Academic subject – indicate whether the issue is with the data on mathematics or reading/language arts or both Assessment file – Academic Achievement in Mathematics (FS175/DG583), Academic Achievement in Reading/Language Arts (FS175/DG584), Assessment Participation in Mathematics (FS185/DG588), and/or Assessment Participation in Reading/Language Arts (FS188/DG589) States – indicate which state(s) have the issue Description – describe the issue (what did you see, what were you expecting to see)
CONNECTICUT SEA to SCH Comparison: The C175 total number of students who took an alternate assessment based on alternate achievement standards (ALTASSALTACH) and received a valid score at the SEA level is approximately 1,083 students (27%) greater than was reported at the SCH level. Similar discrepancies exist for the following subgroups: MB, MHL, MW, MALE, FEMALE, and CWD. The discrepancies range from 230 to 1,083 students (24-29%). Similar SEA to SCH Comparison discrepancies exist for the C185 number of students who participated in an assessment. DISTRICT OF COLUMBIA Year to Year Comparison: The C175 number of students who took a regular assessment with accommodations (REGASSWACC) and received a score in SY 2014-15 is significantly smaller than the SY 2015-16 number. The discrepancy is 5,635 students (83%). A similar Year to Year Comparison discrepancy exists for the C185 total number of REGPARTWACC students who were enrolled at the time of the assessment from SY 2014-15 to SY 2015-16. FLORIDA Partial Data: No C175 data reported for students who took an alternate assessment based on alternate achievement standards (ALTASSALTACH) at the SEA, LEA, and School levels.
FLORIDA Year to Year Comparison: The C178 total number of students who took a regular assessment with accommodations (REGASSWACC) and received a valid score in SY 2014-15 is significantly smaller than the SY 2015-16 number. The discrepancy is 64,644 students (10901%). A similar Year to Year Comparison discrepancy exists between the SY 2014-15 C188 total number of REGPARTWACC students who were enrolled at the time of the assessment and the SY 2015-16 number. “Florida stopped collecting accommodation information on our test documents and in our testing systems in 2014-15 for ELA and Mathematics and only required that schools record and maintain the accommodations information at the local level. It was realized during the 2015-16 school year that the accommodations information was required for federal reporting purposes. However, at that time it was too late to make changes to the documents/systems and collect all accommodations data for the spring 2016 testing. For 2015-16 reporting we were able to generate data for certain accommodations through our computer testing system (text-to-speech, masking, paper-based tests) and certain paper based accommodations (LP, Braille, The discrepancy between 2014-15 vs 2015-16 is because in 2014-15 we reported certain paper accommodations and in 2015-16 we were able to add certain computer based accommodations. The numbers for the 2016-17 year will be different. In 2016-17 we will begin collecting information on all accommodations on paper and computer based assessments Grade 3 Mathematics and Grade 4 Reading assessments have fewer accommodations reported as they were paper based assessments only in 2015-16.”
The below explains how the special populations subgroup used in the file specifications are abbreviated in the data files. Table D-2. Special Populations Subgroups Special Population Subgroup used in this file Special Population Subgroup used in reporting to EDFacts Abbreviation Description Abbreviation used in files submitted by SEAs Description of abbreviation from file specification CWD Children with one or more disabilities (IDEA) WDIS Children with one or more disabilities (IDEA) ECD Economically Disadvantaged Students ECODIS Economically Disadvantaged Students HOM Homeless Enrolled HOMELSENRL Homeless Enrolled LEP Limited English proficient (LEP) LEP Limited English proficient (LEP) MIG Migrant Students MS Migrant Students