DEKALB CUSD 428
The persistent difference in academic performance between different ethnic and racial groups, income levels, gender, and special student groups.
Note: The 2015 PARCC assessment scores set a new baseline. A trend line of information will be available in the fall of 2016 after the next administration of the PARCC Assessment.
The display allows you to see the comparison of test results between various subgroups. You may select from the filters listed on the right (Grade, Subject, Sub-group) to refine the display. After making any selection, click “Go!” to see the information. If a subgroup has fewer than 10 students no comparison data will be shown. This is done to protect student privacy.
The drop-down Grade menu allows you to select a Summary (all grades at this school averaged together) or Each Grade at this school. The drop-down Subject menu gives access to All Subjects or to one at a time, and the drop-down Achievement Gap Groups menu allows you to select which pair of subgroups you would like to compare.
The "Excel" button downloads this information into an Excel file.
Clicking “View Details” displays the exact percentage values of the gaps. It also shows the number of students in each subgroup tested over several years. This information is displayed beneath each graph.
In 2013, ISBE raised performance expectations to improve alignment of ISAT scores with the new and more rigorous Illinois Learning Standards. These higher expectations raised the “cut scores,” or the thresholds between different performance levels (such as “Below Standards” and “Meets Standards”) which resulted in fewer students meeting or exceeding Reading and Math standards.
Achievement gaps are evident when one group of students outperforms another group and the average scores indicate a significant difference between the groups that persists over time. When a subgroup has fewer than 10 students, the comparison data is not shown. This is done to protect student privacy.
Schools and districts that are narrowing achievement gaps share four key characteristics:
Focus – clear and consistent goals, strategies, and leadership
Rigorous curriculum – clearly defined, high expectations for student learning
High quality teaching
Necessary and frequent interventions to improve students’ learning