The School District of Philadelphia implemented a universal K-12 interim assessments program beginning in the 2020-21 school year. All schools across the District administered aimswebPlus for grades K-5 and Star for grades 6-12; reading and math tests were administered for both assessments. The overall goals of this analysis were: (1) to examine whether there are patterns of nonparticipation during the spring assessment window that can provide additional information when interpreting 2020-21 performance and (2) to discover whether there are ways to support increased participation in the 2021-22 testing windows.
These four slide decks provide a District-level overview of K-12 student participation and performance on the aimswebPlus and Star math and literacy assessments. During the 2020-21 school year, aimswebPlus was administered 3 times (fall, winter, and spring) in grades K-5 and Star was administered 4 times in grades 6-8 and 3 times in grades 9-12.
This series of reports compares performance in reading and math assessments for the same set of students over time. The main metric used in the reports is the National Percentile Rank (NPR). NPR is a norm-referenced measure that compares student performance to a national sample of students.
The District uses aimswebPlus assessments to monitor K-3 math progress on the Leading Indicators. This brief explores two research questions to better understand K-3 aimswebPlus student performance
This report summarizes Math PSSA performance across four years (2015-16 through 2018-19). In general, performance across the four years was characterized by incremental year-to-year improvements.
This brief analyzes the percentage of students who were reading in Tier 1/At Target by Special Education status, grade level, and primary disability in Winter 2020-21.
These four slide decks provide District-level overviews of student performance on the Winter 2020-21 aimswebPlus and Star assessments in ELA/Literacy and Math.
This report examines one aspect of the differences between Fall 2020 and Fall 2019: participation and performance on formative assessments in reading and math.