{"id":18570,"date":"2024-04-23T13:46:41","date_gmt":"2024-04-23T17:46:41","guid":{"rendered":"https:\/\/www.philasd.org\/research\/?p=18570"},"modified":"2024-04-23T13:49:43","modified_gmt":"2024-04-23T17:49:43","slug":"keystone-performance-trends-in-sdp-2018-19-to-2022-23","status":"publish","type":"post","link":"https:\/\/www.philasd.org\/research\/2024\/04\/23\/keystone-performance-trends-in-sdp-2018-19-to-2022-23\/","title":{"rendered":"Keystone 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\/Keystones\/Pages\/default.aspx\">Keystone exams<\/a> are end-of-year standardized state assessments typically administered to Pennsylvania students in grades 8-11 as they near completion of the associated English, Algebra, or Biology course. Students can score in one of four performance levels: Advanced, Proficient, Basic, or Below Basic. Retakes are permitted throughout high school, and students\u2019 best scores are used to determine eligibility on the Pennsylvania Department of Education\u2019s pathways to graduation.<\/p>\n<p>This brief describes annual Keystone exam performance trends between the 2018-19 (pre-Covid) and 2022-23 school years.<\/p>\n<p>Key findings include:<\/p>\n<ul>\n<li>44.1% of students in grades 9-11 scored Proficient or Advanced on the Literature Keystone in 2022-23, compared to 41.8% in 2021-22 and 41.1% in 2018-19.<\/li>\n<li>15.1% of students in grades 8-11 scored Proficient or Advanced on the Algebra I Keystone in 2022-23, compared to 17.5% in 2021-22 and 19.7% in 2018-19.<\/li>\n<li>22.9% of students in grades 9-11 scored Proficient or Advanced on the Biology Keystone in 2022-23, compared to 25.5% in 2021-22 and 27.9% 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%2F2024%2F04%2FKeystone-Performance-Trends-in-SDP-2018-19-to-2022-23_April-2024.pdf&#8221;][\/vc_column_inner][\/vc_row_inner][\/vc_column][\/vc_row][vc_row][vc_column][vc_empty_space height=&#8221;24px&#8221;][vc_column_text]<em>Note that data in this brief reflect annual Keystone performance, and results will differ from reports that use students\u2019 best scores by the end of the 11th grade.\u00a0<\/em>[\/vc_column_text][\/vc_column][\/vc_row]\n<\/div>","protected":false},"excerpt":{"rendered":"<p>The Keystone exams are end-of-year standardized state assessments typically administered to Pennsylvania students in grades 8-11 as they near completion of the associated English, Algebra, or Biology course. This brief describes annual Keystone exam performance trends between the 2018-19 (pre-Covid) and 2022-23 school years.<\/p>\n","protected":false},"author":103956,"featured_media":18578,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[280,419,130,268,142],"tags":[329],"class_list":["post-18570","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-assessments","category-keystones","category-literacy","category-math","category-system-trends","tag-9-12"],"aioseo_notices":[],"_links":{"self":[{"href":"https:\/\/www.philasd.org\/research\/wp-json\/wp\/v2\/posts\/18570","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=18570"}],"version-history":[{"count":5,"href":"https:\/\/www.philasd.org\/research\/wp-json\/wp\/v2\/posts\/18570\/revisions"}],"predecessor-version":[{"id":18813,"href":"https:\/\/www.philasd.org\/research\/wp-json\/wp\/v2\/posts\/18570\/revisions\/18813"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/www.philasd.org\/research\/wp-json\/wp\/v2\/media\/18578"}],"wp:attachment":[{"href":"https:\/\/www.philasd.org\/research\/wp-json\/wp\/v2\/media?parent=18570"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/www.philasd.org\/research\/wp-json\/wp\/v2\/categories?post=18570"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/www.philasd.org\/research\/wp-json\/wp\/v2\/tags?post=18570"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}