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Improving K-8 Mathematics Achievement in the Anchorage School District

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Improving K-8 Mathematics Achievement in the Anchorage School District Improving K-8 Mathematics Achievement in the Anchorage School District Report of the Strategic Support Team of the Council of the Great City Schools Submitted to the Anchorage School District By the Council of the Great City Schools Summer 2011 Improving K-8 Mathematics Achievement in the Anchorage School District ACKNOWLEDGMENTS The Council of the Great City Schools thanks the many individuals who contributed to this project to improve student mathematics achievement in the Anchorage School District. Their efforts were critical to our ability to present the district with the best possible proposals. First, we thank Superintendent Carol Comeau. It is not easy to ask for this kind of review. It takes courage, openness, and uncompromising commitment to the city's children. Superintendent Comeau has these qualities in abundance. Second, we thank the Anchorage school board for its support of this project and its patience as the report was being written. Third, we thank the staff members of the Anchorage School District, who provided all the time, documents, and data that the Council needed in order to do its work. Their openness and enthusiasm were critical to our understanding of the challenges faced by the Anchorage public school system. Fourth, we thank the many individuals, groups, organizations, and associations with which we met. Our only regret is that we were unable to meet with everyone whom we know had something valuable to contribute. Fifth, the Council thanks the school districts and organizations that contributed staff members to this effort. They included the Albuquerque, Austin, Boston, and Richmond school districts. The enthusiasm and generosity of these school districts serve as further examples of how the nation’s urban public school systems are working together to help each other improve student performance. Finally, I thank Council staff members Ricki Price-Baugh and Gabriela Uro whose skills were critical to the success of this effort. Thank you. Michael Casserly Executive Director Council of the Great City Schools Council of the Great City Schools 2 Improving K-8 Mathematics Achievement in the Anchorage School District TABLE OF CONTENTS Acknowledgments............................................................................................................................2 Introduction ..................................................................................................................................... 6 Goals and Purposes of the Project ...................................................................................................9 Chapter 1. Background ..................................................................................................................14 Chapter 2. Findings ........................................................................................................................40 Chapter 3. Recommendations ........................................................................................................72 Chapter 4. Synopsis and Discussion ..............................................................................................98 Appendix A. Individuals Interviewed ..........................................................................................100 Appendix B. Documents Reviewed .............................................................................................104 Appendix C. Additional Cohort Data on Students Enrolled in Anchorage School District for Three Consecutive Years .................................................................................109 Appendix D. Predicted Math Performance by School, Poverty Rate, and Program ...................133 Appendix E. Sample Alignment of Everyday Mathematics with State GLEs .............................136 Appendix F. Comparison of Anchorage and State Math Standards in Grades 3 and 5 ..............140 Appendix G. Strategic Support Team Members ......................................................................... 158 Appendix H. About the Council ................................................................................................. 162 Council of the Great City Schools 3 Improving K-8 Mathematics Achievement in the Anchorage School District Exhibits Exhibit 1. Comparison of Anchorage, the State of Alaska, and Council of the Great City Schools Member Districts ........................................................................................... 16 Exhibit 2. Trends in Anchorage’s Demographic Data, 2005-06 to 2009-10 ............................... 17 Exhibit 3 ELL Enrollment in Anchorage School District Elementary and Middle Schools, 2010-11..........................................................................................................18 Exhibit 4. Proficiency-Level Cut Scores in Mathematics for the Standards Based Assessment (SBA) ……………… ..............................................................................19 Exhibit 5. Performance on the Mathematics Standards Based Assessment (SBA) for the State of Alaska, Anchorage School District, and the State of Alaska Removing Anchorage School District Performance, Spring 2008 to Spring 2010 .......................20 Exhibit 6 Anchorage School District Performance-Level Percentages on Mathematics SBA, Spring 2006 to Spring 2010 ...............................................................................21 Exhibit 7 Alaska Performance-Level Percentages on Mathematics SBA, Spring 2006 to Spring 2010 ..................................................................................................................22 Exhibit 8 Anchorage Mathematics Standards Based Assessment (SBA) Level and Percent, 2010................................................................................................................24 Exhibit 9. Alaska 2010 Mathematics Standards Based Assessment (SBA) Disaggregated by Ethnicity, Percentage Proficient and Above with Percentage Below Proficient and Far Below Proficient ............................................................................25 Exhibit 10. Anchorage Mathematics SBA Percentage Proficient or Above by Ethnicity Compared to the Rest of Alaska, 2008-2010.………………………………………..26 Exhibit 11. Anchorage Performance by Ethnicity, Percentage Proficient or Above on the SBA by Grade Level and Selected Ethnicities Compared to Ethnic Peers in Rest of Alaska, 2008-2010..……………………………………………………….27 Exhibit 12. Anchorage Math Performance and Performance Gaps between English Language Learners (ELLs) and Non-English Language Learners (non-ELLs) by Percentage Proficient or Above on the SBA by Grade Level, 2008-2010……………………….28 Council of the Great City Schools 4 Improving K-8 Mathematics Achievement in the Anchorage School District Exhibit 13. Math Performance on the SBA for Three-Year Longitudinal Cohort of Anchorage Students, Grade 3 in 2007-08 and in Grade 5 in 2009-10 .........................30 Exhibit 14. SBA Math Value-Add for the Three-Year Longitudinal Cohort of Anchorage Students, 2007-08 to 2009-10 ......................................................................................31 Exhibit 15. Percentage of Anchorage Students in the Longitudinal Cohort who Remained at the Same Performance Level on the Math SBA or Improved or Declined by One to Four Levels, 2008 through 2010 ......................................................................31 Exhibit 16. Net Weighted Impact Metric by Student Group on the Spring SBA Mathematics Test for Anchorage Cohorts of Students Enrolled Continuously in Anchorage Schools between 2008 and 2010 ...........................................................33 Exhibit 17. School Performance as Percent Proficient and Above on SBA Math Grade 3- 6 versus Percent of School Enrollment Not Qualified for Free and Reduced- Price Lunch, 2009-10 ...................................................................................................35 Exhibit 18. Annual Measurable Objectives (AMO) for the State of Alaska, 2004-05 through 2013-14 ...........................................................................................................36 Exhibit 19. Anchorage AYP Performance for 2010 ..................................................................... 37 Exhibit 20. Accountability Status of Anchorage School District Schools, 2009-10 .....................38 Exhibit 21. Expenditures per Pupil in Anchorage, Compared with the State, the Great City Schools, and the Nation, 2008-09 ........................................................................39 Exhibit 22. Alaska GLE Frequency of Alignment with Grade 5 Everyday Mathematics Textbook (2007 Edition) in Relation to Alaska’s Standards Based Assessment Mathematics Test Blueprint...………………………………………………………138 Council of the Great City Schools 5 Improving K-8 Mathematics Achievement in the Anchorage School District Improving K-8 Mathematics Achievement in the Anchorage School District: Report of the Strategic Support Team of the Council of the Great City Schools INTRODUCTION The Anchorage School District is one of the Great City School systems that is working hard to boost student performance, close achievement gaps, and retain the confidence of its community. Like most large and mostly urban districts, it must balance shrinking budgets while improving the opportunities for its students to graduate fully prepared for college and careers. Anchorage is a unique school district. It is an urban system that is spread across a large and often suburban and rural area and located in a sparsely
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