figure 16).

The GRAD Math Test

The GRAD math test has been developed to measure proficiency on

Minnesota math standards. The first administration of the math

GRAD was embedded in the MCAII math assessment for grade 11.

The math test requires students to use the knowledge and skills to

solve math problems in four areas: 1) number sense, 2) patterns,

functions and algebra, 3) data, statistics, and probability, 4) spatial

sense, geometry and measurement. Students obtaining an

achievement level equivalent to or greater than proficient on the math

MCAII meet the graduation requirement for math. Students who do




not reach proficiency must meet the passing score 50 on the GRAD

in a scale score range of 15-85.

Hopkins 11th grade MCAII and MCAIII Math tests have been

considered one of the most challenging in terms of proficiency among

all grade levels. In 2008, 76% of Hopkins students passed the GRAD

math tests, 19% higher than the State average. In 2009 the

Minnesota legislature lifted the passing requirement related to high

school graduation for the GRAD math test. At this time, students who

do not pass the GRAD math test, but who have taken the retest two

times and have met all district mathematics graduation requirements,

may be awarded a diploma. It appears that this legislative change

may have impacted “the motivation effect” provided by the Math

GRAD passing requirement for graduation.

We are concerned that only 58% Hopkins grade 11 students passed

the GRAD math test in 2011, which reflects a 10% decline as

compared with 2010. Compared with both the State and surrounding

metro school districts, Hopkins grade 11 students passed the GRAD

Math test at a lower rate than the State, and did not compare

favorably with other metro districts (Figure 17). When compared

within the student groups in Hopkins grade 11, a drop was found

within a number of student groups, including White, female, and

Hispanic students (Figure 18).

Retesting

Students who do not pass the GRAD tests must be given multiple

opportunities for remediation and retesting. The GRAD reading

retests are offered online, approximately every 8 weeks. We have



implemented the communication, technological, instructional, staffing,

and record systems necessary to respond to the GRAD

requirements. The resources needed to create and implement these

systems – in terms of time, technology, and staffing, have not been

provided by the MDE

Conclusion

The Hopkins Department of Teaching and Learning, along with

principals and teachers, will examine these results in greater detail,

and work to expand the successes and address the needs identified.

Some of the District, school, and classroom based activities that will

be employed to focus on our results include:

• Professional Learning Community analysis and action planning

• An elementary work group focused on the delivery of math and

science at our elementary schools in terms of instructional

consistency, time spent on instruction, professional

development, curriculum, and other pertinent factors.

• A secondary work group focused on 7-12 math course

alignment, student assessment, and data access.

• District, school, and departmental staff development

• School site planning

• Equity team targeted efforts

• Response to Intervention work at the elementary and junior

high levels




• Continue to pursue Early Childhood options for students, such

as Ready4K, in order to increase the preparation for school of

our earliest learners.

• The development of new Hopkins High School intervention

models

• Involvement of principals, District curriculum coordinators,

literacy and math coaches, and departmental leaders focused

on the needs of individual learners, students groups, and

school populations

• Enhanced parent partnerships focused on enhanced student

learning.

Youth Chinese Test (YCT) 2011 Results On May 20, 2011, XinXing Academy grade 2 and grade 3 students

took the Youth Chinese Test (YCT) in their classroom; this test is the

only international standardized Chinese proficiency test in the world.

The Chinese government developed this test and it has been used in

more than one hundred countries for those learning the Chinese

language. The Confucius Institute at the University of Minnesota

hosted the YCT tests. Many schools in Minnesota, including five

Chinese Immersion Schools, participated in the YCT tests this year.

All XinXing Grade 2 students took YCT 3 tests that have two parts:

listening skills and reading skills. Each part has 60 points as the

passing score; the maximum score for each part is 100. The total

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combined passing score is 120 points, and the highest combined

score is 200. XinXing grade 2 students have an average score 99 for

listening, and the average score is 95 for Reading. The total score

average is 194. All XinXing students have at least 50 points higher

than the passing score of 120.

Grade 3 students took the YCT4, the highest level of the Youth

Chinese Test. There are three parts to this test; listening skills,

reading skills, and writing skills. Each component has 60 points as

the passing score; the maximum score for each part is 100. The total

combined passing score is 180 points, and the highest combined

score is 300. XinXing Grade 3 students have an average of 96 for

listening, 85 for reading, and 91 for writing. The total score average is

272. The XInXIng student average is 90 points higher than the

passing score 180. This is the second year that XinXing students

demonstrated such a marvelous achievement.

Based on information provided with the YCT Test:

• “The students who passed the YCT3 tests, are able to use

Chinese to conduct simple and direct communication on

daily topics they are familiar with and meet the excellent

level for Chinese beginners.

• The students who passed the YCT4 tests are able to use

Chinese to accomplish basic communication tasks in life

and study. When travelling in China, they can handle most

the communication tasks they encounter.”




The strong YCT test results from XinXing students indicates clearly

that the XinXing Chinese immersion program has a strong

foundation of curriculum and instruction, along with an excellent

teaching staff. Our XinXIng students have mastered Chinese

language skills to a degree that surpasses initial expectations.

Thanks to the efforts of our XinXing students, staff members,

leadership, and parents, the program is providing exceptional

learning opportunities that prepare our students for their futures in a

global environment!

grade 3 grade 4 grade 5 grade 6 grade 7 grade 8 grade 10 grade 11Reading 2011 Hopkins 73.4 76.4 85 79.4 73.8 75.3 81.7Reading 2011 State 78.5 75.2 80.3 75.1 69.6 68.1 75.3Math 2011 Hopkins 61.5 62.9 54 59.6 43.1 55.1 50.5Math 2011 State 70.1 67.2 53.6 50.3 51.7 53.2 48.6

0

10

20

30

40

50

60

70

80

90

Percen

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roficiency

Figure 1. MCAII 2011 Proficiency in Reading and Mathematics Hopkins vs. State

4

2006 2007 2008 2009 2010 2011Hopkins Reading 81.1% 75.9% 77.4% 77.6% 75.93% 77.9%State Reading 71.5% 68.2% 70.7% 72.0% 72.40% 74.0%

60.0%

65.0%

70.0%

75.0%

80.0%

85.0%Pe

rcen

t of P

roficiency

Figure 2. MCAII Student Reading Proficiency Hopkins vs. StateCombined Grade Levels

grade 3 grade 4 grade 5 grade 6 grade 7 grade 8 grade 10Reading 07 81.5 74.8 78.6 73.2 68.1 80.1 75.5Reading 08 84.5 73.5 78.5 77.7 72.3 73.2 82.7Reading 09 80.1 77.5 73.4 76 74.9 76.4 84.7Reading 10 78.8 71.9 79.8 74.1 72.2 79.4 75.3Reading11 73.4 76.4 85 79.4 73.8 75.3 81.7

0

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20

30

40

50

60

70

80

90

Percen

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Figure 3. Hopkins Schools MCAII Proficiency by Grade: Reading

40.0

50.0

60.0

70.0

80.0

90.0

100.0

Percen

t of Stude

ntFigure 4. MCA 2009‐11 Reading Proficiency by District in the Metro Area

HOPKINS BLOOMINGTON

BURNSVILLE EDEN PRAIRIE

EDINA MINNETONKA

ROBBINSDALE

ST. LOUIS PARK

WAYZATA State

2009 77.6 76.7 71.9 83.2 90.4 90.1 65.9 75.4 88.6 71.92010 75.9 75.1 72.4 85.9 90.2 90.6 64.9 74.9 89.7 72.32011 77.86 76.74 73.14 87.3 91.56 92 65.16 79.03 90.26 74.59

0.0

10.0

20.0

30.0

40.0P

55.

56.5 52

70.53

79.63

78.43

58.97

76.83

56.330.00

40.00

50.00

60.00

70.00

80.00

90.00

Percen

t of Stude

ntFigure 5. MCA 2011 Math Proficiency by Districts in the Metro Area

55.24

56.53

52.64

53

44.00

58.97

56.39

0.00

10.00

20.00

30.00

Mea

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100.0%

80.0%

60.0%

40.0%

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0.0%

Same SchoolFree/Reduced

ELLSepcial Ed

FemaleMale

WhiteBlack

HispanicAsian

Am IndianAll Student

Mea

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100.0%

80.0%

60.0%

40.0%

20.0%

0.0%

Subject

MR

57.8

36.9

22.7

25.8

55.7

57.1

63.4

27.4

30.9

53.6

30.3

56.4

56.8

34.3

15.6

30.0

55.0

55.4

67.4

24.9

30.1

63.4

36.1

55.2

75.7

58.1

35.3

39.9

77.971.3

80.9

51.8

52.9

65.2

54.2

74.6

78.1

60.1

29.9

45.2

80.875.0

86.7

60.254.1

70.9

86.177.9

Statewide PublicHOPKINS PUBLIC SCHOOL DISTRICT

District Name

Figure 6 MCA 2011 Hopkins Vs State by Student Groups

Perc

ent

100.0%

80.0%

60.0%

40.0%

20.0%

0.0%

Perc

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100.0%

80.0%

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60.0%

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100.0%

80.0%

60.0%

40.0%

20.0%

0.0%

Ethnicity

White

Black

Hispanic

Asian

65.42%

41.75%47.20%

33.08%40.54%36.80%

27.08%

21.50%

27.18%

38.40%

37.69%

36.04%34.40%

37.50%

9.35%

24.27%

11.20%

22.31%18.92%

19.20%29.17%

6.80%6.92%9.60%6.25% 3.74%3.20%4.50%

58.82%52.38%48.65%

36.11%36.00%31.58%33.33%

11.76%26.19%35.14%

25.00%30.00%

26.32%33.33%

23.53%16.67%

13.51%

25.00%24.00%

31.58%

28.21%

5.88%13.89%10.00%10.53%

4.76%2.70%5.13%

17.39%6.45%

30.00%

6.45%12.20%12.90%11.76%

26.09%

32.26%

20.00%

25.81%

31.71%

12.90%9.80%

39.13%38.71%

33.33%

41.94%

36.59%

45.16%

37.25%

17.39%22.58%

16.67%25.81%

19.51%29.03%

41.18%

21.43%12.53%14.75%

8.65%9.66%7.34%14.56%

17.35%24.04%

29.79%

18.91%23.99%

14.68%

14.56%

30.87%42.71%

33.92%

35.58%

42.99%

39.14%36.25%

30.36%20.72%21.53%

36.86%

23.36%

38.84%34.63%

Not MeetPartially Meet

Meet StandardsExceed Standards

Proficiency Level

Figure 7 Hopkins MCA 2011 Math Proficiency by Ethinicity in Grade Level

Perc

ent

100.0%

80.0%

60.0%

40.0%

20.0%

0.0%

Perc

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60.0%

40.0%

20.0%

0.0%

Ethnicity

Asian

Hispanic

Black

White

13.68%12.38%16.94%

12.50%16.36%21.77%19.79%

28.21%30.48%27.42%

21.09%23.64%

20.97%17.71%

44.44%32.38%

33.87%

41.41%34.55%

40.32%

30.21%

13.68%

24.76%21.77%25.00%25.45%16.94%

32.29%

15.63%17.07%

30.56%25.00%

12.00%

26.32%25.64%

37.50%34.15%16.67%

13.89%

18.00%

28.95%

17.95%

31.25%24.39%36.11%

27.78%46.00%

36.84%

33.33%

15.63%24.39%

16.67%

33.33%24.00%

7.89%

23.08%

6.41%10.75% 6.62%

12.24%10.50%9.29%

6.23%9.17%

10.75%

39.71%26.79%26.24%24.04%35.83%

35.47%18.24%

51.96%56.38%56.85%

63.14%55.76%

51.38%60.26%

4.59%

8.70%9.68%

31.03%

6.45%9.38%13.73%

26.09%19.35%

13.79%

25.81%

12.50%12.50%

9.80%

21.74%

19.35%

31.03%

19.35%

27.50%

46.88%

21.57%

43.48%51.61%

24.14%

48.39%55.00%

31.25%

54.90%

5.00%

Not MeetPartially MeetMeet StandardsExceed StandardsProficiency Level

Figure. 8 Hopkins MCA Reading 2011 Proficiency by Ethnicity in Grade Level

6.8

16.5

19.5

9.8

14.2

11.3

8.8

15.0

14.8

6.7

13.9

8.1

9.4

15.8

9.3

9.1

15.6

8.9

9.6

16.8

39.2

40.5

34.9

36.8

32.4

36.8

36.7

42.4

39.3

40.1

40.1

34.9

36.2

37.6

44.2

42.8

38.8

33.8

36.3

36.5

2011

2009

2010

2011

2009

2010

2011

2009

2010

2011

Grade

7Grade

8Total

Figure. 9 Hopkins MCAII Reading Growth Status by Grade 2009‐11

Target not met, not prof Target met, not prof Target not met, prof Met target and prof

15.7

20.0

3.8

13.7

8.9

3.9

14.9

14.4

5.7

8.0

17.8

12.9

10.2

21.1

8.2

11.2

59.3

53.3

59.0

38.6

37.8

27.8

43.2

35.0

17.2

19.3

19.4

34.9

43.1

47.2

33.7

39.4

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

2009

2010

2011

2009

2010

2011

2009

2010

Grade

4Grade

5Grade

6

30

40

50

60

70

ercent of P

roficiency

Figure 10. MCAII Science Proficiency by Grade Hopkins Vs. State 2008‐11

Grade 5 Grade 8 Grade 10 Grade 5 Grade 8 Grade 10 Grade 5 Grade 8 Grade 10 Grade 5 (512)

Grade 8 (545)

HighSch (571)

2008 2009 2010 2011Hopkins 41.6 45.6 48.5 44.7 52.6 48.1 46.5 58 59.1 42.6 49.3 64.3State 39.1 38.2 42.7 45 42.6 49.5 46.1 47.9 51.9 46 44.4 53.8

0

10

20

P

30

40

50

60

70

80

90

ercent of Stude

nt

Figure 11. MCA II Science 2011 Proficiency by Grade in Metro Districts

HOPKINS BLOOMINGTON

BURNSVILLE

EDEN PRAIRIE EDINA MINNETON

KA ROBBINSDA

LE ST. LOUIS PARK WAYZATA

Grade 5 42.6 48.7 55.5 49.5 64.5 70.3 31.5 53.3 65.1Grade 8 49.3 44.2 39.1 67.4 58.9 69.7 33.1 39.9 67.6High School 64.3 52.3 54.1 68.3 80.5 73.8 46.2 44.5 77.7

0

10

20

30

Pe

Mea

n Pr

ofic

ienc

y

7065605550454035302520151050

Mea

n Pr

ofic

ienc

y

7065605550454035302520151050

Report OrderSame SchoolFree/ReducedELLSepcial EdFemaleMaleWhiteBlackHispanicAsianAll Student

Mea

n Pr

ofic

ienc

y

7065605550454035302520151050

Grade

58

HS

49.7

22.1

13.9

45.353

.358.8

19.425

.7

53.4

49.3 59

.2

24.3

9.1

29.6

55.560

.770.5

24.7

24.1

53.358

.0

53.6

19.526

.0

51.5

53.664

.3

21.3

8.0

45.052

.6

46.5

17.7

17.0

42.848

.554.7

16.925

.0

36.345

.6

0.0

0.0

0.0

43.3

17.9

31.137

.646.955

.7

12.4

29.534

.242.6 47

.7

27.3

20.5

47.1

45.9

59.9

15.425

.0

40.046

.5

45.6

13.2

5.7

20.4

38.4

50.260

.4

13.7

15.6

34.644

.7

42.7

17.2

17.5

37.844

.949.9

17.7

13.2

39.5

41.6

4.5

0.0

2.6

64.8

37.1

33.4

61.167

.676.3

28.0

29.6

60.964

.3

59.5

30.8

10.6

23.4

59.6

58.4

70.8

24.5

37.8

50.059

.1

49.9

13.018

.8

47.7

48.2

60.8

7.1

19.3

34.7

48.1

48.9

17.8

9.1

22.4

50.5

46.455

.8

13.622

.2

44.848

.5

0.0

0.0

10-1109-1008-0907-08

DataYear

Figure. 12 Hopkins MCA Science Proficienct by Student Groups

85

90

95

100

Percen

t of Stude

nts

Figure. 13 GRAD Written Composition Passing Status in Metro Districts

HOPKINS BURNSVILLE BLOOMINGTON

EDEN PRAIRIE EDINA MINNETONK

A ROBBINSDAL

E ST. LOUIS PARK WAYZATA STATE

2009 94 91.35 91.2 96 97.9 97.3 84.8 90.4 93.8 89.52010 96.79 93.25 92.09 95.4 98.08 96.94 86.18 87.11 96.8 90.582011 93.8 92.97 88.9 94.7 98.4 97.9 81 85.3 97.3 89.1

75

80

30

40

50

60

70

80

90

100

Percen

t of Stude

ntFigure. 14 Hopkins GRAD Written Composition Passing Status by

Student Groups

All Students(5

16)Asian(25) Hispanic(29

)Black(93) White(368) Male(242) Female(274

)Spec ED(27)

ELL(3) SES(137) Stable (511)

2009 94 77.8 80.6 85.9 98.2 92.1 96 68.8 30.8 81.3 94.72010 96.8 95 96.3 89.5 99 97.2 96.3 80 68.8 89.4 96.92011 93.8 86.2 90.6 86.1 96.8 91.3 96.1 73 30 85.6 94.5

0

10

20

30

40Pe

75

80

85

90

95

100

cent of Studd

nts

Figure. 15 GRAD Reading Passing Status in the West Metro Area 2009‐11

HOPKINS Burnsiville BLOOMINGTON EDEN PRAIRIE EDINA MINNETONKA ROBBINSDALE ST. LOUIS

PARK WAYZATA STATE

2009 86.6 80.9 79.9 88.7 94.6 94.2 73.4 78.9 92 752010 78.5 80.8 80.0 88.4 96.2 93.3 74.5 78.7 91.8 78.12011 84.8 81.1 82.1 90.7 95.9 93.9 72.2 81.4 92.4 78.7

50

55

60

65

70Perc

40

50

60

70

80

90

100

Percen

t of Stude

nts

Figure 16. Hopkins GRAD Reading Passing Status by Student Groups 2009‐2011

All Students (585) Asian (45) Hispanic

(30) Black (109) White (397) Male (292) Female (293)

Special Ed (49) ELL (15) Free/Reduc

ed (170)Same School

(547)2009 86.6 72.7 78.6 55.1 95 85.6 87.7 59.2 26.7 59.5 88.52010 78.5 64 55.3 54.2 88.3 79.4 77.6 40.4 5.3 56.9 79.52011 84.8 73.3 60 62.4 94.5 84.6 85 55.1 13.3 63.5 86.1

0

10

20

30

40Perce

40

50

60

70

80

90

100

Percen

t of Stude

nts

Figure 17. GRAD Math Passing Status in the Metro Area 2009‐2011

HOPKINS BURNSVILLE BLOOMINGTON EDEN PRAIRIE EDINA MINNETONKA ROBBINSDALE ST. LOUIS

PARK WAYZATA Statewide Public

2009 76.3 62.3 66.5 78.7 85 78.6 55.1 70.9 82.6 57.32010 67.83 58.3 62.9 77.22 84.12 82.44 53.87 66.78 83.14 57.832011 57.8 57.8 63.6 75.9 85.4 81.7 49.6 62.5 79.9 59.2

0

10

20

30

40

40

50

60

70

80

90

100

Percen

t of Stude

nts

Figure 18. Hopkins GRAD Math Passing Status by Student Groups 2009‐2011

All Students (543) Asian (22) Hispanic

(34) Black (103) White (381) Male (272) Female (271)

Special Ed (36) ELL (18) Free/Reduc

ed (161)Same School

(526)2009 76.3 87.5 31.3 30 84.6 75.7 76.8 33.3 42 77.52010 67.8 78.9 64 26 77.4 65.1 70.7 19.1 33.3 39.4 68.62011 57.8 77.3 38.2 20.4 68.5 59.2 56.5 22.2 5.6 31.7 58.7

0

10

20

30

40Percen

97.098.9

96.295.7 95.0

84.5

91.4

50

60

70

80

90

100

Average Score

Figure 19. Hopkins XinXing Academy YCT Tests ReportListening Reading Writing

passing score

0

10

20

30

40

2010 Grade 2 (41) 2011 Grade 2 (48) 2011 Grade3 (38)

Report to the School Board 2011 MCA GRAD Assessment, and ......achievement of the Graduation...

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