M-STEP Scores Increase in Nearly Two-Thirds of Grades, Subjects

Contact: Martin Ackley, Director of Public and Governmental Affairs 517-241-4395
Agency: Education

August 30, 2016

LANSING – Statewide assessments scored a multiple success this spring with students showing proficiency gains in nearly two-thirds of the grades and subjects tested; students spent less time testing, and schools receiving results earlier than last year, the Michigan Department of Education (MDE) announced today.

“The Spring 2016 results show scores are improving,” said State Superintendent Brian Whiston. “Additionally, we delivered the results earlier this year and significantly cut overall testing time.”

Responding to feedback from the first year of the M-STEP last year, MDE delivered results back to educators allowing them more time to identify and correct student learning deficiencies; and reduced overall testing time by up to eight hours, depending on grade, for a corresponding increase in instruction time.

Preliminary reports for entire subjects were available to schools within 48 hours after students completed the online assessments, enabling educators to more quickly adapt instruction.

Total test time for students typically was four to eight hours or less than one percent of a student’s total instruction time for the school year.

About 95 percent of all Michigan schools took the online test this year, compared to 80 percent last year. A pencil-and-paper option remains available for those relatively few districts that are not yet ready technologically.

M-STEP will remain the same for Spring 2017, and MDE is working with stakeholders to identify potential changes in the testing system for future years.

Of the 18 grade-subject combinations tested, 10 showed gains in the percent of students proficient or advanced. When compared to 2015 statewide results, this year’s increased proficient or advanced M-STEP scores occurred in:

  • Grades 5, 6 and 8 in English Language Arts (ELA)
  • Grades 4, 5, 7 and 8 in mathematics, and
  • Grades 4 and 7 in science

Science scores also rose in Grade 11 of the Michigan Merit Exam (MME), which tests 11th-graders in science and social studies, and includes the SAT college entrance exam.

The SAT, administered to 11th-graders for the first time this spring, serves as both a college entrance exam and state ELA and mathematics assessment. The 2016 SAT is the baseline for future SAT exams in Michigan. Like the M-STEP, the SAT is aligned with state standards.

Social studies’ advanced or proficient scores saw slight to modest decreases in all three grades tested – 5, 8 and 11 – while the largest declines occurred in third-grade math and ELA, a key literacy milestone because children typically learn to read by the end of that grade.

“While we can celebrate our successes, our work continues with improving reading skills for our youngest learners,” Whiston said. “To make Michigan a Top 10 education state in 10 years, we need to provide the focused supports and resources to help schools, teachers, and every child learn to read by the third grade.”

The statewide Top 10 in 10 initiative is ramping up these priorities and the Michigan PreK-12 Literary Commission, created through Executive Order in July by Governor Rick Snyder, will study and recommend state policy in alignment to improve reading skills for Michigan’s children.

District and building M-STEP results are available at https://www.mischooldata.org.

Statewide aggregate scores are in the tables below.

English Language Arts Results 2016 vs 2015

Grade

Year


Not Proficient

Partially Proficient

 Proficient

 Advanced

 

Proficient or Above

3

2015

24.1%

25.9%

25.3%

24.7%

50.0%

 

2016

29.2%

24.8%

22.6%

23.4%

46.0%

4

2015

30.7%

22.7%

24.5%

22.1%

46.6%

 

2016

31.4%

22.3%

22.2%

24.1%

46.3%

5

2015

27.4%

23.9%

32.2%

16.5%

48.7%

 

2016

24.8%

24.6%

32.6%

18.0%

50.6%

6

2015

26.9%

28.4%

31.8%

12.9%

44.7%

 

2016

28.0%

27.0%

29.1%

15.9%

45.0%

7

2015

24.7%

26.2%

36.7%

12.4%

49.1%

 

2016

25.3%

27.6%

33.0%

14.1%

47.1%

8

2015

21.6%

30.8%

35.7%

11.9%

47.6%

 

2016

23.2%

28.0%

33.9%

14.9%

48.8%

Mathematics Results 2016 vs 2015

Grade

Year


Not Proficient

Partially Proficient

 Proficient

Advanced

 

Proficient or Above

3

2015

23.5%

27.7%

31.1%

17.7%

48.8%

 

2016

27.3%

27.5%

29.2%

16.0%

45.2%

4

2015

24.2%

34.4%

26.1%

15.2%

41.4%

 

2016

21.3%

34.8%

26.9%

17.1%

44.0%

5

2015

35.9%

30.7%

17.8%

15.6%

33.4%

 

2016

35.3%

30.9%

18.2%

15.6%

33.8%

6

2015

33.1%

33.7%

18.3%

15.0%

33.3%

 

2016

34.2%

33.0%

18.2%

14.6%

32.8%

7

2015

35.0%

31.8%

19.9%

13.3%

33.3%

 

2016

36.0%

28.7%

19.0%

16.3%

35.3%

8

2015

39.7%

28.1%

17.4%

14.8%

32.2%

 

2016

40.6%

26.7%

16.6%

16.1%

32.7%

Science Results 2016 vs 2015

Grade

Year


Not Proficient

 Partially Proficient

  Proficient

 Advanced

 

Proficient or Above

4

2015

57.1%

30.5%

6.5%

5.8%

12.4%

 

2016

54.7%

30.6%

7.3%

7.4%

14.7%

7

2015

54.1%

23.3%

14.7%

8.0%

22.7%

 

2016

52.3%

23.8%

14.7%

9.1%

23.8%

11

2015

42.9%

27.7%

17.9%

11.5%

29.4%

 

2016

38.5%

28.4%

20.4%

12.6%

33.0%

Social Studies Results 2016 vs 2015

Grade

Year


Not Proficient

  Partially Proficient

  Proficient

 Advanced

 

Proficient or Above

5

2015

19.7%

58.1%

18.6%

3.6%

22.2%

 

2016

21.1%

60.1%

16.1%

2.7%

18.9%

8

2015

30.4%

39.9%

25.3%

4.5%

29.7%

 

2016

29.1%

41.5%

23.2%

6.1%

29.3%

11

2015

15.0%

41.1%

32.9%

10.9%

43.9%

 

2016

11.3%

45.7%

32.5%

10.6%

43.1%

Spring 2016 Grade 11 SAT with Essay Results by Total Possible Points

Subject

Total Possible Range

Total Score Average

College & Career Readiness as defined by College Board

SAT with ESSAY

400-1600

1001.2

 

SAT Evidence-Based Reading & Writing

200-800

507.5

60.2

SAT Mathematics

200-800

493.7

36.9

ESSAY Scores

 

 

 

Reading

2-8

4.6

 

Analysis

2-8

3.5

 

Writing

2-8

4.5

 

 

CCR College and Career Readiness scores – CCR score is determined by SAT. They represent a 75% likelihood of a student achieving at least a “C” grade in a first-semester, credit-bearing college course in a related subject.