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2020-2021 State Testing Data Overview for OCS

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September 1, 2021

 

CONTEXT:  For the 2020–2021 school year, the U.S. Department of Education granted a waiver to North Carolina from: (1) calculating and reporting School Performance Grades and indicators, including School Accountability Growth, (2) the 95% test participation requirement, and (3) calculation and reporting of long-term goals for schools to improve achievement and reduce performance gaps.

As outlined in the waiver, reports of all test performance data will be disaggregated by student subgroups and all participation and non-participation data will be disaggregated by subgroups.  Additional reports will be made available throughout September 2021.

PARTICIPATION:  It is important to note that the participation was not consistent with previous years with respect to the length of the testing windows and the standardization of instruction.  Test windows were expanded to accommodate student’s participation in-person at the school sites where all health and safety protocols could be maintained.  Participation was much higher than anticipated, but robust participation alone does not indicate the data is valid for interpretations.

North Carolina

Orange County Schools

EOGs

Participation

EOGs

Participation

Reading 3 - 8

93%

3 schools

>95%

Math 3 - 8

93%

4 schools

≥90%

Science 5 & 8

93%

3 schools

<90%

EOCs

92%

EOCs

92%

 

PERFORMANCE:  North Carolina’s state-wide composite was 45.4% grade level proficient.  The overall composite for all subjects, all grades in Orange County Schools was 40.3% grade level proficient.  The range for our K-8 schools was 21.1% to 66.0%. Both comprehensive high schools exceeded the state’s performance composite. 

The performance of students and schools as measured by North Carolina’s accountability model is predicated on 1,025 hours or 185 days of in-person instruction. Every district in North Carolina experienced significant, and widely varied, interruptions to in-person instruction during the 2020-2021 school year as a result of COVID 19 school closures and remote instruction. Last year, Orange County Schools provided in-person instruction to all elementary students under Plan A beginning on January 25, 2021 and alternating weeks (Plan B) for all middle and high school students starting on DATE.  We are grateful for the work that our staff, teachers, and leaders did and continue to do to get back to and prioritize our students’ in-person learning.

As a result, performance is both difficult to compare to previous years or other districts and represents a new baseline upon which we should begin renewed improvement for our students. We have learned a great deal during the pandemic. The most important lesson is that it is vital that our students are in the same room with our teachers in order to learn at the highest levels. Teachers make all the difference. 

North Carolina

Orange County Schools

EOGs

Grade Level Proficient

EOGs

Grade Level Proficient

Reading 3 - 8

45.5% 

Reading 3 - 8

41.0% 

Math 3 - 8

40.0%

Math 3 - 8

30.4%

Science 5 & 8

62.2% 

Science 5 & 8

54.0%

 

North Carolina

Orange County Schools

EOCs

Grade Level Proficient

EOCs

Grade Level Proficient

Biology

45.6%  

Biology

53.4%  

English II

  58.5%

English II

58.5% 

NC Math 1

25.1%

NC Math 1

12.2%

NC Math 3

44.6%

NC Math 3

52.3%

 

COHORT GRADUATION RATE:  The four-year cohort graduation rate for students who entered 9th grade in 2017-2018 decreased for North Carolina by 1.7 and Orange County Schools (-6.7%).

North Carolina

Orange County Schools

2020-2021

86.9%

2020-2021

84.2%

2019-2020

88.6%

2019-2020

91.7% 

 

2020-2021 Data Release: Proficiency and Participation

 

2020-2021 Data Release: Subgroup Composites


NEXT STEPS:  While data indicates that for nearly a decade student achievement has been stagnant for all student groups in Orange County Schools, the results from the 2020-2021 State Test indicate that lost instructional time due to COVID 19 had a negative impact on student achievement.  As a result, the district is engaging in a variety of strategies to mitigate the negative impacts of learning disruptions due to COVID 19. Strategies include, but are not limited to: 

  • implementing protocols to ensure the health and safety of students and staff to sustain in-person learning
  • facilitated a six week, full day Summer Scholars Academy for approximately 1,200 students K-12 focused on remediation, readiness and enrichment
  • accelerating learning by teaching rigorous grade-level content supported by just-in-time academic support
  • providing additional resources to support the social and emotional well-being of students and staff
  • creating a new Strategic Plan that will articulate OCS’s goal, mission, vision, beliefs, strategies for how we’ll achieve our key measures and how we’ll measure our progress 
  • conducting literacy and equity audits to assess strengths and identify growth points 
  • piloting a high impact tutoring program
  • relaunching the multi-tiered student support (MTSS) system with an equity emphasis
  • conducting data cycles to ensure appropriate tiered interventions
  • realigning school improvement planning to the new Strategic Plan to streamline the focus on continuous improvement
  • implementing the “Science of Reading,which means evidence-based reading instruction practices that address the acquisition of language, phonological and phonemic awareness, phonics and spelling, fluency, vocabulary, oral language, and comprehension that can be differentiated to meet the needs of individual students to ensure students are reading proficiently by the end of Grade 3
  • maintaining a laser-like focus on literacy (reading, writing, listening, speaking and thinking critically) across all content areas