Predicting 10th Grade Fcat Success Research Brief
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| Author | : Terry Froman |
| Publisher | : |
| Total Pages | : 5 |
| Release | : 2008 |
| Genre | : |
| ISBN | : |
This Research Brief presents a method for predicting 10th grade Florida Comprehensive Assessment Test (FCAT) success from 6th grade FCAT performance. A simple equation provides the most probable single score prediction, and give-or-take error margins define high and low probability zones for expected 10th grade scores. In addition, a double-entry table provides estimates of the probability of success on both the Reading and Mathematics tests in 10th grade. The procedures are presented in an extended analogy to weather predictions.
| Author | : Terry Froman |
| Publisher | : |
| Total Pages | : 3 |
| Release | : 2004 |
| Genre | : |
| ISBN | : |
Florida law requires that students achieve a passing score on the Grade 10 Florida Comprehensive Assessment Test (FCAT) to qualify for a standard high school diploma (Section 1008.22(3)(c)5, Florida Statutes). Students who were administered the Grade 10 FCAT for the first time during the 2002 administrations or later must earn a developmental score of 1926 (SSS passing score of 300) or higher in reading and 1889 (300) or higher for mathematics. Among students taking the 10th Grade FCAT for the first time in 2004, 53% did not achieve passing scores in reading, and 29% did not achieve passing scores in mathematics. Although students are granted many opportunities to retake the tests, any early identification of students in jeopardy of not passing the 10th Grade tests would be a welcome contribution to providing targeted academic remediation to the students most in need. This study addresses an approach to the early identification of students who may be at risk of scoring below the passing score of 300 on their 10th grade FCAT Reading and Mathematics Tests. The two prediction equations in this study each utilize a single predictor: the student's score on the 9th grade FCAT Reading and Mathematics Tests, respectively.
| Author | : Terry Froman |
| Publisher | : |
| Total Pages | : 3 |
| Release | : 2008 |
| Genre | : |
| ISBN | : |
For the past few years the Florida School Code has set the Florida Comprehensive Assessment Test (FCAT) performance requirements for promotion of 3rd graders and graduation for 10 graders. Grade 3 students who do not score at level 2 or higher on the FCAT SSS Reading must be retained unless exempted for special circumstances. Grade 10 students must earn a passing score of 300 or higher in reading and mathematics to qualify for a standard diploma. Many of our students are at risk of not meeting these requirements and having their academic progress interrupted. Clearly, any help in predicting which students may be in jeopardy of not passing the FCAT would help in providing targeted academic remediation to the students most in need. The service of providing predictions has been very well received by school sites and has proved useful in identifying and prioritizing those students needing additional attention. This research brief is a continuation of that annual service. [For the 2006-07 edition of this report, see ED538075.].
| Author | : Terry Froman |
| Publisher | : |
| Total Pages | : 3 |
| Release | : 2006 |
| Genre | : |
| ISBN | : |
For the past few years the Florida School Code has set the Florida Comprehensive Assessment Test (FCAT) performance requirements for promotion of 3rd graders and graduation for 10th graders. Grade 3 students who do not score at level 2 or higher on the FCAT SSS Reading must be retained unless exempted for special circumstances. Grade 10 students must earn a passing score of 300 or higher in reading and mathematics to qualify for a standard diploma. Many of our students are at risk of not meeting these requirements and having their academic progress interrupted. Clearly, any help in predicting which students may be in jeopardy of not passing the FCAT would help in providing targeted academic remediation to the students most in need. The service of providing predictions has been very well received by schools sites and has proved useful in identifying and prioritizing those students needing additional attention. This research brief is a continuation of that annual service.
| Author | : Terry Froman |
| Publisher | : |
| Total Pages | : 9 |
| Release | : 2008 |
| Genre | : |
| ISBN | : |
Advanced Placement courses are offered at M-DCPS for students to acquire college credit or advanced college academic standing. A system has been developed in the past by the College Board to use the PSAT for 10th grade students to estimate their potential for AP Examination success. The same test has recently been applied in this district to 9th graders for the same purpose. In this paper we present an alternative, more reliable, prediction system using Florida Comprehensive Assessment Test (FCAT) scores that is appropriate for the prediction of AP Examination success for both 9th and 10 graders. The prediction system should also prove useful for academic counseling and placement purposes. AP Potential Expectancy Tables are attached. (Contains 2 tables.).
| Author | : Terry Froman |
| Publisher | : |
| Total Pages | : 2 |
| Release | : 2005 |
| Genre | : |
| ISBN | : |
Student scores on the Florida Comprehensive Assessment Test (FCAT) tests are increasingly being used for administrative purposes. Promotion and placement decisions are largely governed by FCAT performance. Although efforts are made to make the FCAT scores available as soon as possible, for some purposes they are not on hand when needed. Additionally, as the importance of FCAT scores increases, it becomes more desirable to have some kind of early indication of how students are expected to score at each grade level, even before the tests are administered. In response to these growing needs for anticipation of FCAT scores, this paper presents a method for predicting FCAT scores based on the previous year's performance.
| Author | : Terry Froman |
| Publisher | : |
| Total Pages | : 2 |
| Release | : 2006 |
| Genre | : |
| ISBN | : |
Although students have been taking the Florida Comprehensive Assessment Test (FCAT) Science test for a few years, the State has only recently set the achievement-level standards for the Science test. Science will be included in the school grade calculations for the first time in 2006-07. In addition, although no official guidelines exist presently, the FCAT Science scores will also be incorporated in the Adequate Yearly Progress requirements in the near future. With the growing importance of the FCAT Science test, it becomes increasingly desirable to have some way of predicting the performance of students. In other FCAT testing areas, prediction formulas and cutoff scores for success have been developed by this office and made available to schools for several years. However, because the FCAT Science test is relatively new and because it is administered in only Grades 5, 8, and 11, prediction for this test must proceed along different lines. This paper presents the results of an analysis directed toward predicting students' Science scores based on their performance on the FCAT Mathematics test of the previous year.
| Author | : Terry Froman |
| Publisher | : |
| Total Pages | : 2 |
| Release | : 2007 |
| Genre | : |
| ISBN | : |
Although students have been taking the Florida Comprehensive Assessment Test (FCAT) Science test for a few years, the State included the performance on the Science test in the school grade calculations for the first time in 2006-07. Although no official guidelines exist presently, the Science scores may also be incorporated in the NCLB Adequately Yearly Progress requirements in the near future. With the growing importance of the Science test, it becomes increasingly desirable to have some way of predicting the performance of students. In other FCAT testing areas, prediction formulas and cutoff scores for success have been developed by this office and made available to schools for several years. However, because the Science test is relatively new and because it is administered in only Grades 5, 8, and 11, prediction for this test must proceed along different lines. This paper presents the results of an analysis directed toward predicting students' Science scores based on their performance on the FCAT Mathematics test of the previous year. [For the 2006-07 edition of this report, see ED538076.].
| Author | : |
| Publisher | : |
| Total Pages | : 208 |
| Release | : 2003-06-01 |
| Genre | : Education |
| ISBN | : 9781592300327 |
| Author | : Marilyn K. Underwood |
| Publisher | : |
| Total Pages | : 148 |
| Release | : 2010 |
| Genre | : Academic achievement |
| ISBN | : |
The focus of this research was to investigate the use of a district created formative benchmark assessment in reading to predict student achievement for 10th-grade students on the Florida Comprehensive Assessment Test (FCAT) in one county in north central Florida. The purpose of the study was to provide information to high school principals and teachers to better understand how students were performing and learning and to maximize use of the formative district benchmark assessment in order to modify instruction and positively impact student achievement. This study expanded a prior limited study which correlated district benchmark assessment scores to FCAT scores for students in grades three through five in five elementary schools in the targeted county. The high correlations suggested further study. This research focused on secondary reading, specifically in 10th grade where both state and targeted county FCAT scores were low in years preceding this research. Investigated were (a) the district formative assessment in reading as a predictor of FCAT Reading scores, (b) differences in strength of correlation and prediction among student subgroups and between high schools, and (c) any relationships between reading formative assessment scores and Mathematics FCAT scores. An additional focus of this study was to determine best leadership practices in schools where there were the highest correlations between the formative assessment and FCAT Reading scores. Research on best practices was reviewed, and principals were interviewed to determine trends and themes in practice. Tenth grade students in the seven Florida targeted district high schools were included in the study. The findings of the study supported the effective use of formative assessments both in instruction and as predictors of students' performance on the FCAT. The results of the study also showed a significant correlation between performance on the reading formative assessment and performance on FCAT Mathematics. The data indicated no significant differences in the strength of correlation between student subgroups or between the high schools included in the study. Additionally, the practices of effective principals in using formative assessment data to inform instruction, gathered through personal interviews, were documented and described.
