{"id":7412,"date":"2021-05-03T11:10:59","date_gmt":"2021-05-03T15:10:59","guid":{"rendered":"https:\/\/www.philasd.org\/research\/?p=7412"},"modified":"2021-05-19T09:37:38","modified_gmt":"2021-05-19T13:37:38","slug":"trends-in-sdp-math-pssa-performance-2015-16-to-2018-19","status":"publish","type":"post","link":"https:\/\/www.philasd.org\/research\/2021\/05\/03\/trends-in-sdp-math-pssa-performance-2015-16-to-2018-19\/","title":{"rendered":"Trends in SDP Math PSSA Performance: 2015-16 to 2018-19"},"content":{"rendered":"<div class=\"wpb-content-wrapper\">[vc_row][vc_column][vc_column_text]This report summarizes Math PSSA performance across four years (2015-16 through 2018-19). \u00a0In general, performance across the four years was characterized by incremental year-to-year improvements.<\/p>\n<ul>\n<li>From 2015-16 to 2018-19, the percentage of SDP students scoring Below Basic decreased by 5.8 points and the percentage scoring Proficient or Advanced increased by 3.4 points.<\/li>\n<li>PSSA scores varied significantly across student groups. Groups with lower Proficiency\/Advanced rates included Black\/African American and Hispanic Latino students, English Learners, and students with IEPs.<\/li>\n<\/ul>\n<p>Use the button to download the 35-page report.[\/vc_column_text][vc_row_inner][vc_column_inner][vc_btn title=&#8221;CLICK HERE TO DOWNLOAD THE REPORT&#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%2F2021%2F05%2FSDP-Trends-in-Math-PSSA-Performance-2015-16-to-2018-19-Report-April-2021.pdf&#8221;][\/vc_column_inner][\/vc_row_inner][\/vc_column][\/vc_row]\n<\/div>","protected":false},"excerpt":{"rendered":"<p>This report summarizes Math PSSA performance across four years (2015-16 through 2018-19). \u00a0In general, performance across the four years was characterized by incremental year-to-year improvements.<\/p>\n","protected":false},"author":21878,"featured_media":7384,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[280,134,268,345,142],"tags":[],"class_list":["post-7412","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-assessments","category-equity","category-math","category-pssa","category-system-trends"],"aioseo_notices":[],"_links":{"self":[{"href":"https:\/\/www.philasd.org\/research\/wp-json\/wp\/v2\/posts\/7412","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\/21878"}],"replies":[{"embeddable":true,"href":"https:\/\/www.philasd.org\/research\/wp-json\/wp\/v2\/comments?post=7412"}],"version-history":[{"count":2,"href":"https:\/\/www.philasd.org\/research\/wp-json\/wp\/v2\/posts\/7412\/revisions"}],"predecessor-version":[{"id":7424,"href":"https:\/\/www.philasd.org\/research\/wp-json\/wp\/v2\/posts\/7412\/revisions\/7424"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/www.philasd.org\/research\/wp-json\/wp\/v2\/media\/7384"}],"wp:attachment":[{"href":"https:\/\/www.philasd.org\/research\/wp-json\/wp\/v2\/media?parent=7412"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/www.philasd.org\/research\/wp-json\/wp\/v2\/categories?post=7412"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/www.philasd.org\/research\/wp-json\/wp\/v2\/tags?post=7412"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}