Incoming 8th grade student testing data analysis

Reports from state test for incoming 8th graders

Data shows that incoming 8th graders' performance in objectives 2, 3, and 4 dropped a little on the 7th grade test, but that just demonstrates the difference in the difficulty of the test from 6th grade to 7th grade. Further, data shows that this particular group of students struggle with identifying the purpose of the text (entertain, persuade, etc.). That was the same Student Expectation that was low for the incoming 7th graders. This demonstrates a real need to address this SE with particular focus. These students also did rather poorly on analyzing how the author's point of view affects the text. Our curriculum for the remediation class should emphasis point of view instruction as well, according to the data. Next, I will analyze how well our past curriculum has worked by looking at the 7th and 8th grade test data over the last three years. I want to maintain anything that is still working in the new curriculum. No need recreating the wheel if there are lessons that already do the trick.

TAKS data analysis for incoming 7th graders

Report showing state test data for incoming 7th graders

Report shows that the incoming 7th graders struggled in fifth grade and their passing percentages went down that year. I suspect that was because it was the SSI year and the test changed from 4th to 5th grade. I also expect the students to face the challenge of the test changing this year as well. In 7th grade, there aren't more questions, but they lower the number of easy questions and up the number of higher level questions (inference, drawing conclusion, etc.). Our curriculum must address this change. Also, data shows that this group of kids has consistently struggled with SEs involving organization of text (cause and effect, chronilogical) and text purpose (entertain, persuade, etc.). This data will lead our emphasis in the reading lab and guide our curriculum development.