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The Vermont DRA was adapted from the original Developmental Reading Assessment published by Celebration Press. Extensive modification of the assessment, for statewide assessment purposes, was undertaken by the Vermont Department of Education, the University of Vermont and the Northeast and Islands Regional Lab at Brown University.
The School Report shows the number of students with valid assessments and the percent of students scoring in the highest two performance levels - achieved the standard and achieved the standard with honors.
Source: Vermont Statewide Assessment System
Considerations: As you review student performance information, remember that student performance at a particular grade level provides information about the schools program of instruction and learning opportunities for all grades leading up to the exam. It does not reflect only the instruction and learning opportunities for the grade assessed.
When reviewing data based on percentages of students please note the number of students who were tested in the assessment. Vermont has many small schools that have small grade cohorts. If a school has less than 20 students tested the data should be viewed with particular caution. Small schools may have to aggregate multiple years of data before they can become more confident with their results.
22) New Standards Reference Exam (NSRE) - English/Language Arts: The English/Language Arts performance of students in high school is assessed at the school and state levels, with an English/Language Arts reference exam aligned with Vermont's Framework of Standards and Learning Opportunities. The reference exam measures and reports on the percentages of students meeting or exceeding a performance level (standard) in three areas:
(1) Reading: Basic Understanding: Students must demonstrate
the ability to comprehend a variety of materials of varying length and
complexity.
(2) Reading: Analysis and Interpretation: Students must
demonstrate the ability to analyze and interpret what they read in the
process of becoming critical readers.
(3) Writing Effectiveness: Students must demonstrate
the ability to write effectively in a variety of formats for a variety
of purposes, audiences, and contexts.
(4) Writing Conventions: Students must demonstrate control
of the conventions (usage, spelling and punctuation) of the English language
according to current standards of correctness.
The School Report shows the percentage of students in the highest two performance levels - 'Achieved the Standard' and 'Achieved the Standard with Honors'. It also shows the number of students with valid results for each assessment.
Source: Vermont Statewide Assessment System
Considerations: As you review student performance information, remember that student performance at a particular grade level provides information about the schools program of instruction and learning opportunities for all grades leading up to the exam. It does not reflect only the instruction and learning opportunities for the grade assessed. 1997-98 was the first year of mandatory participation in the Vermont Comprehensive Assessment system. The School Report shows the most recent three years of data. Check with your local school for data prior to 1999-2000.
When reviewing data based on percentages of students please note the number of students who were tested in the assessment. Vermont has many small schools that have small grade cohorts. If a school has less than 20 students tested the data should be viewed with particular caution. Small schools may have to aggregate multiple years of data before they can become more confident with their results.
23) New Standards Reference Exam (NSRE) - Mathematics: The mathematics performance of students in high school is assessed at the school and state levels, 8 and 10, with a mathematics reference exam aligned with Vermont's Framework of Standards and Learning Opportunities. The mathematics reference exam measures and reports on the percentages of students meeting or exceeding a performance level (standard) in three areas:
(1) Concepts: Showing that the student understands mathematical
processes and ideas.
(2) Skills: Showing that the student can perform the
mathematical routine or technique correctly.
(3) Problem Solving: Showing that the student can choose
and apply appropriate skills and concepts, and reason mathematically. Students
solve increasingly complex situations by formulating, implementing and
drawing conclusions from the problem solution.
The School Report shows the percentage of students in the highest two performance levels - 'Achieved the Standard' and 'Achieved the Standard with Honors'. It also shows the number of students valid results for each assessment.
Source: Vermont Statewide Assessment System
Considerations: As you review student performance information, remember that student performance at a particular grade level provides information about the schools program of instruction and learning opportunities for all grades leading up to the exam. It does not reflect only the instruction and learning opportunities for the grade assessed. 1997-98 was the first year of mandatory participation in the Vermont Comprehensive Assessment system. The School Report shows the most recent three years of data. Check with your local school for data prior to 1999-2000.
When reviewing data based on percentages of students please note the number of students who were tested in the assessment. Vermont has many small schools that have small grade cohorts. If a school has less than 20 students tested the data should be viewed with particular caution. Small schools may have to aggregate multiple years of data before they can become more confident with their results.
26) Post Secondary Aspirations and Actual Activities
After High School: Post Secondary Aspirations data indicates
what high school seniors reported (in the spring of their senior year)
as their plans after they graduate from high school. The Actual Activities
data indicates what seniors reported as their actual activities one year
after high school graduation . Post Secondary Aspirations data is collected
annually through the Vermont Student Assistance Corporation (VSAC) Senior
Survey. All high school seniors were surveyed and approximately 80%
of seniors annually participate statewide. A follow-up survey
is sent one year after graduation to all graduates who participated in
the first survey. Approximately 80% of graduates who responded to
the first survey respond to the follow-up. The total number of seniors
responding for each school is reported along with the percentage of students
who chose each category. Students were asked to select one of seven categories:
| (1) 4 year college | (5) Full-time job | |
| (2) 2 year college | (6) Military Service | |
| (3) Other schools | (7) Take time off/Don't know | |
| (4) Homemaker |
Source: Vermont Student Assistance Corporation (VSAC)
Considerations: As you review this data, remember that Actual
Activities data is one collected one year after Post Secondary Aspirations
data. Actual Activities data for a particular class (or cohort) of
students will be available one year after the Post Secondary Aspirations
data.
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| UVM - Center for Rural Studies | Vermont Department of Education |
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Please send questions or comments on the School Report to the Department of Education, or feel free to call 802.828.3148. |