{"id":17480,"date":"2023-12-22T11:52:06","date_gmt":"2023-12-22T16:52:06","guid":{"rendered":"https:\/\/www.philasd.org\/research\/?p=17480"},"modified":"2023-12-22T11:52:06","modified_gmt":"2023-12-22T16:52:06","slug":"pssa-performance-trends-in-sdp-2018-19-to-2022-23","status":"publish","type":"post","link":"https:\/\/www.philasd.org\/research\/2023\/12\/22\/pssa-performance-trends-in-sdp-2018-19-to-2022-23\/","title":{"rendered":"PSSA Performance Trends in SDP:  2018-19 to 2022-23"},"content":{"rendered":"<div class=\"wpb-content-wrapper\">[vc_row][vc_column][vc_column_text]The <a href=\"https:\/\/www.education.pa.gov\/K-12\/Assessment%20and%20Accountability\/PSSA\/Pages\/default.aspx\">Pennsylvania System of School Assessments<\/a> (PSSAs) are standardized state assessments administered to Pennsylvania students in grades 3-8 at the end of each school year. The PSSA English Language Arts (ELA) and PSSA Math are administered to students in grades 3-8, and the PSSA Science is administered to students in grades 4 and 8. Students can score in one of four performance levels: Advanced, Proficient, Basic, and Below Basic.<\/p>\n<p>At the School District of Philadelphia, PSSA performance is the focus for three of the <a href=\"https:\/\/www.philasd.org\/schoolboard\/goals-and-guardrails\/\">five goals<\/a> adopted by the Board of Education. This data brief describes District-wide trends in PSSA performance between the 2018-19 (pre-Covid) and 2022-23 school years.<\/p>\n<p>Key findings include:<\/p>\n<ul>\n<li>34.0% of students in grades 3-8 scored Proficient or Advanced on the 2022-23 PSSA ELA compared to 34.4% in 2021-22 and 35.7% in 2018-19.<\/li>\n<li>20.7% of students in grades 3-8 scored Proficient or Advanced on the 2022-23 PSSA Math compared to 16.5% in 2021-22 and 21.6% in 2018-19.<\/li>\n<li>40.2% of students in grades 4 and 8 scored Proficient or Advanced on the 2022-23 PSSA Science compared to 37.1% in 2021-22 and 40.0% in 2018-19.<\/li>\n<\/ul>\n[\/vc_column_text][vc_row_inner][vc_column_inner][vc_btn title=&#8221;CLICK HERE TO DOWNLOAD THE BRIEF&#8221; style=&#8221;gradient-custom&#8221; gradient_custom_color_1=&#8221;#0b315b&#8221; gradient_custom_color_2=&#8221;#398635&#8243; align=&#8221;center&#8221; button_block=&#8221;true&#8221; link=&#8221;url:https%3A%2F%2Fwww.philasd.org%2Fresearch%2Fwp-content%2Fuploads%2Fsites%2F90%2F2023%2F12%2FPSSA-Performance-Trends-in-SDP-from-2018-19-to-2022-23_December-2023.pdf&#8221;][\/vc_column_inner][\/vc_row_inner][\/vc_column][\/vc_row]\n<\/div>","protected":false},"excerpt":{"rendered":"<p>At the School District of Philadelphia, PSSA performance is the focus for three of the five goals adopted by the Board of Education. This data brief describes District-wide trends in PSSA performance between the 2018-19 (pre-Covid) and 2022-23 school years.<\/p>\n","protected":false},"author":103956,"featured_media":17489,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[280,130,268,345,142],"tags":[325,321],"class_list":["post-17480","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-assessments","category-literacy","category-math","category-pssa","category-system-trends","tag-6-8","tag-k-5"],"aioseo_notices":[],"_links":{"self":[{"href":"https:\/\/www.philasd.org\/research\/wp-json\/wp\/v2\/posts\/17480","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.philasd.org\/research\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/www.philasd.org\/research\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/www.philasd.org\/research\/wp-json\/wp\/v2\/users\/103956"}],"replies":[{"embeddable":true,"href":"https:\/\/www.philasd.org\/research\/wp-json\/wp\/v2\/comments?post=17480"}],"version-history":[{"count":4,"href":"https:\/\/www.philasd.org\/research\/wp-json\/wp\/v2\/posts\/17480\/revisions"}],"predecessor-version":[{"id":17506,"href":"https:\/\/www.philasd.org\/research\/wp-json\/wp\/v2\/posts\/17480\/revisions\/17506"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/www.philasd.org\/research\/wp-json\/wp\/v2\/media\/17489"}],"wp:attachment":[{"href":"https:\/\/www.philasd.org\/research\/wp-json\/wp\/v2\/media?parent=17480"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/www.philasd.org\/research\/wp-json\/wp\/v2\/categories?post=17480"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/www.philasd.org\/research\/wp-json\/wp\/v2\/tags?post=17480"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}