Achievement scores from last Spring’s new statewide assessment called ATLAS were released publicly today. As stakeholders around the state start to make meaning of what the results mean for educators and students, these scores reflect how students in grades 3-10 performed on the tests in English Language Arts, mathematics, and science. You can check them out here.
In the context of academic accountability, students achieving grade level standards is important, but here at OEP, we prefer to focus on academic growth, because it is less reflective of the economic resources available in students’ experiences outside of school, and more connected to the learning experiences that happen in their classrooms. These Value-Added Growth scores are anticipated to be released soon, but for today, we will focus on performance.
In summary, the baseline ATLAS results indicate that fewer students scored in the lowest proficiency level (Level 1) compared to ACT Aspire across all subjects. which is encouraging for educators focusing on intensive interventions. However, the high percentages of students scoring at Level 1 in Algebra (38%) and Geometry (43%) require attention. Overall, proficiency levels on this new assessment remain similar to what we have seen in recent years: approximately 18-39% of students perform at the expected level in Math, 26-37% in Reading, and consistently 35-36% in science.
As presented below in Figure 1, we have encountered several changes in state educational assessments, which is common given that contracts typically last 5-7 years amidst the evolving landscape of educational assessment. Since the first statewide assessment in 2005, called ACTAAP (Arkansas Comprehensive Testing, Assessment, and Accountability Program) Benchmark, the state transitioned to PARCC, then ACT Aspire, and now ATLAS.
Figure 1: Arkansas’s Statewide Assessments, 2005-2024
The Arkansas Comprehensive Testing, Assessment, and Accountability Program began in the mid-90s, and measured student performance in English language arts, math, and science. In 2005 these Benchmark and End of Course (EOC) assessments were introduced for accountability. Benchmark assessments were used through 2014 and were directly aligned with the Arkansas Curriculum Frameworks. This period coincided with the No Child Left Behind initiative, which aimed for 100% student proficiency across states, leading to frequent reevaluations and adjustments of cut scores. Benchmark and EOC proficiency was defined as follows:
- Advanced: Advanced students demonstrate superior performance well beyond proficient grade-level performance.
- Proficient: Proficient students demonstrate solid academic performance for the grade tested and are well prepared for the next level of schooling.
- Basic: Basic students show substantial skills. However, they only partially demonstrate the abilities to apply these skills.
- Below Basic: Below basic students fail to show sufficient mastering of skills to attain the basic level.
In 2014, proficiency scores reflected 78% of Arkansas students scored Proficient or Advanced in Literacy and 72% scored Proficient or Advanced in mathematics.
In 2015 Arkansas students completed the PARCC (Partnership for Assessment of Readiness for College and Careers) assessment. PARCC tests evaluated students’ critical thinking, problem-solving, and higher-order thinking skills. The PARCC was developed by a consortium of states and incorporated the new requirement for states to evaluate students on challenging academic standards that prepared students for college and career. The developers used the common core standards also built by a consortium of states. The PARCC assessment had five performance levels for student scores:
- Level 5: Exceeded Expectations
- Level 4: Met Expectations
- Level 3: Approached Expectations
- Level 2: Partially Met Expectations
- Level 1: Did Not Yet Meet Expectations
2015 PARCC performance data reflected 34% of Arkansas students Met or Exceeded expectations in Literacy, while 24% of students Met or Exceeded expectations in mathematics.
The PARCC assessment was replaced by ACT Aspire in 2016 and continued until 2023. ACT Aspire is a vertically scaled, standards-based assessment system that tracks student growth and progress toward college and career readiness. Students are classified based on their performance into levels such as Exceeding or Ready, which indicate they meet ACT Readiness Benchmarks. Those scoring at or above these benchmarks are considered on track for college readiness by the time they take the ACT in eleventh grade. The Aspire assessment measures progress towards college readiness, using benchmarks based on success in specific college freshman courses rather than directly tied to learning standards. The scores for each subject would fall into one of four levels:
- Exceeding
- Ready
- Close
- In Need of Support
In 2016, ACT Aspire performance data reflected 48% of Arkansas students were Ready or Exceeding in English Language Arts, 43% of students were Ready or Exceeding in mathematics, and 38% were Ready or Exceeding in science.
The 2023 ACT Aspire performance data by grade is presented below in Figure 2. Statewide, 39% of Arkansas students were Ready or Exceeding in ELA, 39% of students were Ready or Exceeding in mathematics, and 35% were Ready or Exceeding in science.
Figure 2: ACT Aspire Achievement, 2023
ATLAS is an assessment developed by Arkansas educators in collaboration with Cambium Assessment, informed by feedback from over 3,700 stakeholders, including educators and experts. It measures student performance in English language arts, math, and science, aligning with the state’s education standards as outlined in the LEARNS Act. The assessment shifts back to End of Course Exams for high school subjects like Biology, Algebra, and Geometry, like previous Benchmark EOCs. The goal of ATLAS is to evaluate if students are meeting grade-level standards and to assess their learning across various levels. It comprises a comprehensive assessment package with multiple components to guide instructional decisions throughout the school year.
After a delay in scoring due to the standard setting process, we now know how Arkansas students performed on the summative tests that were taken in Spring 2024.
The ATLAS proficiency scale was released this week as follows:
- Level 4: Students demonstrate an advanced understanding.
- Level 3: Students demonstrate a proficient understanding.
- Level 2: Students demonstrate a basic understanding.
- Level 1: Students demonstrate a limited understanding.
Statewide, 34% of Arkansas students were Level 3 or 4 in ELA, 36% of students were Level 3 or 4 in mathematics, and 35% were Level 3 or 4 in science.
2024 ATLAS achievement by grade is presented below in Figure 3.
Figure 3: ATLAS Achievement, 2024
Let us take a moment to shift over to a national perspective of proficiency. The National Assessment of Educational Progress (NAEP), established in 1969, uses a sample of students to assesses student achievement in Reading and Math for grades 4 and 8 across the U.S. It uses standardized questions to provide uniform results, reported at national and state levels, as well as for various demographic groups. Students’ performance is evaluated based on three achievement levels: NAEP Basic, NAEP Proficient, and NAEP Advanced. Students reaching the NAEP Proficient level show solid academic performance and competency in challenging subjects. Arkansas’s NAEP achievement is presented in Figure 4 below.
Updated NAEP data is anticipated early next year, but in 2022, slightly less than 1 in 3 Arkansas students scored “proficient” on NAEP.
Figure 4: NAEP Achievement, Grades 4 and 8, 2005-2022
Well darn. All this testing doesn’t seem to be making kids achieve at higher rates.
But there is reason to be optimistic!
The new assessment system isn’t just a once-a-year snapshot to measure students learning. It is a system of assessments aligned to Arkansas’s own learning standards that that can help teachers identify when students are learning what is expected, or if they need support in specific areas. This invaluable information will help teachers understand what they could do next to increase students’ learning. See Denise Airola’s helpful videos on the OEP YouTube channel!
But this great information won’t help students if it isn’t used to change instruction.
Here at OEP, we hope that all the supports provided for students, teachers, and schools provided by the ATLAS assessment system will lead to increased achievement for our students. Stay tuned!