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August 29, 2016
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:
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.
|
Grade |
Year |
|
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% |
|
Grade |
Year |
|
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% |
|
Grade |
Year |
|
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% |
|
Grade |
Year |
|
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% |
|
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.
